Citations (24)
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Read on this site (9)
Veronica R. DiStasi, Meghan A. Deshais, Jason C. Vladescu & Ruth M. DeBar. (2023) More than Just a Game: A Guide to Using Randomized Group Contingencies in Schools. Journal of Applied School Psychology 39:4, pages 328-349.
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Margaret Adams Crewdson, Robert David Richardson, Kristen Fowler, Christopher H. Skinner, Shelby Wright & David Cihak. (2022) Supplementing Social Skills Training With Tootling to Simultaneously Enhance First-Grade Students’ Performance of Two Social Skills. School Psychology Review 0:0, pages 1-15.
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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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Todd Haydon & Stephen D. Kroeger. (2016) Active Supervision, Precorrection, and Explicit Timing: A High School Case Study on Classroom Behavior. Preventing School Failure: Alternative Education for Children and Youth 60:1, pages 70-78.
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Renee O. Hawkins, Todd Haydon, Hilary Denune, Wallace Larkin & Nathan Fite. (2015) Improving the Transition Behavior of High School Students With Emotional Behavioral Disorders Using a Randomized Interdependent Group Contingency. School Psychology Review 44:2, pages 208-223.
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RobertJ. Bell, ChristopherH. Skinner & LesleeA. Fisher. (2009) Decreasing Putting Yips in Accomplished Golfers via Solution-Focused Guided Imagery: A Single-Subject Research Design. Journal of Applied Sport Psychology 21:1, pages 1-14.
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BethD. Winn, ChristopherH. Skinner, JessicaD. Allin & JamesA. Hawkins. (2004) Practicing School Consultants Can Empirically Validate Interventions. Journal of Applied School Psychology 20:2, pages 109-128.
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JamieL. Yarbrough, ChristopherH. Skinner, Young
Ju Lee & Cathy Lemmons. (2004) Decreasing Transition Times in a Second Grade Classroom. Journal of Applied School Psychology 20:2, pages 85-107.
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ChristopherH. Skinner. (2004) Single-Subject Designs. Journal of Applied School Psychology 20:2, pages 1-10.
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Articles from other publishers (15)
Bradley S. Bloomfield. (2022) A Group Contingency to Increase Walking Speed At a Residential Summer Camp. Journal of Behavioral Education 32:4, pages 690-702.
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Kristina A. Bewley, Kimberly Crosland & Asha Fuller. (2022) Using Computer-Assisted Instruction to Decrease Transition Times for Students With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities 38:1, pages 45-55.
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Margaret Crewdson, Robert D. Richardson, Christopher H. Skinner, Kristen Fowler & Shelby Wright. (2022) Tootling: A Classwide Peer-Mediated Intervention for Decreasing Antisocial and Disruptive Behavior and Enhancing Prosocial Behaviors and Academic Engagement. TEACHING Exceptional Children 55:3, pages 198-207.
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Christopher H. Skinner, Virginia McClurg, Margaret Crewdson, Mari Beth Coleman, Jade Bennett, Kristen Fowler & J. Brooke Killion. (2021) Alternating treatments designs: Interpretation challenges and design solutions for validating and comparing interventions. Psychology in the Schools 59:4, pages 678-697.
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Robert D. Richardson, Margaret A. Crewdson, Christopher H. Skinner, Laura S. Wheat & James A. Martinez. (2021) Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue. TEACHING Exceptional Children 54:4, pages 246-256.
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Paige E. McArdle, Meara X. H. McMahon, Scott P. Ardoin, Cary E. Trump & Maggie A. Molony. (2020) Efficacy and Social Validity of a Class-Wide Interdependent Group Contingency to Decrease Between-Class Transition Durations. Journal of Behavioral Education 30:2, pages 280-298.
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Jennifer K. Olsen, Nikol Rummel & Vincent Aleven. (2020) Designing for the co-Orchestration of Social Transitions between Individual, Small-Group and Whole-Class Learning in the Classroom. International Journal of Artificial Intelligence in Education 31:1, pages 24-56.
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Victoria VanMaaren, Stephanie Daniels, Peter Ignacio, Merilee McCurdy & Christopher H. Skinner. (2019) Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game. Journal of Positive Behavior Interventions 22:1, pages 15-24.
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Baileigh A. Kirkpatrick, Shelby Wright, Stephanie Daniels, Kala L. Taylor, Merilee McCurdy & Christopher H. Skinner. (2019) Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students. Journal of Positive Behavior Interventions 21:4, pages 228-237.
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Howard Wills, Debra Kamps, Kandace Fleming & Blake Hansen. (2016) Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial. Exceptional Children 83:1, pages 58-76.
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Jeffrey F. Hine, Scott P. Ardoin & Tori E. Foster. (2015) Decreasing transition times in elementary school classrooms: Using computer-assisted instruction to automate intervention components. Journal of Applied Behavior Analysis 48:3, pages 495-510.
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Steven G. Little, Angeleque Akin-Little & Keryn O’Neill. (2014) Group Contingency Interventions With Children—1980-2010. Behavior Modification 39:2, pages 322-341.
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Christopher H Skinner. 2013. Single-Subject Designs for School Psychologists. Single-Subject Designs for School Psychologists
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Emily R. Kirk, Jennifer A. Becker, Christopher H. Skinner, Jamie Yarbrough Fearrington, Sara J. McCane‐Bowling, Christie Amburn, Elisa Luna & Corinne Greear. (2010) Decreasing inappropriate vocalizations using classwide group contingencies and color wheel procedures: A component analysis. Psychology in the Schools 47:9, pages 931-943.
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Daniel L. Fudge, Christopher H. Skinner, Jacqueline L. Williams, Dan Cowden, Janice Clark & Stacy L. Bliss. (2008) Increasing on-task behavior in every student in a second-grade classroom during transitions: Validating the color wheel system. Journal of School Psychology 46:5, pages 575-592.
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