C. Skinner

C. Skinner, T. Watson, Amy L. Skinner, 2017, School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association.

Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature

Michael C. Orsega, C. Skinner, Elizabeth McCallum, 2013 .

Using Detect, Practice, and Repair (DPR) to Differentiate and Individualize Math Fact Instruction in a Class-Wide Setting

C. Skinner, Brian C. Poncy, Scuddy F. Fontenelle, 2013 .

The Effects of Response Repetitions on Sight Word Acquisition for Students with Mild Disabilities

C. Skinner, P. Belfiore, M. Ferkis, 1997 .

Female Publication Patterns in "School Psychology Review,""Journal of School Psychology," and "School Psychology Quarterly" from 1985-1994.

C. Skinner, Gary L. Cates, Sheri L. Robinson, 1999 .

Using Tootling to Enhance First-Grade Students’ Use of a Social Skill: Evaluating the Catching Compliments Game

C. Skinner, Shelby Wright, Stephanie Daniels, 2021 .

Effects of Advertisement Speech Rates on Feature Recognition, and Product and Speaker Ratings

C. Skinner, D. Robinson, H. E. Sterling, 1999 .

Using Interdependent Group Contingencies with Randomly Selected Criteria and Paired Reading to Enhance Class-Wide Reading Performance

C. Skinner, Shannon R. Sharp, 2004 .

Interspersing Additional Easier Items To Enhance Mathematics Performance on Subtests Requiring Different Task Demands.

C. Skinner, Sheri L. Robinson, 2002 .

Improving students' perceptions of a mathematics assignment by increasing problem completion rates: Is problem completion a reinforcing event?

C. Skinner, Pat Logan, 1998 .

Improving assignment preference through interspersing additional problems: Brief versus easy problems

C. Skinner, P. Belfiore, Priscilla A. Fletcher, 1996 .

Comparing Computer-Based Sight-Word Interventions in Students with Intellectual Disability: Self-Determined Versus Fixed Response Intervals

Tara C. Moore, David F. Cihak, C. Skinner, 2019, Journal of Behavioral Education.

Bonus rewards for everyone: Enhancing mathematics performance with supplemental interdependent group contingencies

Tara C. Moore, C. Skinner, Merilee McCurdy, 2020, Preventing School Failure: Alternative Education for Children and Youth.

Examining the Effects of a Comprehensive Writing Program on the Writing Performance of Middle School Students with Learning Disabilities in Written Expression.

C. Skinner, M. Shriver, Merilee McCurdy, 2008 .

Using Relevant Video Clips from Popular Media to Enhance Learning in Large Introductory Psychology Classes: A Pilot Study

C. Skinner, Amy L. Skinner, R. Saudargas, 2011 .

Preventing Disruptive Behavior via Classroom Management

Tara C. Moore, C. Skinner, Amy L. Skinner, 2016, Behavior modification.

Using the TELLS prereading procedure to enhance comprehension levels and rates in secondary students

C. Skinner, Ashley D. Ridge, 2011 .

Reducing Hallway Disruptions in Elementary Students Using a Modified Timely Transitions Game

C. Skinner, Stephanie Daniels, Merilee McCurdy, 2020, Journal of Positive Behavior Interventions.

Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students

C. Skinner, Shelby Wright, Stephanie Daniels, 2019, Journal of Positive Behavior Interventions.

Using Interdependent Contingencies with Groups of Students: Why the Principal Kissed a Pig

C. Skinner, Amy L. Skinner, Tammy H. Cashwell, 1999 .

Altering Educational Environments through Positive Peer Reporting: Prevention and Remediation of Social Problems Associated with Behavior Disorders.

K. S. Jones, C. Skinner, Christine E. Neddenriep, 2002 .

A Comparison of Taped-Words and Drill Interventions on Reading Fluency in Adolescents with Behavior Disorders.

