Scientific Advisory Board

Chair

rick_kubina_layers

Rick Kubina Jr.

Ph.D, BCBA-D
Director of Research
CentralReach

Rick Kubina Jr., Ph.D, BCBA-D is CentralReach’s Director of Research and a Professor of Special Education at The Pennsylvania State University where he teaches courses on methods for teaching reading, behavior analysis, and experimental design. Rick graduated from Youngstown State University where he had Steve Graf as an advisor and then received a Masters and Ph.D. from The Ohio State University under John Cooper.

 

Rick conducts wide-ranging research in the area of Applied Behavior Analysis and Precision Teaching. He also served as the editor of the Journal of Precision Teaching and Celeration. Rick has dedicated his professional career to helping behavior change agents such as teachers, behavior analysts, and other helping professionals efficiently change behavior through effective teaching and measurement such as Precision Teaching. Rick co-founded a software called Chartlytics, which was acquired by CentralReach in 2018. At CentralReach, Rick explores how technology can accelerate superior outcomes for all those seeking to engender professional and personal success and his ongoing research will help shape the future of CentralReach’s clinical solutions.

 

Publications

Behavioral Healthcare Executive - Parent Support can Provide Needed Intervention While Learners Await ABA Therapy

Mensi, M., Baiocco, R., Otukile-Mongwaketse, M., Paganotti, G. M., & Kubina, R. M., (2022). Improving the reading skills of children with neurodevelopmental disabilities: Preliminary study from Botswana. Journal of Intellectual Disabilities, 26, 149-165. https://doi.org/10.1177/1744629520968968

Kubina, R. M., (2021). Precision teaching and behavioral dynamics. Behavior Analysis in Practice, 14(3), 577-581. https://doi.org/10.1007/s40617-020-00482-3

Kubina, R. M., Ruiz, S., & Kostewicz, D. E. (2021). Quantifying function with the functional analysis celeration chart. Behavior Analysis in Practice, 14(3), 728-733. https://doi.org/10.1007/s40617-020-00426-x

Kubina, R. M., Kostewicz, D. E., King, S. A., Brennan, K. M., Wertalik, J., Rizzo, K., & Markelz, A. (2021). Standards of Graph Construction in Special Education Research: A Review of their Use and Relevance. Education and Treatment of Children, 44, 275-290. https://doi.org/10.1007/s43494-021-00053-3

McTiernan, A., Holloway, J., Healy, O. & Kubina, R.M. (2021). An Investigation of Individual Differences as Moderators of a Precision Teaching and Frequency Building Intervention. European Journal of Behavior Analysis, 22(2), 194-212. https://doi.org/10.1080/15021149.2020.1859348

Stocker, J. D., & Kubina, R. M. (2021). Building pre-algebra fluency through a self-managed practice intervention order of operations. Behavior Analysis in Practice, 14(3), 608-622. https://doi.org/10.1007/s40617-020-00501-3

Kostewicz, D. E., Kubina, R. M., & Brennan, K. A. (2020). Improving spelling for at-risk kindergartners through element skill frequency building. Behavioral Interventions, 35, 131-144. https://doi.org/10.1002/bin.1701

Stocker, J., Schwartz, R., Kubina, R. M., Kostewicz, D., & Kozloff, M. (2019). Evidence base for behavioral fluency and mathematics education: A review of performance standards and critical learning outcomes. Behavioral Interventions, 34, 102-117.

Dembek, G. & Kubina, R. M. (2018). Talk aloud problem solving and frequency building to a performance criterion improves science reasoning. Journal of Evidenced-Based Practices for Schools, 16, 147-170.

Dembek, G. & Kubina, R. M. (2018). The Effect of Talk Aloud Problem Solving and Frequency Building to a Performance Criterion with a Student At-Risk for Reading Disabilities: A Case Study. Reading Improvement, 55, 93-105.

Stocker, J., Kubina, R. M., Riccomini, P. J. & Mason, A. (2018). Comparing the effects of different timings to build computational and procedural fluency with complex computations. Journal of Evidenced-Based Practices for Schools, 16, 206-230.

