Publications by Rick Kubina

BCBA-D, Director of Research

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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
  6. 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.
  7. 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
  8. 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
  9. 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.
  10. 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.
  11. 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.
  12. 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.
  13. 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.
  14. 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.
  15. 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.
  16. 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.
  17. 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.
  18. 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.
  19. 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.
  20. 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.
  21. 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.
  22. 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.
  23. 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.
  24. 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.
  25. 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.
  26. 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.
  27. 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.
  28. 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.
  29. 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.
  30. Brady, K. K., & Kubina, R. M. (2010). Endurance of Multiplication Fact Fluency for Students with  Attention Deficit Hyperactivity Disorder. Behavior Modification, 34, 79-93.
  31. 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.
  32. 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.
  33. 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.
  34. 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.
  35. 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.
  36. Kubina, R. M., Wolfe, P., & Kostewicz, D. E. (2009). General outcome measures for verbal operants. The Analysis of Verbal Behavior, 25, 33-49.
  37. 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.
  38. 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.
  39. 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.
  40. 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.
  41. 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.
  42. Kubina, R. M. & Lin, F. (2008). Defining frequency: A natural scientific term. The Behavior Analyst Today, 9, 125-129.
  43. 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.
  44. Therrien, W. J., & Kubina, R. M. (2007). The Importance of Context in Repeated Reading. Reading Improvement, 44, 179-188.
  45. 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.
  46. 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.
  47. Therrien, W. J., & Kubina, R. M. (2006). Developing reading fluency with repeated reading. Intervention in School and Clinic, 41, 156-160.
  48. 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.
  49. 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.
  50. Kinder, D., Kubina, R., & Marchand-Martella, N. E. (2005). Special education and Direct Instruction: An effective combination. Journal of Direct Instruction, 5, 1-36.
  51. 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.
  52. Kubina, R. M., & Wolfe, P. S. (2005). Potential applications of behavioral fluency for students with autism. Exceptionality, 13, 35-44.
  53. Kubina, R. M. (2005). Developing reading fluency through a systematic practice procedure. Reading & Writing Quarterly, 21, 185-192.
  54. Lin, F. Y., & Kubina, R. M. (2005). The relationship between fluency and application for multiplication. Journal of Behavioral Education, 14(2), 73-87.
  55. 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.
  56. 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.
  57. Lin, F. Y., & Kubina, R. M. (2004). Learning channels. The Behavior Analyst Today, 5, 1-14.
  58. Kubina, R. M., & Starlin, C. (2003). Reading with precision. European Journal of Behavior Analysis, 4(1 & 2), 13-22.
  59. 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.
  60. 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.
  61. Kubina, R. M., & Morrison, R. (2000). Fluency in education. Behavior and Social Issues, 10, 83-99.
  62. 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.
  63. 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.
  64. 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.
  65. 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.
  66. 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.
  67. 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.