C. Skinner, E. Shapiro, 1989 .

Supplementing Social Skills Training With Tootling to Simultaneously Enhance First-Grade Students’ Performance of Two Social Skills

David F. Cihak, C. Skinner, Kristen Fowler, 2022, School Psychology Review.

Interdependent Group-Oriented Contingencies: Randomly Selected Components to the Rescue

C. Skinner, Margaret Crewdson, Robert D. Richardson, 2021, TEACHING Exceptional Children.

Increasing Independent Seatwork: Breaking Large Assignments into Smaller Assignments and Teaching a Student with Retardation to Recruit Reinforcement

C. Skinner, M. A. Wallace, Elizabeth A. Cox, 2003 .

Classroom Management in Self-Contained Classrooms for Children with Autism: Extending Research on the Color Wheel System

C. Skinner, K. Aspiranti, Alanna Bebech, 2018, Behavior analysis in practice.

Assignment choice, effort, and assignment completion: Does work ethic predict those who choose higher-effort assignments?

Matthew S. Fleisher, C. Skinner, D. J. Woehr, 2011 .

Promoting Self-Concept, Social Skills, and Interpersonal Relations: The Tootling Intervention.

C. Skinner, Katrina N. Rhymer, J. Landis, 2001 .

The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates

Renee O. Hawkins, C. Skinner, Christine E. Neddenriep, 2009 .

Comparing Comprehension Following Silent and Aloud Reading across Elementary and Secondary Students: Implication for Curriculum-Based Measurement

Renee O. Hawkins, C. Skinner, Christine E. Neddenriep, 2007 .

Addressing “Won’t Do” Issues in Mathematics

C. Skinner, Shelby Wright, Elizabeth McCallum, 2020, The Cambridge Handbook of Applied School Psychology.

Functional Behavioral Assessment: Principles, Procedures, and Future Directions

Frank M. Gresham, C. Skinner, T. Watson, 2001 .

Academic Remediation: Educational Applications of Research on Assignment Preference and Choice

C. Skinner, Christine E. Neddenriep, M. A. Wallace, 2002 .

Enhancing Grammar Assignment Perceptions by Increasing Assignment Demands

C. Skinner, Donna Ford Teeple, 2004 .

An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders

C. Skinner, Beth D. Winn, Jessica D. Allin, 2005 .

Enhancing Academic Performance in a Classroom Serving Students With Serious Emotional Disturbance: Interdependent Group Contingencies With Randomly Selected Components

C. Skinner, Christopher H. Skinner, Joan Popkin, 2003 .

Brief Prompting to Improve Classroom Behavior: A First-Pass Intervention Option

Tara C. Moore, C. Skinner, Yujeong Park, 2019 .

Increasing on-task behavior during mathematics independent seat-work in students with emotional disturbance by interspersing additional brief problems

C. Skinner, Donna Ford Teeple, Kristal L. Hurst, 2002 .

Getting remedial mathematics students to prefer homework with 20% and 40% more problems : An investigation of the strength of the interspersing procedure

C. Skinner, Gary L. Cates, 2000 .

Increasing Second-Grade Students' Reports of Peers' Prosocial Behaviors Via Direct Instruction, Group Reinforcement, and Progress Feedback: A Replication and Extension

C. Skinner, Emily Smith, Christopher H. Skinner, 2001 .

Why and how teachers should prevent and remedy academic deficits by enhancing learning speed

C. Skinner, Gary L. Cates, P. Belfiore, 2021, Preventing School Failure: Alternative Education for Children and Youth.

Improving Generalization of Academic Skills: Commentary on the Special Issue

C. Skinner, E. Daly, 2010 .

Words correct per minute: The variance in standardized reading scores accounted for by reading speed

C. Skinner, Christine E. Neddenriep, Andrea D. Hale, 2011 .

Increasing Math Assignment Completion Using Solution-Focused Brief Counseling

C. Skinner, R. S. McCallum, J. Fearrington, 2011 .

Articles published in four school psychology journals from 2000 to 2005: An analysis of experimental/intervention research

C. Skinner, Erin Carroll, Briana Hautau, 2008 .

The Influence of Rate of Presentation During Taped-Words Interventions on Reading Performance

Martha J. Larkin, C. Skinner, M. Glowacki, 1995 .