Wertalik, J. L., & Kubina, R. M. (2018). Comparison of Two Instructional Methods to Teach Daily Living Skills to Adolescents with Autism. Journal of Behavioral Education, 27, 279-300.   https://doi.org/10.1007/s10864-017-9285-4

Datchuk, S. M. & Kubina, R. M. (2017). A Writing Intervention to Teach Simple Sentences and Descriptive Paragraphs to Adolescents with Writing Difficulties. Education and Treatment of Children, 40, 303-326.

Kubina, R. M., Kostewicz, D. E., Brennan, K. M., & King, S. A. (2017). A Critical Review of Line Graphs in Behavior Analytic Journals. Educational Psychology Review, 29, 583-598. DOI 10.1007/s10648-015-9339-x

Ruiz, S., & Kubina, R. M., (2017). Impact of Trial-Based Functional Analysis on Challenging Behavior and Training: A Review of the Literature. Behavior Analysis: Research and Practice, 17, 347-356. http://dx.doi.org/10.1037/bar0000079

Wertalik, J. L., & Kubina, R. M. (2017). Interventions to improve personal care skills for individuals with autism: A review of the literature. Review Journal of Autism and Developmental Disorders, 4, 50-60.

Kostewicz, D. E., Kubina, R. M., Selfridge, K. A., & Gallagher, D. L. (2016). A review of fixed fluency criteria in repeated reading studies. Reading Improvement, 53, 23-41.

Kubina, R. M., Yurich, K. L., Durica, K. C., & Healy, N. M. (2016). Developing behavioral fluency with movement cycles using SAFMEDS. Journal of Behavioral Education, 25, 120-141.

McConnell, B. M., & Kubina, R. M. (2016). Parents using explicit reading instruction with their children at-risk for reading difficulties. Education and Treatment of Children, 39, 115-139.

Stocker, J., & Kubina, R. M. (2016). Impact of Cover, Copy, and Compare on Fluency Outcomes for Students with Disabilities and Math Deficits: A Review of the Literature. Preventing School Failure, 61, 56-68.

Datchuk, S. M. & Kubina, R. M. (2015). Effects of sentence combining intervention and frequency building to a performance criterion on adolescents with difficulty constructing sentences. Journal of Evidence-Based Practices for Schools, 14, 160-185.

Datchuk, S. M., Kubina, R. M., & Mason, L. H (2015). Effects of sentence instruction and frequency building to a performance criterion on elementary-aged students with behavioral concerns and EBD. Exceptionality, 23, 34-53.

Lin, F. Y., & Kubina, R. M. (2015). Imitation fluency in a student with autism spectrum disorder: An experimental case study. European Journal of Behavior Analysis, 16, 2-20.

Polyak, A., Kubina, R. M., & Girirajan, S. (2015). Comorbidity of intellectual disability confounds ascertainment of autism: Implications for genetic diagnosis. American Journal of Medical Genetics (Part B) 9999, 1-9.

McConnell, B. M., & Kubina, R. M. (2014). Connecting with families to improve students’ school attendance: A review of the literature. Preventing School Failure: Alternative Education for Children and Youth, 58, 249-256.

Datchuk, S. M., & Kubina, R. M. (2013). A review of teaching sentence-level writing skills to students with writing difficulties and learning disabilities. Remedial and Special Education, 34, 180-192.

Mason, L. H., Kubina, R. M., & Hoover, T. (2013). Effects of quick writing instruction for high school students with emotional and behavioral disabilities. Journal of Emotional and Behavioral Disorders, 21, 163-175.

Mason, L. H., Kubina, R. M., Kostewicz, D. E., Mong Cramer, A., & Datchuk, S. M. (2013). Improving Quick Writing Performance of Middle-School Struggling Learners. Contemporary Educational Psychology, 38, 236-246.

Wannarka, R., Ruhl, K., & Kubina, R. (2013). Using peer-mediated constant time delay to teach content-area vocabulary to middle school students with disruptive behavior. Journal of Evidence-Based Practices for Schools, 14, 2-29.

Hoover, T., Kubina, R. M., & Mason, L. H. (2012). Effects of self-regulated strategy development for POW+TREE on high school students with learning disabilities. Exceptionality, 20, 20-28.

Datchuk, S. M., & Kubina, R. M. (2011). Communicating experimental findings in single case design research: How to use celeration values and celeration multipliers to measure direction,        magnitude, and change of slope. Journal of Precision Teaching & Celeration, 27, 3-17.

