Single-Subject Designs for School Psychologists

Christopher H Skinner

• Publisher: Routledge
• Year: 2013
• Print ISBN: 9780789028266
• eBook ISBN: 9781135799038
• Topic: Education
• Subtopic: Education General

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.

Index

Accelerated Reader (AR) program, 34

ADHD. See Attention deficit hyperactivity disorder (ADHD)

ADHD Index, 64,65,66

Allin, J.D., 6,109

American Psychiatric Association, DSM-IV of, 65,66

Anxiety

public speaking, high school students with, self-modeling intervention for, 47–60. See also Public speaking anxiety (PSA), high school students with, self-modeling intervention for

state, self-reported, 52,56,57t

Attention deficit hyperactivity disorder (ADHD), 63

Barkley, R.A., 63

Barlow, D.H., 66

BASA. See Behavioral Assessment of Speech Anxiety (BASA)

BC. See Behavioral consultation (BC)

Behavior(s), on-task, delayed praise effects on, 61–83. See also On-task behavior, delayed praise effects on

Behavior Intervention Rating Scale (BIRS), 92,98

Behavior Observation Sheet, 68,80

Behavioral Assessment of Speech Anxiety (BASA), 51

Behavioral consultation (BC), 110

Bergan, J.R., 116

BIRS. See Behavior Intervention Rating Scale (BIRS)

Bray, M.A., 4,5,6,8,47

Browder, D.M., 133

Brown, C.S., 115

Busk, P.L., 55

Campbell, D.T., 22

Campbell, S., 2,3,5,7,11,86,88,89,90,91,99,100,101,104,105

Children’s Intervention Rating Scale (CIRP), 92, 98

Choi, H., 4, 7

Choi, H-s (ok), 61

CIRP. See Children’s Intervention Rating Scale (CIRP)

Classroom(s), second grade, decreasing transition times in, 85–107. See also Timely Transitions Game (TTG), scientific support for

Classwide Peer Tutoring, 86

Class-wide reading performance, enhancement of

described, 30–33

interdependent group contingencies with randomly selected criteria and paired reading in, 29–45

baseline phase of, 34–35

dependent variable in, 34–35

design of, 34–35

discussion of, 38–41

interventi...

Table of contents

• Cover
• Half Title
• Full Title
• Copyright
• Contents
• About the Editor
• Single-Subject Designs: Procedures that Allow School Psychologists to Contribute to the Intervention Evaluation and Validation Process
• Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times: An Investigation of the Timely Transitions Game
• Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance
• A Self-Modeling Intervention for High School Students with Public Speaking Anxiety
• Use of Delayed Praise as a Directive and Its Effectiveness on On-Task Behavior
• Decreasing Transition Times in a Second Grade Classroom: Scientific Support for the Timely Transitions Game
• Practicing School Consultants Can Empirically Validate Interventions: A Description and Demonstration of the Non-Concurrent Multiple-Baseline Design
• The Taped-Problems Intervention: Increasing Division Fact Fluency Using a Low-Tech Self-Managed Time-Delay Intervention
• Index