Pub. Date:
Taylor & Francis
Single-Subject Designs for School Psychologists / Edition 1

Single-Subject Designs for School Psychologists / Edition 1

by Christopher H Skinner


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Product Details

ISBN-13: 9780789028266
Publisher: Taylor & Francis
Publication date: 05/28/2005
Edition description: New Edition
Pages: 164
Product dimensions: 5.90(w) x 8.30(h) x 0.50(d)

Table of Contents

  • Single-Subject Designs: Procedures that Allow School Psychologists to Contribute to the Intervention Evaluation and Validation Process (Christopher H. Skinner)
  • Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times: An Investigation of the Timely Transitions Game (Stephanie Campbell and Christopher H. Skinner)
  • Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance (Shannon R. Sharp and Christopher H. Skinner)
  • A Self-Modeling Intervention for High School Students with Public Speaking Anxiety (Kristine A. Rickards-Schlichting, Thomas J. Kehle, and Melissa A. Bray)
  • Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior (Dorothy M. Trolinder, Hee-sook Choi, and Theron B. Proctor)
  • Decreasing Transition Times in a Second Grade Classroom: Scientific Support for the Timely Transitions Game (Jamie L. Yarbrough, Christopher H. Skinner, Young Ju Lee, and Cathy Lemmons)
  • Practicing School Consultants Can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design (Beth D. Winn, Christopher H. Skinner, Jessica D. Allin, and James A. Hawkins)
  • The Taped-Problems Intervention: Increasing Division Fact Fluency Using a Low-Tech Self-Managed Time-Delay Intervention (Elizabeth McCallum, Christopher H. Skinner, and Holly Hutchins)
  • Index
  • Reference Notes Included

What People are Saying About This

Jeff Sigafoos

Jeff Sigafoos, PhD, Professor, Department of Special Education, The University of Texas at Austin
This book is exactly what is needed to promote evidence-based practice. IN THIS AGE OF ACCOUNTABILITY, IT SHOULD BE ON THE DESK OF EVERY SCHOOL PSYCHOLOGIST. The book splendidly achieves its goal to illustrate how school psychologists can evaluate their interventions in a rigorous, scientific manner and yet do so in a way that is both feasible and practical for applied settings. Single-subject designs are ideally suited to the work of school psychologists and the topics covered in this book reflect the real-life problems confronting them. Excellently conceived and rigorously evaluated interventions are described for increasing reading and arithmetic fluency, reducing anxiety, increasing on-task behavior, and reducing transition time.

John M. Hintze

John M. Hintze, PhD, Associate Professor of School Psychology, University of Massachusetts at Amherst
A SUPERB RESOURCE FOR SCHOOL PSYCHOLOGISTS. Edited by a leader in the field of single-subject design and school-based intervention, this book provides outstanding examples of the use of single-subject designs in applied settings. The text does a marvelous job in providing concrete examples of the most common single-subject designs from actual applied situations and how the results can be used to both further knowledge and provide empirical support for intervention efforts. This compendium represents a landmark contribution to the field.

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