EDWARD DALY, PhD
Associate Professor
Department of Educational Psychology
114 Teachers College Hall
University of Nebraska-Lincoln
Lincoln, Nebraska 68588-0345
(402) 472-5923

Biography

Dr. Daly received his PhD in School Psychology from Syracuse University in 1992. He worked in the public schools for 5 years (including internship), and held faculty positions at the University of Cincinnati and Western Michigan University before coming to UNL.

His area of research interest is academic performance problems. Specifically, he has been working on methods for efficiently identifying potentially effective instructional methods through an individualized but brief assessment process. He has also been doing work on specific strategies for improving reading fluency and, more recently, early literacy skills like phoneme segmentation and blending. Using single-case experimental designs, Dr. Daly is interested in identifying at the individual level the basic processes (e.g., amount of modeling, practice, reinforcement, difficulty level) that govern fluent and generalized reading skills.

Recent Publications

Journal Articles

Daly, E. J., III, Martens, B. K., Barnett, D., Witt, J. C., & Olson, S. C. (in press). Varying intervention delivery in response-to-intervention: Confronting and resolving challenges with  measurement, instruction, and intensity. School Psychology Review.

Gortmaker, V. J., Daly, E. J., III, McCurdy, M., Persampieri, M. J., & Hergenrader, M. (2007). Improving reading outcomes for children with learning disabilities: Using brief experimental analysis to develop parent tutoring interventions. Journal of Applied Behavior Analysis, 40, 203-222.

McCurdy, M., Daly, E. J., III, Gortmaker, V., Bonfiglio, C. M., & Persampieri, M. (2007). Use of brief instructional trials to identify small group reading strategies: A two experiment study. Journal of Behavioral Education, 16, 7-26.

Ardoin, S. P., & Daly, E. J., III. (2007). Introduction to the special series: Close encounters of the instructional kind—how the instructional hierarchy is shaping instructional research 30 years later. Journal of Behavioral Education, 16, 1-6.

Begeny, J. C., Daly, E. J., III, & Vallely, R. J. (2006). Improving oral reading fluency through response opportunities: A comparison of phrase drill error correction with repeated readings. Journal of Behavioral Education, 15, 229-235.

Bonfiglio, C. M., Daly, E. J., III, Persampieri, M., & Andersen, M. (2006). An experimental analysis of the effects of reading interventions in a small group reading instruction context. Journal of Behavioral Education, 15, 92-108.

Daly, E. J., III, Bonfiglio, C. M., Mattson, T., Persampieri, M., & Foreman-Yates, K. (2006). Refining the experimental analysis of academic skill deficits, Part II: An Investigation of the use of brief experimental analysis for identifying reading fluency interventions. Journal of Applied Behavior Analysis, 39, 323-331.

Daly, E. J., III, Andersen, M., Gortmaker, V., & Turner, A. (2006). Using experimental analysis to identify reading fluency interventions: Connecting the dots. The Behavior Analyst Today, 7, 133-150. Available on-line: http://www.behavior-analyst-today.com/VOL-7/BAT-7-1.PDF  

Daly, E. J., III, Garbacz, S. A., Olson, S. C., Persampieri, M., & Ni, H. (2006). Improving oral reading fluency by influencing students' choice of instructional procedures: An experimental analysis with two students with behavioral disorders. Behavioral Interventions, 21, 13-30.

Persampieri, M., Gortmaker, V., Daly, E. J., III, Sheridan, S. M., & McCurdy, M. (2006). Promoting parent use of empirically supported reading interventions: Two experimental investigations of child outcomes. Behavioral Interventions, 21, 31-57.

Daly, E. J., III, Bonfiglio, C. M., Mattson, T., Persampieri, M., & Yates, K. (2005). Refining the experimental analysis of academic skill deficits, Part I: An Investigation of variables affecting generalized oral reading performance. Journal of Applied Behavior Analysis, 38, 485-498.

Daly, E. J., III, Persampieri, M., McCurdy, M., & Gortmaker, V. (2005). Generating reading interventions through experimental analysis of academic skills: Demonstration and empirical evaluation. School Psychology Review, 34, 395-414.

Barnett, D. W., Daly, E. J., III, Jones, K., & Lentz, F. E., Jr. (2004). Measuring intervention effort and needed support? A review of single case design tactics as aids for empirically derived service delivery decisions. Journal of Special Education, 38, 66-79 .

Daly, E. J., III, Chafouleas, S. M., Persampieri, M., Bonfiglio, C. M., & LaFleur, K. (2004). Teaching phoneme segmenting and blending as critical early literacy skills: An experimental analysis of minimal textual repertoires. Journal of Behavioral Education, 13, 165-178.