The Effects of Intertriai Interval Duration on Sight-Word Learning Rates in Children with Behavioral Disorders

C. Skinner, Emily Smith, J. Mclean, 1994 .

Cover, Copy, and Compare: Increasing Geography Accuracy in Students with Behavior Disorders.

C. Skinner, 1992 .

A Comparison of Instructional Response Requirements on the Multiplication Performance of Behaviorally Disordered Students

Barbara D. Yunker, C. Skinner, Jane M. Ford, 1991 .

Increasing Tootling: The Effects of a Peer-Monitored Group Contingency Program on Students' Reports of Peers' Prosocial Behaviors.

C. Skinner, Amy L. Skinner, Tammy H. Cashwell, 2000 .

Comparing Computer-Based Sight-Word Interventions in Students with Intellectual Disability: Self-Determined Versus Fixed Response Intervals

Tara C. Moore, David F. Cihak, C. Skinner, 2019, Journal of Behavioral Education.

An Investigation of the Reliability and Standard Error of Measurement of Words Read Correctly Per Minute Using Curriculum-Based Measurement

Philip K. Axtell, C. Skinner, Brian C. Poncy, 2005 .

Enhancing an English Language Learning Fifth-Grade Student's Sight-Word Reading With a Time-Delay Taped-Words Intervention

C. Skinner, Stacy L. Bliss, Christopher H. Skinner, 2006 .

The Taped-Problems Intervention

Holly M. Hutchins, C. Skinner, Elizabeth McCallum, 2004 .

The Effects of Two Taped-Words Interventions on Sight-Word Reading in Students with Mental Retardation

C. Skinner, Sheri L. Robinson, H. Sterling, 1997 .

A Comparison of Fast-Rate, Slow-Rate, and Silent Previewing Interventions on Reading Performance

R. Jackson, C. Skinner, Kelly L. Adamson, 1993, Journal of learning disabilities.

Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond

C. Skinner, K. A. Davis, Danielle N. Pappas, 2005 .

Improving Sixth-Grade Students Perceptions of High-Effort Assignments by Assigning More Work: Interaction of Additive Interspersal and Assignment Effort on Assignment Choice.

C. Skinner, Eric J. Billington, Christopher H. Skinner, 2004 .

Getting Students to Choose to Do More Work: Evidence of the Effectiveness of the Interspersal Procedure

C. Skinner, Eric J. Billington, 2002 .

Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension

C. Skinner, D. Ciancio, Samantha Cazzell, 2016 .

The effects of listening while reading and repeated reading on the reading fluency of adult learners

C. Skinner, M. Ziegler, Christopher H. Skinner, 2006 .

How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?

David F. Cihak, Robert L. Williams, C. Skinner, 2012 .

How and to What Extent Do Two Cover, Copy, and Compare Spelling Interventions Contribute to Spelling, Word Recognition, and Vocabulary Development?

David F. Cihak, C. Skinner, R. S. McCallum, 2011, Journal of Behavioral Education.

Measurement scale influences in the evaluation of sight-word reading interventions.

David F. Cihak, C. Skinner, Amy L. Skinner, 2014, Journal of applied behavior analysis.

Variance in Broad Reading Accounted for by Measures of Reading Speed Embedded Within Maze and Comprehension Rate Measures

C. Skinner, D. Ciancio, J. Morrow, 2012 .

Applied Comparative Effectiveness Researchers Must Measure Learning Rates: A Commentary on Efficiency Articles.

C. Skinner, Christopher H. Skinner, 2009 .

Theoretical and Applied Implications of Precisely Measuring Learning Rates

C. Skinner, 2008 .

Assessing the Relative Effects of Interventions in Students with Mild Disabilities: Assessing Instructional Time

C. Skinner, T. Watson, P. Belfiore, 2002 .

Cover, Copy, and Compare: A Self-Managed Academic Intervention Effective Across Skills, Students, and Settings

C. Skinner, Pat Logan, T. Mclaughlin, 1997 .

Altering Response Topography to Increase Response Efficiency and Learning Rates.

C. Skinner, P. Belfiore, Holly W. Mace, 1997 .

Improving Academic Performance Through Self-Management: Cover, Copy, and Compare

C. Skinner, T. McLaughlin, 1996 .

Measuring and increasing silent reading comprehension rates: Empirically validating a repeated readings intervention

C. Skinner, B. Jackson, Christopher H. Skinner, 2000 .

A comparison of self- and peer-delivered immediate corrective feedback on multiplication performance

C. Skinner, E. Shapiro, C. L. Cole, 1992 .

Enhancing science performance in students with learning disabilities using cover, copy, and compare: A student shows the way

T. J. Smith, C. Skinner, K. Dittmer, 2002 .

An Investigation of Situational Bias: Conspicuous and Covert Timing During Curriculum-Based Measurement of Mathematics Across African American and Caucasian Students

C. Skinner, Carlen Henington, Tawny N. Evans-Hampton, 2002 .

A Comparison of Taped Problems With and Without a Brief Post-Treatment Assessment on Multiplication Fluency

C. Skinner, Emily Rowland-Bryant, Stacy L. Bliss, 2010 .

An empirical analysis of interspersal research evidence, implications and applications of the discrete task completion hypothesis.

C. Skinner, Christopher H. Skinner, 2002 .

Effects of unfamiliar diverse names on elementary students' passage comprehension.

Tara C. Moore, David F. Cihak, C. Skinner, 2020, School psychology.

An Analysis of Consultee Verbal Responses to Structured Consultant Questions

C. Skinner, S. Wilcoxon, T. L. Turco, 1991 .

Analysis of Author Affiliation across Four School Psychology Journals from 2000 to 2008: Where Is the Practitioner Research?.

C. Skinner, Erin Carroll, Stacy L. Bliss, 2009 .

EMERGING OPPORTUNITIES FOR SCHOOL PSYCHOLOGISTS TO ENHANCE OUR REMEDIATION PROCEDURE EVIDENCE BASE AS WE APPLY RESPONSE TO INTERVENTION

C. Skinner, Gary L. Cates, Brian C. Poncy, 2013 .

Constructing Genograms with Lesbian Clients

C. Skinner, S. Magnuson, Ken Norem, 1995 .

Functional Behavioral Assessment of Nonverbal Behavior

C. Skinner, R. Ervin, 2003 .

Applying Behavioral Momentum Theory to Increase Compliance

C. Skinner, Renee Oliver, 2002 .

Advocating for Effective Instruction: School Psychologists as an Instructional Leader

C. Skinner, Elizabeth McCallum, Brian C. Poncy, 2011 .

Using Functional Behavioral Assessment Data to Infer Learning Histories and Guide Interventions: A Consultation Case Study.

C. Skinner, Joshua Booher, Megan K Parker, 2010 .

Evaluating the Effects of a Writing Self-Efficacy Intervention on Writing Quantity in Middle School Students

C. Skinner, Jada White, Stephanie Daniels, 2020, Reading & Writing Quarterly.

Toward a More Comprehensive Evaluation of Interventions: A Dose-Response Curve Analysis of an Explicit Timing Intervention

C. Skinner, Gary J. Duhon, Brian C. Poncy, 2020, School Psychology Review.

Extending Research on a Computer-Based Sight-Word Reading Intervention to a Student with Autism

C. Skinner, Joshua Booher, Karen L. Chambers, 2011 .

Receiver Operating Characteristic Analysis of Oral Reading Fluency Predicting Broad Reading Scores

C. Skinner, D. Ciancio, Megan Blonder, 2018, Contemporary School Psychology.

Receiver Operating Characteristic Analysis of Oral Reading Fluency Predicting Broad Reading Scores

C. Skinner, D. Ciancio, Megan Blonder, 2018, Contemporary School Psychology.

Accurate reading comprehension rate as an indicator of broad reading in students in first, second, and third grades.

