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Child & Family Behavior Therapy Volume 24, 2002 - Issue 1-2
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Original Articles

Academic Remediation: Educational Applications of Research on Assignment Preference and Choice

Christopher H. Skinner PhD School Psychology Programs at The University of Tennessee
,
Monica A. Wallace MA and PhD The University of Tennessee
&
Christine E. Neddenriep MS and PhD The University of Tennessee
Pages 51-65 | Published online: 07 Sep 2008

Citations (15)

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Read on this site (5)

Merilee McCurdy, Christopher Skinner, Virginia McClurg, Lynnette Whitsitt & Tara Moore. (2020) Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies. Preventing School Failure: Alternative Education for Children and Youth 64:1, pages 77-88.
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ShannonR. Sharp & ChristopherH. Skinner. (2004) Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance. Journal of Applied School Psychology 20:2, pages 29-45.
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Stephanie Campbell & ChristopherH. Skinner. (2004) Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times. Journal of Applied School Psychology 20:2, pages 11-27.
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Christopher H. Skinner, Robert L. Williams & Christine E. Neddenriep. (2004) Using Interdependent Group-Oriented Reinforcement to Enhance Academic Performance in General Education Classrooms. School Psychology Review 33:3, pages 384-397.
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Monica A. Wallace, Elizabeth A. Cox & Christopher H. Skinner. (2003) Increasing Independent Seatwork: Breaking Large Assignments into Smaller Assignments and Teaching a Student with Retardation to Recruit Reinforcement. School Psychology Review 32:1, pages 132-142.
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Articles from other publishers (10)

James N. Meindl, Diana Delgado & Laura B. Casey. (2020) Increasing engagement in students with autism in inclusion classrooms. Children and Youth Services Review 111, pages 104854.
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Meredith L. Hawthorn-Embree, Emily P. Taylor, Christopher H. Skinner, John Parkhurst & Meagan L. Nalls. (2014) REPLICATING AND EXTENDING RESEARCH ON THE PARTIAL ASSIGNMENT COMPLETION EFFECT: IS SUNK COST RELATED TO PARTIAL ASSIGNMENT COMPLETION STRENGTH?. Psychology in the Schools 51:3, pages 316-327.
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Meredith L. Hawthorn-Embree, Christopher H. Skinner, John Parkhurst & Elisha Conley. (2011) An investigation of the partial-assignment completion effect on students' assignment choice behavior. Journal of School Psychology 49:4, pages 433-442.
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Brian C. Poncy, Elizabeth McCallum & Christopher H. Skinner. 2011. A Practical Guide to Building Professional Competencies in School Psychology. A Practical Guide to Building Professional Competencies in School Psychology 155 173 .
Sadonya F. Meadows & Christopher H. Skinner. (2005) Causing Students to Choose More Language Arts Work: Enhancing the Validity of the Additive Interspersal Procedure. Journal of Behavioral Education 14:4, pages 227-247.
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William E. PelhamJr.Jr., Greta M. Massetti, Tracey Wilson, Heidi Kipp, David Myers, Beth B. Newman Standley, Sheila Billheimer & Daniel A. Waschbusch. (2016) Implementation of a Comprehensive Schoolwide Behavioral Intervention: The ABC Program. Journal of Attention Disorders 9:1, pages 248-260.
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Christopher H. Skinner, Danielle N. Pappas & Kai A. Davis. (2005) Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools 42:4, pages 389-403.
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Andrea D. Hale, Christopher H. Skinner, Beth D. Winn, Renee Oliver, Jessica D. Allin & Cherish C.M. Molloy. (2005) An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders. Psychology in the Schools 42:1, pages 39-51.
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Eric J. Billington, Christopher H. Skinner & Natalie M. Cruchon. (2004) Improving sixth-grade students perceptions of high-effort assignments by assigning more work: Interaction of additive interspersal and assignment effort on assignment choice. Journal of School Psychology 42:6, pages 477-490.
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Christopher H Skinner. (2002) An Empirical Analysis of Interspersal Research. Journal of School Psychology 40:4, pages 347-368.
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