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Journal of Applied School Psychology Volume 27, 2011 - Issue 1
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Articles

Enhancing First-Grade Students’ Addition-Fact Fluency Using Classwide Cover, Copy, and Compare, a Sprint, and Group Rewards

Brian C. Poncy Oklahoma State University, Stillwater, Oklahoma, USA
&
Christopher H. Skinner University of Tennessee-Knoxville, Knoxville, Tennessee, USA
Pages 1-20 | Received 17 Jul 2010, Accepted 12 Nov 2010, Published online: 23 Feb 2011

Citations (11)

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Read on this site (2)

Brian C. Poncy, Benjamin Solomon, Gary Duhon, Christopher Skinner, Kathryn Moore & Sean Simons. (2015) An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes. School Psychology Review 44:3, pages 289-305.
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Robert Weis, Karen J. Osborne & Emily L. Dean. (2015) Effectiveness of a Universal, Interdependent Group Contingency Program on Children's Academic Achievement: A Countywide Evaluation. Journal of Applied School Psychology 31:3, pages 199-218.
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Articles from other publishers (9)

Omaç Ruştioğlu & Hasan Avcıoğlu. (2022) Comparison of the Different Presentations of Concrete-Representational-Abstract (CRA) Sequence to Teach Functional Academic Skills for Students with Developmental Retardation. Sustainability 14:17, pages 10752.
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Kourtney R. Kromminga & Robin S. Codding. (2020) A Comparison of 1:1 Flashcards and a Tablet App on Student Mathematics Proficiency. Journal of Behavioral Education 30:4, pages 578-603.
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Amanda M. VanDerHeyden, Carmen Broussard & Matthew K. Burns. (2019) Classification Agreement for Gated Screening in Mathematics: Subskill Mastery Measurement and Classwide Intervention. Assessment for Effective Intervention 46:4, pages 270-280.
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Nicole M. McKevett & Robin S. Codding. (2019) Brief Experimental Analysis of Math Interventions: A Synthesis of Evidence. Assessment for Effective Intervention 46:3, pages 217-227.
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George H. Noell, Scott P. Ardoin & Kristin A. Gansle. 2018. Handbook of Childhood Psychopathology and Developmental Disabilities Assessment. Handbook of Childhood Psychopathology and Developmental Disabilities Assessment 83 102 .
Brian C. Poncy, Scuddy F. FontenelleIVIV & Christopher H. Skinner. (2013) Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting. Journal of Behavioral Education 22:3, pages 211-228.
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Michael L. Sulkowski, Diana K. Joyce & Eric A. Storch. (2011) Treating Childhood Anxiety in Schools: Service Delivery in a Response to Intervention Paradigm. Journal of Child and Family Studies 21:6, pages 938-947.
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Shawna Petersen-Brown, Abbey C. Karich & Frank J. Symons. (2012) Examining Estimates of Effect Using Non-Overlap of All Pairs in Multiple Baseline Studies of Academic Intervention. Journal of Behavioral Education 21:3, pages 203-216.
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Brian C. Poncy, Christopher H. Skinner & Elizabeth McCallum. (2012) A comparison of class‐wide taped problems and cover, copy, and compare for enhancing mathematics fluency. Psychology in the Schools 49:8, pages 744-755.
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