Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles

Psychology in the Schools

Volumn 47, Issue 2, 2010, Pages 166-172

  Skinner, Christopher H ^a  

^a UNIVERSITY OF TENNESSEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77955606964     PISSN: 00333085     EISSN: 15206807     Source Type: Journal    
DOI: 10.1002/pits.20461     Document Type: Article

References (21)

1. Bramlett, R., Cates, G. L., Savina, E.,&Lauinger, B. (2010). Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995-2005. Psychology in the Schools, 47(2), 114-125.
2. Burns, M. K., & Sterling-Turner, H. E. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance. Psychology in the Schools, 47(2), 126-134.
3. Carroll, E., Skinner, C. H., Turner, H.,McCallum, E., & Masters, S. (2006). Evaluating and comparing responsiveness to two interventions designed to enhance math-fact fluency. School Psychology Forum: Research in Practice, 1, 1-18.
4. Cates, G. L., Skinner, C. H.,Watson, T.W.,Meadows, T. J.,Weaver, A., & Jackson, B. (2003). Instructional effectiveness and instructional efficiency as considerations for data-based decision making: An evaluation of interspersing procedures. School Psychology Review, 32, 601-616.
5. Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Teachers College Press. (A 1964 Dover edition was also published.)
6. Freeland, J. T., Skinner, C. H., Jackson, B., McDaniel, C. E., & Smith, S. (2000). Measuring and increasing silent reading comprehension rates via repeated readings. Psychology in the Schools, 37, 415-429.
7. Grafman, J. M., & Cates, G. L. (2010). The differential effects of two self-managed math instruction procedures: Cover, copy, and compare versus copy, cover, and compare. Psychology in the Schools, 47(2), 153-165.
8. Hale, A. D., Skinner, C. H., Winn, B. D., Oliver, R., Allin, J. D., & Molloy, C. C. M. (2005). An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders. Psychology in the Schools, 42, 39-52.
9. Joseph, L. M., & Nist, L. M. (2006). Comparing the effects of unknown-known ratios on word reading learning versus learning rates. Journal of Behavioral Education, 15, 69-79.
10. Neddenriep, C., Skinner, C. H., Wallace, M. A., & McCallum, E. (2008). Classwide peer tutoring: Two experiments investigating the generalized relationship between increased oral reading fluency and reading comprehension. Journal of Applied School Psychology, 25, 244-269.
11. Nist, L.,&Joseph, L. M. (2008). Effectiveness and efficiency of variations of flash card drills onword recognitionmaintenance and generalization. School Psychology Review, 37, 294-308.
12. Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. Journal of Behavioral Education, 16, 27-37.
13. Schisler, R., Joseph, L. M., Konrad, M., & Alber-Morgan, S. (2010). Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text. Psychology in the Schools, 47(2), 135-152.
14. Skinner, C. H. (1998). Preventing academic skills deficits. In T. S.Watson & F. Gresham (Eds.), Handbook of child behavior therapy: Ecological considerations in assessment, treatment, and evaluation (pp. 61-83). New York: Plenum.
15. Skinner, C. H. (2008). Theoretical and applied implications of precisely measuring learning rates. School Psychology Review, 37, 309-315.
16. Skinner, C. H., Bamberg, H., Smith, E. S., & Powell, S. (1993). Subvocal responding to increase division-fact fluency. Remedial and Special Education, 14, 49-56.
17. Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams, S., & Johns, G. A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
18. Skinner, C. H., Belfiore, P. B., & Watson, T. S. (1995). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Assessment in Rehabilitation and Exceptionality, 2, 207-220. (Reprinted in Journal of Psychoeducational Assessment, 20, 345-356.)
19. Skinner, C. H., Fletcher, P. A., & Henington, C. (1996). Increasing learning trial rates by increasing student response rates. School Psychology Quarterly, 11, 313-325.
20. Skinner, C. H., Johnson, C.W., Larkin, M. J., Lessley, D. J., & Glowacki, M. L. (1995). The influence of rate of presentation during taped-words interventions on reading performance. Journal of Emotional and Behavioral Disorders, 3, 214-223.
21. Skinner, C. H., Robinson, D. H., Adamson, K. L., Atchison, L. A., & Woodward, J. R. (1998). The effects of different listening-while-reading rates on comprehension in secondary students with reading deficits. Special Services in the Schools, 1/2, 115-128.