C. Skinner, B. Foorman, D. Ciancio, 2015, Journal of school psychology.

ClassWide Peer Tutoring: Two Experiments Investigating the Generalized Relationship Between Increased Oral Reading Fluency and Reading Comprehension

Elizabeth McCallum, C. Skinner, Christine E. Neddenriep, 2009 .

Extending Research on the Validity of Brief Reading Comprehension Rate and Level Measures to College Course Success

Robert L. Williams, C. Skinner, Kathryn E. Jaspers, 2007 .

Extending Research on a Computer-Based Flashcard Reading Intervention to Postsecondary Students with Intellectual Disabilities.

David F. Cihak, C. Skinner, Amy L. Skinner, 2016 .

Interventions for Reading Problems: Designing and Evaluating Effective Strategies

Christopher H. Skinner, Sabina Rak Neugebauer, Sandra M. Chafouleas, 2004 .

Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale

Michelle P Black, Christopher H Skinner, Bethany E Forbes, 2016, Behavior Analysis in Practice.

Advances in Curriculum-Based Measurement: Alternative Rate Measures for Assessing Reading Skills in Pre- and Advanced Readers

C. Skinner, Christine E. Neddenriep, Kathy L. Bradley-Klug, 2002 .

The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions

C. Skinner, Jada White, Merilee McCurdy, 2019, Psychology in the Schools.

Improving Reading Comprehension of At-Risk High-School Students: The ART of Reading Program.

C. Skinner, R. S. McCallum, Fritz G. Polite, 2011 .

Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom

C. Skinner, Emily Rowland, Sunny Windingstad, 2009 .

Learning rates and known-to-unknown flash-card ratios: comparing effectiveness while holding instructional time constant.

C. Skinner, Joshua Booher, Jared S. Yaw, 2013, Journal of applied behavior analysis.

The Mathematical Works of Andrew Wiles

C. Skinner, 2019, The Abel Prize.

Randomized interdependent group contingencies: Group reinforcement with a twist

C. Skinner, H. Sterling-Turner, J. R. Henry, 2000 .

Combining Explicit Timing with an Interdependent Group Contingency Program to Decrease Transition Times

C. Skinner, S. Campbell, 2004 .

Why Graphic Organizers Facilitate Search Processes: Fewer Words or Computationally Efficient Indexing?

Daniel H. Robinson, C. Skinner, D. Robinson, 1996 .

Assessing Students’ Skills Using a Nontraditional Approach

C. Skinner, Christine E. Neddenriep, Brian C. Poncy, 2011 .

Improving learning science: Evaluating and comparing academic interventions using measures of learning speed

C. Skinner, Gary L. Cates, P. Belfiore, 2023, Psychology in the Schools.

Alternating treatments designs: Interpretation challenges and design solutions for validating and comparing interventions

C. Skinner, M. Coleman, Kristen Fowler, 2021, Psychology in the Schools.

Practicing School Consultants Can Empirically Validate Interventions

C. Skinner, Christopher H. Skinner, Beth D. Winn, 2004 .

Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale

C. Skinner, M. Coleman, Merilee McCurdy, 2016, Behavior analysis in practice.

An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes

C. Skinner, Gary J. Duhon, Benjamin G. Solomon, 2015 .

A comparison of class‐wide taped problems and cover, copy, and compare for enhancing mathematics fluency

C. Skinner, Elizabeth McCallum, Brian C. Poncy, 2012 .

Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems

C. Skinner, Kathryn E. Jaspers, Christopher H. Skinner, 2007 .

Effects Of Explicit Timing On Mathematics Problem Completion Rates In African-American Third-Grade Elementary Students.

