Gary L. Cates, Ph.D.

Illinois State University, Normal, IL, United States 
educational psychology
"Gary Cates"
Mean distance: 13085.6


Sign in to add mentor
T. Steuart Watson grad student 2001 Mississippi State University
 (The differential effects of task variation procedures on ratings of academic stimuli and acquisition of spelling skills among elementary -age students.)
BETA: Related publications


You can help our author matching system! If you notice any publications incorrectly attributed to this author, please sign in and mark matches as correct or incorrect.

Kasky-Hernandez L, Cates GL. (2015) Role of psychologists in interdisciplinary relations in special education Advances in Special Education. 30: 81-94
Skinner CH, Mccleary DF, Skolits GL, et al. (2013) Emerging Opportunities For School Psychologists To Enhance Our Remediation Procedure Evidence Base As We Apply Response To Intervention Psychology in the Schools. 50: 272-289
Joseph LM, Konrad M, Cates G, et al. (2012) A meta-analytic review of the cover-copy-compare and variations of this self-management procedure Psychology in the Schools. 49: 122-136
Grafman JM, Cates GL. (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: 135-152
Bramlett R, Cates GL, Savina E, et al. (2010) Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995-2005 Psychology in the Schools. 47: 114-125
Cates GL, Burns MK, Joseph LM. (2010) Introduction to the special issue: Instructional efficiency and the impact on learning and data-based decision making Psychology in the Schools. 47: 111-113
Cates GL, Dunne M, Erkfritz KN, et al. (2007) Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading Journal of Behavioral Education. 16: 70-81
Cates GL, Erkfritz KN. (2007) Effects of interspersing rates on students performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis Psychology in the Schools. 44: 615-625
Rhymer KN, Cates GL. (2006) Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures School Psychology Quarterly. 21: 34-45
Cates GL, Thomason K, Havey M, et al. (2006) A preliminary investigation of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions Journal of Applied School Psychology. 23: 133-154
See more...