Single-subject Designs For School Psychologists

by Skinner; Christopher H

• ISBN13: 9780789028259
• ISBN10: 0789028255
• Edition: 1st
• Format: Hardcover
• Copyright: 2005-04-01
• Publisher: Routledge

Summary

Evaluate the effects of your interventions! Single-Subject Designs for School Psychologistsshows how practitioners-educators, counselors, and support personnel-can 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 × improving reading, mathematics, and writing performance; increasing on-task behavi∨ 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 research-while 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 Psychologistsdiscusses: intervention evaluation and validation procedures the Timely Transitions Game-combining 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 Psychologistsis 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.

Table of Contents

Single-Subject Designs: Procedures that Allow School Psychologists to Contribute to the Intervention Evaluation and Validation Process	1	(10)
Christopher H. Skinner
Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times: An Investigation of the Timely Transitions Game	11	(18)
Stephanie Campbell
Christopher H. Skinner
Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance	29	(18)
Shannon R. Sharp
Christopher H. Skinner
A Self-Modeling Intervention for High School Students with Public Speaking Anxiety	47	(14)
Kristine A. Rickards-Schlichting
Thomas J. Kehle
Melissa A. Bray
Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior	61	(24)
Dorothy M. Trolinder
Hee-sook Choi
Theron B. Proctor
Decreasing Transition Times in a Second Grade Classroom: Scientific Support for the Timely Transitions Game	85	(24)
Janie L. Yarbrough
Christopher H. Skinner
Young Ju Lee
Cathy Lemmons
Practicing School Consultants Can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design	109	(20)
Beth D. Winn
Christopher H. Skinner
Jessica D. Allis
James A. Hawkins
The Taped-Problems Intervention: Increasing Division Fact Fluency Using a Low-Tech Self-Managed Time-Delay Intervention	129	(20)
Elizabeth McCallum
Christopher H. Skinner
Holly Hutchins
Index	149