Lin, F. Y., Kubina, R. M., & Shimamune, S. (2011). Examining Application Relationships: Differences in Mathematical Elements and Compound Performance Between American, Japanese, and Taiwanese Students. International Journal of Applied Educational Studies, 9, 19-32.

Kostewicz, D. E., & Kubina, R. M. (2011). Building Science Reading Fluency for Students with Disabilities with Repeated Readings to a Fluency Criterion. Learning Disabilities: A Multidisciplinary Journal,   17, 89-104.

Kubina, R. M., Mason, L. H., Vostal, B. R., & Taft, R. J. (2011). Self-Regulated Strategy Development Instruction: Effects of Lesson Structure on a Teacher’s Behaviors. Learning Disabilities: A Multidisciplinary Journal, 17, 131-138.

Mason, L. H., Kubina, R. M. & Taft, R. (2011). Developing quick writing skills of middle school students with disabilities. Journal of Special Education, 44, 205-220.

Banda, D. R., & Kubina, R. M. (2010). Increasing Academic Compliance to Math Tasks Using the High-Preference Strategy in a Student with Autism. Preventing School Failure, 54, 81-85.

Brady, K. K., & Kubina, R. M. (2010). Endurance of Multiplication Fact Fluency for Students with  Attention Deficit Hyperactivity Disorder. Behavior Modification, 34, 79-93.

Kostewicz, D. E., & Kubina, R. M. (2010). A comparison of two reading fluency methods: Repeated reading to a fluency criterion and interval sprinting. Reading Improvement, 47, 43-63.

Kubina R. M., Kostewicz, D. E., & Datchuk, S. M. (2010). Graph and Table Use in Special Education: A   Review and Analysis of the Communication of Data. Evaluation & Research in Education, 23, 105-119.

Mason, L. H., Kubina, R. M., Valasa, L. L., & Cramer, A. M. (2010). Evaluating effective writing instruction of adolescent students in an emotional and/or behavioral support setting. Journal of   Behavioral Disorders, 35, 140-156.

Kubina, R. M., Commons, M., & Heckard, B. (2009). Using precision teaching with direct instruction in a summer school program. Journal of Direct Instruction, 9, 1-12.

Kubina, R. M., Kostewicz, D. E., & Lin, F. Y. (2009). The Taxonomy of Learning and Behavioral Fluency. Journal of Precision Teaching and Celeration, 25, 7-15.

Kubina, R. M., Wolfe, P., & Kostewicz, D. E. (2009). General outcome measures for verbal operants. The Analysis of Verbal Behavior, 25, 33-49.

Kubina R. M., & Yurich, K. L. (2009). Developing Fluency for Students with Autism: A Guide for Parents and Teachers. Intervention in School and Clinic, 44, 131-138.

Kostewicz, D. E., & Kubina, R. M. (2008). The national reading panel guidepost: A review of reading outcomes measures for students with emotional and behavioral disorders. Behavioral Disorders, 33, 62-74.

Kostewicz, D. E., Ruhl, K. L., & Kubina, R. M. (2008). Creating Classroom Rules for Students with Emotional and Behavioral Disorders: A Decision-Making Guide. Beyond Behavior, 17, 14-21.

Kubina, R. M., Amato, J., Schwilk, C. L., & Therrien, W. J. (2008). Comparing performance standards on the retention of words read correctly per minute. Journal of Behavioral Education, 17, 328-338.

Kubina R. M., Kostewicz, D. E., & Datchuk, S. M. (2008). An initial survey of fractional graph and table area in behavioral journals. The Behavior Analyst, 31, 61-66.

Kubina, R. M. & Lin, F. (2008). Defining frequency: A natural scientific term. The Behavior Analyst Today, 9, 125-129.

Banda, D. R., McAfee, J. K., Lee, D. L., & Kubina, R. M. (2007). Math preference and mastery relationship in middle school students with autism spectrum disorders. Journal of Behavioral Education, 16, 207-223.

Therrien, W. J., & Kubina, R. M. (2007). The Importance of Context in Repeated Reading. Reading Improvement, 44, 179-188.

