Billington, E. J., Skinner, C. H., & Cruchon, N. M. (2004). Improving sixth-grade students perceptions of high-effort assignments by assigning more work: Interaction of additive interspersal and assignment effort on assignment choice. Journal of School Psychology
Carpenter, P. A., & Moser, J. M. (1982). The development of addition and subtraction problem solving skills. In T. P. Carpenter, J. M. Moser, & T. A. Romberg (Eds.), Addition and subtraction: A cognitive perspective (pp. 9–24). Hillsdale, NJ: Erlbaum.
Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance. An instructional hierarchy perspective. Journal of Behavioral Education
Cuvo, A. J. (1979). Multiple-baseline design in instructional research: Pitfalls of measurement and procedural advantages. American Journal of Mental Deficiency
Dahaene, S. (1997). The number sense: How the mind creates mathematics. New York: Oxford University.
Daly, E. J., Chafouleas, S., & Skinner, C. H. (2005). Interventions for reading problems: Designing and evaluating effective strategies. New York: The Guilford Press.
Delazer, M., Domahs, F., Bartha, L., Brenneis, C., Locky, A., Treib, T., & Benke, T. (2003). Learning complex arithmetic-an fMRI study. Cognitive Brain Research
Garnett, K. (1992). Developing fluency with basic number facts: Interventions for students with learning disabilities. Learning disabilities research and practice, 7, 210–216.
Hanson, C. L. (1978). Writing skills. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hanson (Eds.), The fourth R: Research in the classroom (pp. 93–126). Columbus, OH: Merrill.
Haring, N. G., & Eaton, M. D. (1978). Systematic instructional procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 23–40). Columbus OH: Merrill.
Hasslebring, T. S., Goin, L. I., & Bransford, J. D. (1987). Developing automaticity. Teaching Exceptional Children, 1, 30–33.
Ivarie, J. J.,(1986). Effects of proficiency rates on later performance of recall and writing behavior. Remedial and Special Education, 7, 25–30.
Kameenui, E. J., & Simmons, D. C. (1990). Designing instructional strategies: The prevention of academic learning problems. Columbus OH: Charles E. Merrill.
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic processing in reading. Cognitive Psychology
Mace, F. C., McCurdy, B., & Quigley, E. A. (1990). The collateral effect of reward predicted by matching theory. Journal of Applied Behavior Analysis
McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. Journal of Applied School Psychology, 20(2), 129–147.
McCallum, E., Skinner, C. H., Turner, H., & Saecker, L. (in press). The taped-problems intervention: Increasing multiplication fact fluency using a low-tech, class-wide, time-delay intervention. School Psychology Review.
McCurdy, M., Skinner, C. H., Grantham, K. Watson, T. S., & Hindman, P. M. (2001). Increasing on-task behavior in an elementary student during mathematics seat-work by interspersing additional brief problems. School Psychology Review, 30, 23–32.
Pellegrino, J. W., & Goldman, S. R. (1987). Information processing and elementary mathematics. Journal of Learning Disabilities
Perie, M., Grigg, W., and Dion, G. (2005). The Nation's Report Card: Mathematics 2005 (NCES 2006-453). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: U.S. Government Printing Office.
Poncy, B. C., Skinner, C. H., & O’Mara, T. (2006). Detect, practice, and repair (DPR): The effects of a class-wide intervention on elementary students' math fact fluency. Journal of Evidence Based Practices for Schools, 7, 47–68.
Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford Press.
Shinn, M. R. (Ed.). (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
Sindelar, P. T., Rosenberg, M. S., & Wilson, R. J. (1985). An adapted alternating treatments design for instructional research. Education and Treatment of Children, 8, 67–76.
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.
Skinner, C. H. (2002). An empirical analysis of interspersal research: Evidence, implications and applications of the discrete task completion hypothesis. Journal of School Psychology
Skinner, C. H., Bamberg, H. W., Smith, E. S., & Powell, S. S. (1993). Cognitive cover, copy, and compare: Subvocal responding to increase rates of accurate division responding. Remedial and Special Education
Skinner, C. H., Belfiore, H. E., 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.
Skinner, C. H., Belfiore, P. B., & Watson, T. S. (1995/2002). Assessing the relative effects of interventions in students with mild disabilities: Assessing instructional time. Journal of Psychoeducational Assessment, 20, 345–6,5. (Reprinted from Assessment in Rehabilitation and Exceptionality, 2, 207–220, 1995).
Skinner, C. H., McLaughlin, T. F., & Logan, P. (1997). Cover, copy, and compare: A self-managed academic intervention effective across skills, students, and settings. Journal of Behavioral Education
Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools
Skinner, C. H., & Schock, H. H. (1995). Best practices in mathematics assessment. In A. Thomas & J. Grimes (Eds.), Best Practices in school psychology (3rd ed) (pp. 731–740). Washington, D.C.: National Association of School Psychologists.
Skinner, C. H., & Shapiro, E. S. (1989). A comparison of a taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123–133.
Skinner, C. H., & Smith, E. S. (1992). Issues surrounding the use of self-management interventions for increasing academic performance. School Psychology Review, 21, 202–210.
Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy, and compare: An intervention for increasing multiplication performance. School Psychology Review, 18, 212–220.
Stokes, T. F., & Baer, D. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis