Christopher H. Skinner

Developmental and Educational Psychology · 2000–2017

A researcher in the Science corpus: 27 papers; trusts 9 researchers and is trusted by 34 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 43 citations into it; #440 of 8,223 by trust here, #429 by citations
• Education — 27 citations into it; #2,926 of 11,309 by trust here, #2,057 by citations
• Statistics and Probability — 19 citations into it; #1,777 of 12,932 by trust here, #1,162 by citations

Whom Christopher H. Skinner trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. M. Burns
2. Brian C. Poncy
3. Eric J. Billington
4. P. Lachenbruch
5. John M. Hintze
6. Madhabi Chatterji
7. L. Nist
8. D. Reschly
9. M. Shinn
10. Elizabeth McCallum

Who trusts Christopher H. Skinner overall

1. Brian C. Poncy
2. Eric J. Billington
3. Theodore J. Christ
4. Elizabeth McCallum
5. M. Burns
6. James D. Stocker
7. L. Nist
8. S. Ardoin
9. Robin S. Codding
10. Gary J. Duhon

Papers from Christopher H. Skinner's perspective

Ordered by how strongly the researchers Christopher H. Skinner trusts endorse each paper. Same corpus, a different order for every researcher.

1. Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time
2. Assessment of children: Cognitive applications, 4th ed.
3. Assessment of Children: Cognitive Applications
4. Statistical Power Analysis for the Behavioral Sciences (2nd ed.)
5. Best Practices in Using Curriculum-Based Measurement in a Problem-Solving Model.
6. Getting remedial mathematics students to prefer homework with 20% and 40% more problems : An investigation of the strength of the interspersing procedure
7. Comparing mathematics interventions: Does initial level of fluency predict intervention effectiveness?
8. Generalizability of oral reading fluency measures: Application of G theory to curriculum-based measurement
9. Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures
10. Paradigm Shift: The Past is Not the Future.

Their papers

• An empirical analysis of interspersal research evidence, implications and applications of the discrete task completion hypothesis. (2002) — 154 citations
• Theoretical and Applied Implications of Precisely Measuring Learning Rates (2008) — 99 citations
• Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2007) — 139 citations
• An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement (2005) — 124 citations
• Improving Sixth-Grade Students Perceptions of High-Effort Assignments by Assigning More Work: Interaction of Additive Interspersal and Assignment Effort on Assignment Choice. (2004) — 53 citations
• Getting remedial mathematics students to prefer homework with 20% and 40% more problems : An investigation of the strength of the interspersing procedure (2000) — 105 citations
• Getting Students to Choose to Do More Work: Evidence of the Effectiveness of the Interspersal Procedure (2002) — 68 citations
• Randomized interdependent group contingencies: Group reinforcement with a twist (2000) — 121 citations
• Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research. (2004) — 66 citations
• Effectiveness of a Multi-Component Treatment for Improving Mathematics Fluency. (2000) — 81 citations
• The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention (2006) — 106 citations
• Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria (2017) — 49 citations
• An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes (2015) — 66 citations
• Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting (2013) — 71 citations
• A Comparison of Taped Problems With and Without a Brief Post-Treatment Assessment on Multiplication Fluency (2010) — 66 citations
• Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes (2010) — 115 citations
• Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom (2009) — 59 citations
• Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond (2005) — 159 citations
• Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments (2004) — 66 citations
• Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components (2003) — 160 citations