Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time

By Christopher H. Skinner, P. Belfiore, T. Watson. 2002

89 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/21a64b3305c70bd8827079cd4cf14ad7bfb5b1f2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Christopher H. Skinner
2. Brian C. Poncy
3. Suzy Loftus
4. Richard Zipoli Jr.
5. Gary J. Duhon
6. Paige C. Pullen
7. D. McCoach
8. Benjamin G. Solomon

In Education

1. Christopher H. Skinner
2. Kathryn E. Jaspers
3. Paige C. Pullen
4. Michael D. Coyne
5. D. McCoach
6. Theodore J. Christ
7. S. Ardoin
8. Eric J. Billington

In Safety Research

1. Christopher H. Skinner
2. Michael D. Coyne
3. D. McCoach

Citations in the corpus

• Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures (2003, background): “In order to improve the quality of these recommendations, the current study sug- gests that researchers involved in evaluating and comparing various academic interventions include measures of instructional efficiency in their scientific studies (Skinner et al., 1995).”
• Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2007, background): “While empirically validating interventions is important, for students with learning skill deficits it is also important to identify which interventions are most effective ( Skinner, Belfiore, & Watson, 1995 /2002).”
• Effects of a Supplemental Vocabulary Intervention on the Word Knowledge of Kindergarten Students at Risk for Language and Literacy Difficulties (2010, background): “Another common component of supplemental, or Tier 2, interventions involves increasing the students’ amount of time with instructional content (Skinner, Belfiore, & Watson, 2002).”
• Theoretical and Applied Implications of Precisely Measuring Learning Rates (2008, background): “Learning rates learning level/instructional time (Cates et al., 2003; Skinner, Belfiore, Mace, Williams, & Johns, 1997; Skinner, Belfiore, & Watson, 1995 /2002; Skinner, Fletcher, & Henington, 1996).”
• An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes (2015, background): “These findings support those of previous researchers who showed how changes in measurement scale can influence our interpretations of data (Skinner, 2008; Skinner et al., 1995/2002, 2013).”