Kubina, R. M., Morrison, R. S., & Lee, D. (2006). Behavior analytic contributions to the study of creativity. Journal of Creative Behavior, 40(4), 223-242.

Lee, D. L., Stansbery, S., Kubina, R., & Wannarka, R. (2006). Explicit Instruction With or Without High-p Sequences: Which is More Effective to Teach Multiplication Facts? Journal of Behavioral Education, 2005, 14, 267-281.

Therrien, W. J., & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41, 156-160.

Therrien, W. J., Gormley, S. & Kubina, R. M. (2006). Reread-Adapt and Answer-Comprehend: Using Repeated Reading and Question Generation to Improve Reading Achievement. TEACHING Exceptional Children, 38(3), 22-26.

Barbera, M. L., & Kubina, R. M. (2005). Using transfer procedures to teach tacts to a child with autism. The Analysis of Verbal Behavior, 21, 155-161.

Kinder, D., Kubina, R., & Marchand-Martella, N. E. (2005). Special education and Direct Instruction: An effective combination. Journal of Direct Instruction, 5, 1-36.

Kubina R. M. (2005). The relationship between fluency, rate building and practice: A response to Doughty, Chase, and O’Shields. The Behavior Analyst, 28, 73-76.

Kubina, R. M., & Wolfe, P. S. (2005). Potential applications of behavioral fluency for students with autism. Exceptionality, 13, 35-44.

Kubina, R. M. (2005). Developing reading fluency through a systematic practice procedure. Reading & Writing Quarterly, 21, 185-192.

Lin, F. Y., & Kubina, R. M. (2005). The relationship between fluency and application for multiplication. Journal of Behavioral Education, 14(2), 73-87.

Barger-Anderson, R., Domaracki, J. W., Kearney-Vakulick, N., & Kubina, R. M. (2004). Multiple baseline designs: The use of a single-case experimental design in literacy research. Reading Improvement, 41, 217-225.

Kubina, R. M., Young, A. E., & Kilwein, M. (2004). Examining an effect of fluency: Application of oral word segmentation and letters sounds for spelling. Learning Disabilities: A Multidisciplinary   Journal, 13, 17-23.

Lin, F. Y., & Kubina, R. M. (2004). Learning channels. The Behavior Analyst Today, 5, 1-14.

Kubina, R. M., & Starlin, C. (2003). Reading with precision. European Journal of Behavior Analysis, 4(1 & 2), 13-22.

Kubina, R. M., Morrison, R., & Lee, D. L. (2002). Benefits of adding Precision Teaching to behavioral interventions for students with autism. Behavioral Interventions, 17, 233-246.

Kubina, R. M., Ward, M., & Mozzoni, M. P. (2000). Helping one person at a time: Precision teaching and traumatic brain injury rehabilitation. Behavioral Interventions, 15(3), 189-203.

Kubina, R. M., & Morrison, R. (2000). Fluency in education. Behavior and Social Issues, 10, 83-99.

Kubina, R. M., & Cooper, J. O. (2000). Changing the learning channels: An efficient strategy to facilitate instruction and learning. Intervention in School and Clinic, 35(3), 161-166.

Kostewicz, D. E., Kubina, R. M., & Cooper, J. O. (2000). Managing aggressive thoughts and feelings with daily counts of non-aggressive thoughts: A self-experiment. Journal of Behavior Therapy and Experimental Psychiatry, 31(3-4), 177-187.

Kubina, R. M., Ajo, D., Mozzoni, M. P., & Malanga, P. (1998). A case-study in re-teaching handwriting skills to a child with a traumatic brain injury. The Journal of Precision Teaching and Celeration, 15(2), 32-40.

Cooper, J. O., Kubina, R. M., & Malanga, P. M. (1998). Six graphing procedures for showing collections of Standard Celeration Charts. The Journal of Precision Teaching and Celeration, 15(2), 56-73.

Morrell, M., Morrell, R., & Kubina, R. M. (1995). Using Precision Teaching to enhance Direct Instruction sight-word reading. The Journal of Precision Teaching, 13(1), 47-54.

Kubina, R. M., Haertel, W., & Cooper, J. O. (1994). Reducing negative thoughts and feelings of senior citizens: The one-minute counting procedure. The Journal of Precision Teaching, 11(2), 28-35.