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Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times
16 references·0 citing·42 second hop
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References

  • 1963Experimental and Quasi-Experimental Designs for Research15,090 cited
  • 1976Single Case Experimental Designs: Strategies for Studying Behavior Change3,034 cited
  • 1998Peer-assisted Learning504 cited
  • 1997A Meta-Analysis of Interventions to Decrease Disruptive Classroom Behavior in Public Education Settings352 cited
  • 1984Focus on behavior analysis in education321 cited
  • 1975A BRIEF REVIEW OF CLASSROOM GROUP‐ORIENTED CONTINGENCIES320 cited
  • 2002Evidence-based interventions in school psychology: Conceptual foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force.288 cited
  • 1979SOCIAL VALIDATION: THE EVOLUTION OF STANDARDS OF COMPETENCY FOR TARGET BEHAVIORS208 cited
  • 2008Journal of Psychoeducational Assessment192 cited
  • 1997Altering response topography to increase response efficiency and learning rates.174 cited
  • 1982Single-Case Experimental Designs174 cited
  • 1982Interdependent, Dependent, and Independent Group Contingencies for Controlling Disruptive Behavior139 cited
  • 2003Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components136 cited
  • 1975AN ANALYSIS OF A PERFORMANCE FEEDBACK SYSTEM: THE EFFECTS OF TIMING AND FEEDBACK, PUBLIC POSTING, AND PRAISE UPON ACADEMIC PERFORMANCE AND PEER INTERACTION1

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132 cited
  • 2000Empirically supported interventions and school psychology: Rationale and methodological issues—Part I.131 cited
  • 1976THE EFFECTS OF EXPLICIT TIMING ON MATH PERFORMANCE1128 cited
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