This study investigated the effectiveness of delayed, directive praise on the on-task behavior of children identified as having a low level of attention. Utilizing an A-B-A-B single subject design, each child received delayed praise, employed as a directive for future behavior, from his or her classroom teacher during the treatment phases. The…

Campbell and Skinner used an A-B design to evaluate the effects of the Timely Transitions Game (TTG) on room-to-room transitions in a sixth-grade classroom. The TTG incorporated explicit timing, publicly posted feedback, and an interdependent group contingency with randomly selected transitions and criteria. The purpose of the current study was to…

The purpose of this manuscript is to describe and demonstrate how practicing school psychologists who are serving as consultants can empirically validate interventions using the non-concurrent multiple-baseline across-subjects (Non-Con M-B A-S) design. Over the course of a school year, three teachers, from different elementary schools, each…

A multiple-probe across-tasks design was used to determine if the taped-problems intervention, a variation of the taped-words interventions (Freeman & McLaughlin, 1984), could be used to enhance division fact fluency in a fourth-grade student. During the taped-problems intervention, the student was given a list of problems on a sheet of paper and…