C. Skinner, Katrina N. Rhymer, Carlen Henington, 1998 .

Interdependent Group Rewards: Rewarding On-Task Behavior Versus Academic Performance in an Eighth-Grade Classroom Serving Students With Emotional and Behavioral Disorders

Tara C. Moore, David F. Cihak, C. Skinner, 2020 .

Decreasing Transition Times in a Second Grade Classroom

C. Skinner, J. Yarbrough, Young Ju Lee, 2004 .

Independent and Interdependent Group Contingencies: Smoothing the Rough Waters

Merrily S. Dunn, C. Skinner, Craig S. Cashwell, 1996 .

Solution-Focused Guided Imagery as an Intervention for Golfers with the Yips

C. Skinner, Meghan Halbrook, R. J. Bell, 2011 .

Enhancing First-Grade Students’ Addition-Fact Fluency Using Classwide Cover, Copy, and Compare, a Sprint, and Group Rewards

C. Skinner, Brian C. Poncy, 2011 .

Using Interdependent Group-Oriented Reinforcement to Enhance Academic Performance in General Education Classrooms

Robert L. Williams, C. Skinner, Christine E. Neddenriep, 2004 .

Decreasing Putting Yips in Accomplished Golfers via Solution-Focused Guided Imagery: A Single-Subject Research Design

C. Skinner, Christopher H. Skinner, Robert J. Bell, 2009 .

Increasing on-task behavior in every student in a second-grade classroom during transitions: validating the Color Wheel system.

C. Skinner, Stacy L. Bliss, D. Fudge, 2008, Journal of school psychology.

An Investigation of Detect, Practice, and Repair to Remedy Math-Fact Deficits in a Group of Third-Grade Students.

Philip K. Axtell, C. Skinner, Brian C. Poncy, 2010 .

Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies

C. Skinner, Amy L. Skinner, Danielle N. Pappas, 2010 .

The effects of explicit timing on mathematics performance in second-grade Caucasian and African American students.

C. Skinner, Katrina N. Rhymer, Carlen Henington, 1999 .

Gender Differences in Early Literacy: Analysis of Kindergarten through Fifth-Grade Dynamic Indicators of Basic Early Literacy Skills Probes

C. A. Sorrell, C. Skinner, Jaime L. Below, 2010 .

Effects of Problem Order on Accuracy, Preference, and Choice of Multiplication Assignments.

Robert L. Williams, C. Skinner, Kathryn E. Jaspers, 2007 .

The Diophantine equation $x^2=4q^n-4q+1$.

C. Skinner, 1989 .

Extending research on the interspersal procedure to perceptions of continuous reading assignments : Applied and theoretical implications of a failure to replicate

C. Skinner, Christine E. Neddenriep, J. Martin, 2001 .

Evaluating and Comparing the Effects of Group Contingencies on Mathematics Accuracy in a First-Grade Classroom: Class Average Criteria Versus Unknown Small-Group Average Criteria

Tara C. Moore, David F. Cihak, C. Skinner, 2017 .

Decreasing Inappropriate Vocalizations Using Classwide Group Contingencies and Color Wheel Procedures: A Component Analysis.

Jennifer A. H. Becker, C. Skinner, Emily R. Kirk, 2010 .

Group Reward Programs: A Humanistic Approach

Merrily S. Dunn, C. Skinner, Craig S. Cashwell, 1998 .

Applying group-oriented contingencies in the classroom.

C. Skinner, Amy L. Skinner, B. Burton, 2009 .

Encyclopedia of school psychology

C. Skinner, T. Watson, 2004 .

Replicating and Extending Research on the Partial Assignment Completion Effect: Is Sunk Cost Related to Partial Assignment Completion Strength?.

