Evaluate the effects of your interventions!
Single-Subject Designs for School Psychologists shows how practitioners—educators, counselors, and support personnel—can contribute to the research base in their field by using single-subject methodologies to empirically validate the effects of their interventions. This book provides the research tools to tackle real world problems such as reducing transition times; improving reading, mathematics, and writing performance; increasing on-task behavior; and enhancing public speaking skills by presenting examples and analysis of single-subject design research methods. Specific methodologies include empirical case studies, withdrawal designs, multiple-probe designs, and nonconcurrent multiple-baseline designs.
This book is a useful supplement for research-design classes being offered to education professionals. This text provides real world examples that demonstrate how practitioners who work with individual students or entire classes can conduct important intervention research—while at the same time educating. The applied interventions are designed to alter a variety of different unfavorable behaviors while reducing students’ and educators’ fear of research. This extensively referenced source includes helpful charts and tables to clearly illustrate research data.
Single-Subject Designs for School Psychologists discusses:
- intervention evaluation and validation procedures
- the Timely Transitions Game—combining explicit timing with an interdependent group contingency program to decrease transition times
- enhancing class-wide reading performance by using interdependent group contingencies with randomly selected criteria and paired reading
- a self-modeling intervention for high school students with public speaking anxiety
- delayed praise as a directive and its effectiveness on on-task behavior
- decreasing transition times in a second grade classroom
- a description and demonstration of the nonconcurrent multiple-baseline design
- using a low-tech self-managed time-delay intervention to increase division fact fluency
Single-Subject Designs for School Psychologists is a valuable how-to guide for school psychologists, special education teachers, behavioral consultants, school counselors, school social workers, support personnel, general education teachers, or for any helping professional wishing to contribute to the advancement of their field.
Table of Contents
- Single-Subject Designs: Procedures that Allow School Psychologists to Contribute to the Intervention Evaluation and Validation Process (Christopher H. Skinner)
- Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times: An Investigation of the Timely Transitions Game (Stephanie Campbell and Christopher H. Skinner)
- Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance (Shannon R. Sharp and Christopher H. Skinner)
- A Self-Modeling Intervention for High School Students with Public Speaking Anxiety (Kristine A. Rickards-Schlichting, Thomas J. Kehle, and Melissa A. Bray)
- Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior (Dorothy M. Trolinder, Hee-sook Choi, and Theron B. Proctor)
- Decreasing Transition Times in a Second Grade Classroom: Scientific Support for the Timely Transitions Game (Jamie L. Yarbrough, Christopher H. Skinner, Young Ju Lee, and Cathy Lemmons)
- Practicing School Consultants Can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design (Beth D. Winn, Christopher H. Skinner, Jessica D. Allin, and James A. Hawkins)
- The Taped-Problems Intervention: Increasing Division Fact Fluency Using a Low-Tech Self-Managed Time-Delay Intervention (Elizabeth McCallum, Christopher H. Skinner, and Holly Hutchins)
- Reference Notes Included