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Direct linkSanetti, Lisa M. H.; Kratochwill, Thomas R.; Long, Anna C. J. – School Psychology Quarterly, 2013
A majority of evidence-based interventions in schools are delivered through consultation models and are implemented by a mediator, such as a teacher. Research indicates that mediators do not always adequately implement adopted evidence-based interventions, limiting their effectiveness in transforming student outcomes. We propose that to transform…
Descriptors: Evidence, Intervention, Behavior Modification, Teaching Methods
Cazzell, Samantha; Skinner, Christopher H.; Ciancio, Dennis; Aspiranti, Kathleen; Watson, Tiffany; Taylor, Kala; McCurdy, Merilee; Skinner, Amy – School Psychology Quarterly, 2017
A concurrent multiple-baseline across-tasks design was used to evaluate the effectiveness of a computer flash-card sight-word recognition intervention with elementary-school students with intellectual disability. This intervention allowed the participants to self-determine each response interval and resulted in both participants acquiring…
Descriptors: Elementary School Students, Intellectual Disability, Word Recognition, Visual Stimuli
McKenney, Elizabeth L. W.; Bristol, Ryan M. – School Psychology Quarterly, 2015
This study evaluated the impact of performance feedback on nine public educators' level of procedural integrity to Discrete Trial Teaching (DTT) procedures for students with Autism Spectrum Disorder (ASD). Procedural integrity was observed during four phases: no feedback, general feedback, performance feedback, and maintenance, in a multiple…
Descriptors: Autism, Pervasive Developmental Disorders, Intervention, Feedback (Response)
McCurdy, Merilee; Skinner, Christopher; Watson, Steuart; Shriver, Mark – School Psychology Quarterly, 2008
Many students have difficulty in educational and employment settings because they have failed to master basic writing skills. Multiple-baseline across-tasks designs were used to evaluate the effects of the Comprehensive Writing Program (CWP), a multicomponent intervention, on the writing performance of all students (n = 17) from 3 9th-grade…
Descriptors: Feedback (Response), Sentences, Basic Writing, Learning Disabilities
Rhymer, Katrina N.; Cates, Gary L. – School Psychology Quarterly, 2006
A within-subjects design was used to compare two instructional methods--explicit timing and interspersing--with 187 second-grade students. Students completed two mathematics word problem assignments under differing conditions. In the explicit timing condition, students were told they would be timed while working long mathematics word problems. In…
Descriptors: Word Problems (Mathematics), Teaching Methods, Comparative Analysis, Grade 2
Peer reviewedWatson, T. Steuart; Ray, Kimberly P. – School Psychology Quarterly, 1997
Evaluates the effectiveness of two different intertrial intervals for increasing the sight word vocabulary of four learning disabled students. Results indicate that, when measuring learning as a function of instructional time, immediate presentation resulted in a faster learning rate than did the five-second condition for three of the…
Descriptors: Children, Elementary Education, Intervention, Learning Disabilities
