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The Effects of Task Demands and Additive Interspersal Ratios on Fifth-Grade Students’ Mathematics Accuracy
16 references·1 citing·35 second hop
The Effects of Task Demands and Additive Interspersal Ratios on Fifth-Grade Students’ Mathematics Accuracy (2005)The Effects of Task Demands and Additive …Academic Skills Problems: Direct Assessment and Intervention (2010)Academic Skills Problems: Dir…Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond (2005)Enhancing academic engagement…Enhancing assignment perceptions in students with mathematics learning disabilities by including more work: An extension of interspersal research. (2004)Enhancing assignment percepti…Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures (2003)Instructional Effectiveness a…Best Practices in Increasing Academic Learning Time. (2002)Best Practices in Increasing …Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time (2002)Assessing the Relative Effect…An Empirical Analysis of Interspersal Research (2002)An Empirical Analysis of Inte…Increasing On-Task Behavior in an Elementary Student During Mathematics Seatwork by Interspersing Additional Brief Problems (2001)Increasing On-Task Behavior i…Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure (2000)Getting remedial mathematics …Effects of Interspersing Additional Brief Math Problems on Student Performance and Perception of Math Assignments: Getting Students to Prefer to Do More Work (1999)Effects of Interspersing Addi…Interspersing Additional Brief, Easy Problems to Increase Assignment Preference on Mathematics Reading Problems (1998)Interspersing Additional Brie…Altering response topography to increase response efficiency and learning rates. (1997)Altering response topography …Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks (1996)Applying Herrnstein's Matchin…Is the three-term contingency trial a predictor of effective instruction? (1991)Is the three-term contingency…Perspectives on instructional time (1985)Perspectives on instructional…EFFECTS OF TWO TEACHER‐PRESENTATION RATES ON OFF‐TASK BEHAVIOR, ANSWERING CORRECTLY, AND PARTICIPATION1 (1976)EFFECTS OF TWO TEACHER‐PRESEN…Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability. (2016)Evaluating a computer flash-c…RELATIVE AND ABSOLUTE STRENGTH OF RESPONSE AS A FUNCTION OF FREQUENCY OF REINFORCEMENT 1, 2 (1961)Operant Behavior: Areas of Research and Application, (1966)ON THE LAW OF EFFECT 1 (1970)Empirical Analysis of Drill Ratio Research (2004)Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2006)The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention (2006)Review Lecture - The technology of teaching (1965)Effective Schools: A Review (1983)Increasing learning rates by increasing student response rates: A summary of research. (1996)The Integration of Speaker and Listener Responses: A Theory of Verbal Development (2009)Wide Range Achievement Test (2017)AN IMPLICIT TECHNOLOGY OF GENERALIZATION 1 (1977)An Adapted Alternating Treatments Design for Instructional Research. (1985)Cover, Copy, and Compare: A Self-Managed Academic Intervention Effective Across Skills, Students, and Settings (1997)Preventing Academic Skills Deficits (1998)Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments (2004)Education and Treatment of Children (2008)Nebraska Symposium on Motivation: 1955 (1957)Motivation and self‐regulation assessments: Professional practices and needs of school psychologists (2010)The Contingent Use of Teacher Attention and Praise in Reducing Classroom Behavior Problems (1967)REDUCING BEHAVIOR PROBLEMS THROUGH FUNCTIONAL COMMUNICATION TRAINING (1985)Culturally Responsive Classrooms for Culturally Diverse Students with and at Risk for Disabilities (2008)Evidence-based Practices in Classroom Management: Considerations for Research to Practice (2008)CHOICE AND RATE OF REINFORCEMENT1,2 (1969)The differential influence of instructional context on the academic engagement of students with behavior problems (2008)Education and Treatment of Children (2014)Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies (2005)Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency (2010)The Measurement of Student Engagement: A Comparative Analysis of Various Methods and Student Self-report Instruments (2012)Using Performance Feedback To Decrease Classroom Transition Time And Examine Collateral Effects On Academic Engagement (2008)Access to What Should Be Taught and Will Be Tested: Students’ Opportunity to Learn the Intended Curriculum (2011)Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement (2016)The Stratification of High School Learning Opportunities (1987)Student engagement with school: Critical conceptual and methodological issues of the construct (2008)Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct (2012)
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References

  • 2010Academic Skills Problems: Direct Assessment and Intervention602 cited
  • 1976EFFECTS OF TWO TEACHER‐PRESENTATION RATES ON OFF‐TASK BEHAVIOR, ANSWERING CORRECTLY, AND PARTICIPATION1245 cited
  • 1991Is the three-term contingency trial a predictor of effective instruction?221 cited
  • 1985Perspectives on instructional time218 cited
  • 1997Altering response topography to increase response efficiency and learning rates.174 cited
  • 2005Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond158 cited
  • 2002An Empirical Analysis of Interspersal Research141 cited
  • 2001Increasing On-Task Behavior in an Elementary Student During Mathematics Seatwork by Interspersing Additional Brief Problems109 cited
  • 2002Best Practices in Increasing Academic Learning Time.103 cited
  • 2000Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure100 cited
  • 2003Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures96 cited
  • 1996Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks91 cited
  • 2002Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time82 cited

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  • 1999Effects of Interspersing Additional Brief Math Problems on Student Performance and Perception of Math Assignments: Getting Students to Prefer to Do More Work71 cited
  • 1998Interspersing Additional Brief, Easy Problems to Increase Assignment Preference on Mathematics Reading Problems70 cited
  • 2004Enhancing assignment perceptions in students with mathematics learning disabilities by including more work: An extension of interspersal research.67 cited
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    • 2016Evaluating a computer flash-card sight-word recognition intervention with self-determined response intervals in elementary students with intellectual disability.22 cited