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A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency

School psychology review, 2022-10, Vol.51 (5), p.526-537

2022

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An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

School psychology review, 2015-09, Vol.44 (3), p.289-305

2015

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Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention

School psychology review, 2022-01, Vol.51 (1), p.84-94

2022

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Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals

School psychology review, 2022-10, Vol.51 (5), p.517-525

2022

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Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose

School psychology review, 2020, Vol.49 (4), p.386-398

2020

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A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

Journal of school psychology, 2015-04, Vol.53 (2), p.149-159

2015

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Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency

School psychology, 2024-02

2024

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Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration

Assessment for effective intervention, 2022-06, Vol.47 (3), p.170-178

2022

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Growth Under Intervention by Means of Instructional Time Expended: Empirical Illustrations of Applicable Models

School psychology, 2019-09, Vol.34 (5), p.566-575

2019

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A Review of Common Rates of Improvement When Implementing Whole-Number Operation Math Interventions

School psychology, 2020-09, Vol.35 (5), p.353-362

2020

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Examining learning rates in the evaluation of academic interventions that target reading fluency

Psychology in the schools, 2018-02, Vol.55 (2), p.151-164

2018

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Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency

Journal of behavioral education, 2015-03, Vol.24 (1), p.74-87

2015

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False Discovery Rates When Engaging in Skill Versus Performance Deficit Analysis for Academic Instructional Planning

Assessment for effective intervention, 2020-06, Vol.45 (3), p.184-193

2020

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A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency

Psychology in the schools, 2012-09, Vol.49 (8), p.744-755

2012

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A comparison of behavioral and constructivist interventions for increasing math-fact fluency in a second-grade classroom

Psychology in the schools, 2010-11, Vol.47 (9), p.917-930

2010

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Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting

Journal of behavioral education, 2013-09, Vol.22 (3), p.211-228

2013

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EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION

Psychology in the schools, 2013-03, Vol.50 (3), p.272-289

2013

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Evaluation of Techniques to Promote Generalization with Basic Math Fact Skills

Journal of behavioral education, 2010-03, Vol.19 (1), p.76-92

2010

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

Journal of applied school psychology, 2011-01, Vol.27 (1), p.1-20

2011

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Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

Journal of behavioral education, 2007-03, Vol.16 (1), p.27-37

2007

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Introduction to the Special Issue: Toward an Explicit Technology for Generalizing Academic Behavior

Journal of behavioral education, 2010-03, Vol.19 (1), p.1-6

2010

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An investigation of Detect, Practice, and Repair to remedy math-fact deficits in a group of third-grade students

Psychology in the schools, 2010-04, Vol.47 (4), p.342-353

2010

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A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?

Journal of applied school psychology, 2015-01, Vol.31 (1), p.63-82

2015

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An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement

Journal of psychoeducational assessment, 2005-12, Vol.23 (4), p.326-338

2005

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An Examination of Two Techniques for Promoting Response Generalization of Early Literacy Skills

Journal of behavioral education, 2010-03, Vol.19 (1), p.62-75

2010

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A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency

An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention

Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals

Factors Influencing the Effectiveness of Interventions: An Interaction of Instructional Set Size and Dose

A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates

Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency

Precision of Single-Skill Mathematics CBM: Group Versus Individual Administration

Growth Under Intervention by Means of Instructional Time Expended: Empirical Illustrations of Applicable Models

A Review of Common Rates of Improvement When Implementing Whole-Number Operation Math Interventions

Examining learning rates in the evaluation of academic interventions that target reading fluency

Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency

False Discovery Rates When Engaging in Skill Versus Performance Deficit Analysis for Academic Instructional Planning

A comparison of class-wide taped problems and cover, copy, and compare for enhancing mathematics fluency

A comparison of behavioral and constructivist interventions for increasing math-fact fluency in a second-grade classroom

Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting

EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION

Evaluation of Techniques to Promote Generalization with Basic Math Fact Skills

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

Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

Introduction to the Special Issue: Toward an Explicit Technology for Generalizing Academic Behavior

An investigation of Detect, Practice, and Repair to remedy math-fact deficits in a group of third-grade students

A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?

An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement

An Examination of Two Techniques for Promoting Response Generalization of Early Literacy Skills

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