Bonfiglio, C. M., Daly, E. J., III, Martens, B. K., Lin, L. R., & Corsaut, S. (2004). An experimental analysis of reading interventions: Generalization across instructional strategies, passages, and time. Journal of Applied Behavior Analysis, 37, 111-114.

Bonfiglio, C. M., Daly, E. J., III, Ervin, R. A., & Ward, P. (2002). Facilitating teacher inquiry through behavioral consultation and functional assessment in a special education classroom. Inquiry: Critical Thinking Across the Disciplines, 21, 31-39.

Daly, E. J., III, & McCurdy, M. (2002). Getting it right so they can get it right. School Psychology Review, 31, 453-458.

Daly, E. J., III, Murdoch, A., Lillenstein, L., Webber, L., & Lentz, F. E. (2002). An examination of methods for testing treatments: Conducting experimental analyses of the effects of instructional components on oral reading fluency. Education and Treatment of Children, 25, 288-316.

Eckert, T. L., Ardoin, S. P., Daly, E. J., III, & Martens, B. K. (2002). Improving oral reading fluency: An examination of the efficacy of combining skill-based and performance-based interventions. Journal of Applied Behavior Analysis, 35, 271-281.

Book Chapters

Jones, K. M., Wickstrom, K. F., & Daly, E. J., III. (in press). Best practices in the brief assessment of academic problems. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Washington, DC: The National Association of School Psychologists.

Daly, E. J., III. (in press). Behaviorism. In E. M. Anderman & L. Anderman (Eds.), Psychology of classroom learning: An encyclopedia. Farmington Hills, MI: Thomson Gale.

Daly, E. J., III, Martens, B. K., Skinner, C. H., & Noell, G. H. (in press). Contributions of applied behavior analysis. In T. B. Gutkin & C. R. Reynolds (Eds.), The handbook of school psychology (4th ed.). New York, NY: John Wiley & Sons.

Olson, S. C., Daly, E. J., III, Andersen, M., Turner, A., & LeClair, C. (in press). Assessing student response to interventions. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), The handbook of response to intervention: The science and practice of assessment and intervention. New York: Springer Science Inc.

Martens, B. K., Daly, E. J., III, Begeny, J. C., & VanDerHeyden, A. (in press). Behavioral approaches to education. In W. Fisher, C. Piazza, & H. Roane (Eds.), Handbook of applied behavior analysis. New York: Guilford.

Daly, E. J., III, & McCurdy, M. (2005). Applied behavior analysis. In S. W. Lee (Ed.), Encyclopedia of school psychology (pp. 23-27). Thousand Oaks, CA: Sage Publications.

Skinner, C. H., & Daly, E. J., III (2004). Under- and over-achievement. In T. S. Watson & C. H. Skinner (Eds.), Encyclopedia for school psychology. Dordrecth, The Netherlands: Kluwer Academic/Human Sciences Press.

Daly, E. J., III, Duhon, G. J., & Witt, J. C. (2002). Proactive approaches for identifying and treating children at-risk for academic failure. In F. M. Gresham, K. L. Lane, & T. E. O'Shaughnessy (Eds.), Interventions for students with or at-risk for emotional and behavioral disorders (pp. 18-32). Needham Heights, MA: Allyn & Bacon.

Poling, A., & Daly, E. J., III. (2002). Positive Reinforcement. In M. Hersen & W. Sledge (Eds.), Encyclopedia of psychotherapy (pp. 367-372). New York : Academic Press.

Books

Daly, E. J., III, Chafouleas, S. M., & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: Guilford Press.

Witt, J. C., Daly, E. J., III, & Noell, G. H. (2000). Functional assessments: A step-by-step guide to solving academic and behavior problems. Longmont, CO: Sopris West.

Witt, J. C., Elliott, S. N., Daly, E. J., III, Gresham, F. M., & Kramer, J. J. (1998). Assessment of special needs and at-risk students (2nd ed.) Madison, WI: Brown and Benchmark Publishers.

 

Research Projects

State-Wide Response-to-Intervention Consortium for Training and Evaluation
U.S. Department of Education
Role: Co-PI	2006-2011

Response-to-Intervention Phase I Training for Nebraska
Nebraska Department of Education
Role: PI	2006

Validating and refining functional assessment methods for reading problems
UNL Layman Award
Role: PI	2003-2004

School Psychology Leadership Specialization in Response-to-Intervention Research and Systems Changes
U.S. Department of Education
Role: Co-PI	2004-2008