| Year |
Citation |
Score |
| 2013 |
Skinner CH, Mccleary DF, Skolits GL, Poncy BC, Cates GL. 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. DOI: 10.1002/Pits.21676 |
0.378 |
|
| 2012 |
Joseph LM, Konrad M, Cates G, Vajcner T, Eveleigh E, Fishley KM. A meta-analytic review of the cover-copy-compare and variations of this self-management procedure Psychology in the Schools. 49: 122-136. DOI: 10.1002/Pits.20622 |
0.455 |
|
| 2010 |
Grafman JM, Cates GL. 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. DOI: 10.1002/Pits.20459 |
0.463 |
|
| 2010 |
Cates GL, Burns MK, Joseph LM. Introduction to the special issue: Instructional efficiency and the impact on learning and data-based decision making Psychology in the Schools. 47: 111-113. DOI: 10.1002/Pits.20456 |
0.459 |
|
| 2007 |
Cates GL, Dunne M, Erkfritz KN, Kivisto A, Lee N, Wierzbicki J. Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading Journal of Behavioral Education. 16: 70-81. DOI: 10.1007/S10864-006-9019-5 |
0.469 |
|
| 2007 |
Cates GL, Erkfritz KN. 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. DOI: 10.1002/Pits.20251 |
0.441 |
|
| 2006 |
Rhymer KN, Cates GL. 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. DOI: 10.1521/Scpq.2006.21.1.34 |
0.504 |
|
| 2006 |
Cates GL, Thomason K, Havey M, McCormick C. 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. DOI: 10.1300/J370V23N01_07 |
0.418 |
|
| 2005 |
Havey JM, Olson JM, McCormick C, Cates GL. Teachers' perceptions of the incidence and management of attention-deficit hyperactivity disorder. Applied Neuropsychology. 12: 120-7. PMID 16083400 DOI: 10.1207/S15324826An1202_7 |
0.305 |
|
| 2005 |
Cates GL. A review of the effects of interspersing procedures on the stages of academic skill development Journal of Behavioral Education. 14: 305-325. DOI: 10.1007/S10864-005-8652-8 |
0.369 |
|
| 2005 |
Cates GL, Lee DL. Increasing learning by getting students to choose to complete more work introduction to a special issue on interspersing procedures Journal of Behavioral Education. 14: 223-225. DOI: 10.1007/S10864-005-8647-5 |
0.444 |
|
| 2005 |
Cates GL, Dalenberg AE. Effects of interspersing rate on student preferences for mathematics assignments Journal of Behavioral Education. 14: 89-103. DOI: 10.1007/S10864-005-2704-Y |
0.435 |
|
| 2005 |
Cates GL. Effects of peer versus computer-assisted drill on mathematics response rates Psychology in the Schools. 42: 637-646. DOI: 10.1002/Pits.20105 |
0.446 |
|
| 2003 |
Cates GL, Rhymer KN. Journal of Behavioral Education. 12: 23-34. DOI: 10.1023/A:1022318321416 |
0.312 |
|
| 2003 |
Cates GL, Skinner CH, Watson TS, Meadows TJ, Weaver A, Jackson B. Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures School Psychology Review. 32: 601-616. |
0.472 |
|
| 2000 |
Cates GL, Skinner CH. Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure Psychology in the Schools. 37: 339-347. DOI: 10.1002/1520-6807(200007)37:4<349::Aid-Pits5>3.0.Co;2-7 |
0.465 |
|
| 1999 |
Skinner CH, Hall-Johnson K, Skinner AL, Cates G, Weber J, Johns GA. Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique Journal of Experimental Education. 68: 43-59. DOI: 10.1080/00220979909598493 |
0.404 |
|
| 1999 |
Cates GL, Skinner CH, Watkins CE, Rhymer KN, McNeill SL, McCurdy M. Effects of interspersing additional brief math problems on student performance and perception of math assignments: getting students to prefer to do more work Journal of Behavioral Education. 9: 177-192. DOI: 10.1023/A:1022135514692 |
0.59 |
|
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