Kathleen N Tuck

Biographic Data

ID4420464
NAMEKathleen N Tuck
GIVEN NAMESKathleen N
FAMILY NAMETuck
SIGNATURETUCK K N
AFFILIATIONSUniversity of Kansas, Lawrence, USA
ORCID0000-0003-0271-0965
VERIFIEDYes
TOTAL WORKS7
TOTAL CITATIONS1
WORKS AS AUTHOR7
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2019
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs

    Open AccessSamantha Gross Toews, Kathleen N Tuck et al.ARTICLERemedial and Special Education2025

    Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisit…

  • Examining the Cost-Effectiveness of Intensive Interventions

    Open AccessGretchen Scheibel, Tyler A Hicks et al.ARTICLERemedial and Special Education2024

    Intensive interventions are time- and resource-demanding interventions designed to be implemented with a single student with unique learning needs. Economic evaluation provides a methodology for evaluating the time and material resource costs of implementing these interventions to provide detailed feasibility information for educators considering their implementation. This study presents a cost analysis of the time and materials required to imple…

  • Caregivers’ perceptions on caregiver-implemented intervention and coaching

    Open AccessGospel Y Kim, Kathleen N Tuck et al.ARTICLEEarly Childhood Research Quarterly2024References: 2

  • Social and Emotional Intervention Research as Justice

    Open AccessCharis L Wahman, Angel Fettig et al.ARTICLERemedial and Special Education2023

    The field of special education is recognized for conducting research designed to improve the quality of life for the children and families we serve. However, our field has been criticized for empirical approaches that are inconsistent with the values and beliefs we articulate as central to our scientific practice. As such, a shift in our research endeavors is warranted. Given the specific calls within early childhood special education for researc…

  • Rethinking Rigor in Multiple Baseline and Multiple Probe Designs

    Open AccessJennifer R Ledford, Kathleen N Tuck et al.ARTICLERemedial and Special Education2023

    A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situati…

  • Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

    Open AccessCollin Shepley, Kathleen N Tuck et al.ARTICLEJournal of Disability Policy…2020References: 1

    The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about change…

  • Comparison of measurement systems for collecting teacher language data in early childhood settings

    Open AccessJennifer E Cunningham, Kathleen N Tuck et al.ARTICLEEarly Childhood Research Quarterly2019Cited by: 1References: 6