This study was designed to investigate the partial assignment completion effect. Seventh-grade students were given a math assignment. After working for 5 min, they were interrupted and their partially completed assignments were collected. About 20 min later, students were given their partially completed assignment and a new, control assignment…

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

The authors used a withdrawal design to evaluate an intervention designed to decrease interruptions during small-group instruction in a Kindergarten class. A new rule was put into place; during teacher-led small-group instruction, those not in the small group were required to address questions to designated student leaders, as opposed to…

The authors used a multiple-baseline-across-behaviors (i.e., word lists) design to evaluate a computer-based flashcard intervention on automatic sight-word reading in a 4th-grade student with moderate to severe intellectual disabilities. Immediately after the intervention was applied to each of three lists of sight words, the student made rapid…

The authors used a multiple-probe, across-tasks design to evaluate the effects of a classwide, multicomponent intervention on first-grade students' addition-fact fluency. Intervention components included "cover, copy, and compare," a 2-min math sprint, and a weekly group reward. Results showed that classwide digits correct per minute averages…

Sixth-grade students were exposed to two pairs of mathematics assignments. Assignment Pair A included a high-effort and a moderate-effort assignment, each containing 18 three-digit by two-digit (3x2) problems. Assignment Pair B was similar except the high-effort assignment contained six additional one-digit by one-digit (1x1) problems interspersed…

We conducted two experiments designed to investigate the effects of ClassWide Peer Tutoring (CWPT) on oral reading fluency and the generalization to students' rate and level of reading comprehension. First, an alternating treatment design was used to compare two sixth-grade, general education students' rates and level of oral reading comprehension…

A multiple-baseline, across-tasks design was used to extend research on the taped-problems (TP) intervention with an intact, rural, second-grade classroom. During TP sessions an audio recording paced the class through a series of 15 or 16 addition facts four times. Problems and answers were read and students were instructed to attempt to provide…

Researchers have posited that when students work on assignments with many discrete tasks, that each completed discrete task may be a conditioned reinforcer. If the discrete task completion hypothesis is accurate, then relative task completion rates should influence choice behavior in the same manner as relative rates of reinforcement. Results of a…

A sixth-grade teacher and consultant serving as a behavioral specialist developed, implemented, and evaluated the Timely Transitions Game (TTG), a procedure designed to reduce room-to-room transition times. The TTG combined several procedures that have been shown to alter student behavior including explicit timing procedures and an interdependent,…

An intact second-grade class of 13 African-American students had completed few chapter-book reading assignments. A consultant worked with their teacher to develop an intervention that consisted of paired readings and two interdependent group contingencies. Following the implementation of the program, all students began reading chapter-books and…

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…

Compared effects of peer-delivered (PDF) and self-delivered (SDF) immediate corrective feedback intervention on multiplication performance of six second grade students. SDF resulted in greater multiplication performance for four of six students, suggesting that SDF interventions may be more efficient and less obtrusive than PDF interventions and…