Evaluate the effects of your interventions!
Single-Subject Designs for School Psychologists shows how practitionerseducators, counselors, and support personnelcan contribute to the research base in their field by using single-subject methodologies to empirically validate the effects of their interventions. This book provides the research tools to tackle real world problems such as reducing transition times; improving reading, mathematics, and writing performance; increasing on-task behavior; and enhancing public speaking skills by presenting examples and analysis of single-subject design research methods. Specific methodologies include empirical case studies, withdrawal designs, multiple-probe designs, and nonconcurrent multiple-baseline designs.
This book is a useful supplement for research-design classes being offered to education professionals. This text provides real world examples that demonstrate how practitioners who work with individual students or entire classes can conduct important intervention researchwhile at the same time educating. The applied interventions are designed to alter a variety of different unfavorable behaviors while reducing students’ and educators’ fear of research. This extensively referenced source includes helpful charts and tables to clearly illustrate research data.
Single-Subject Designs for School Psychologists discusses:
- intervention evaluation and validation procedures
- the Timely Transitions Gamecombining explicit timing with an interdependent group contingency program to decrease transition times
- enhancing class-wide reading performance by using interdependent group contingencies with randomly selected criteria and paired reading
- a self-modeling intervention for high school students with public speaking anxiety
- delayed praise as a directive and its effectiveness on on-task behavior
- decreasing transition times in a second grade classroom
- a description and demonstration of the nonconcurrent multiple-baseline design
- using a low-tech self-managed time-delay intervention to increase division fact fluency
Single-Subject Designs for School Psychologists is a valuable how-to guide for school psychologists, special education teachers, behavioral consultants, school counselors, school social workers, support personnel, general education teachers, or for any helping professional wishing to contribute to the advancement of their field.
|Publisher:||Taylor & Francis|
|Edition description:||New Edition|
|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)
- Reference Notes Included
What People are Saying About This
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, 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.