C. Skinner, M. L. Nalls, Emily P Taylor, 2014 .

Assignment choice: Do students choose briefer assignments or finishing what they started?

C. Skinner, Meredith L. Hawthorn-Embree, John T. Parkhurst, 2010 .

An investigation of the partial-assignment completion effect on students' assignment choice behavior.

C. Skinner, Meredith L. Hawthorn-Embree, John T. Parkhurst, 2011, Journal of school psychology.

Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom

David F. Cihak, C. Skinner, K. Aspiranti, 2011, Behavior analysis in practice.

The Effects of Task Demands and Additive Interspersal Ratios on Fifth-Grade Students’ Mathematics Accuracy

C. Skinner, James A. Hawkins, Renee Oliver, 2005 .

Effects of high-preference single-digit mathematics problem completion on multiple-digit mathematics problem performance.

C. Skinner, P. Belfiore, A. U. Vargas, 1997, Journal of applied behavior analysis.

The 1-Minute Explicit Timing Intervention: The Influence of Mathematics Problem Difficulty

T. J. Smith, C. Skinner, B. Jackson, 2002 .

Reducing Perceptions of Time Required to Complete Math Assignments by Adding Problems to Assignments: A Synthesis of the Additive Interspersal Research

C. Skinner, Eric J. Billington, 2006 .

Causing Students to Choose More Language Arts Work: Enhancing the Validity of the Additive Interspersal Procedure

C. Skinner, Sadonya F. Meadows, 2005 .

Varying Problem Effort and Choice: Using the Interspersal Technique to Influence Choice Towards More Effortful Assignments

Holly M. Hutchins, C. Skinner, J. Malone, 2004 .

Enhancing Assignment Perceptions in Students with Mathematics Learning Disabilities by Including More Work: An Extension of Interspersal Research.

C. Skinner, T. Watson, Mark E. Wildmon, 2004 .

Increasing On-Task Behavior in an Elementary Student During Mathematics Seatwork by Interspersing Additional Brief Problems

C. Skinner, T. Watson, Merilee McCurdy, 2001 .

Effects of Interspersing Briefer Mathematics Problems on Assignment Choice in Students with Learning Disabilities

C. Skinner, G. Johns, G. L. Nail, 2000 .

Improving secondary students' perception of the “dreaded mathematics word problem assignment” by giving them more word problems

C. Skinner, Merilee McCurdy, Mark E. Wildmon, 1999 .

Interspersing Additional Brief, Easy Problems to Increase Assignment Preference on Mathematics Reading Problems

C. Skinner, Mark E. Wildmon, A. McDade, 1998 .

Applying Herrnstein's Matching Law to Influence Students' Choice to Complete Difficult Academic Tasks

Gregg A. Johns, C. Skinner, P. Belfiore, 1996 .

Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates through the Interspersal Technique.

C. Skinner, Gary L. Cates, Amy L. Skinner, 1999 .

A Comparison of Comprehension Accuracy and Rate: Repeated Readings and Listening While Reading in Second-Grade Students

C. Skinner, D. Ciancio, Megan Blonder, 2018, Contemporary School Psychology.

Extending Research on Oral Reading Fluency Measures, Reading Speed, and Comprehension

C. Skinner, D. Ciancio, Samantha Cazzell, 2016, Contemporary School Psychology.

Effectiveness of a Multi-Component Treatment for Improving Mathematics Fluency.

C. Skinner, B. Jackson, Katrina N. Rhymer, 2000 .

Efficient Class-Wide Remediation: Using Technology to Identify Idiosyncratic Math Facts for Additional Automaticity Drills

C. Skinner, Brian C. Poncy, Elisa Luna, 2010 .

Effects of Interspersing Additional Brief Math Problems on Student Performance and Perception of Math Assignments: Getting Students to Prefer to Do More Work

C. Skinner, Gary L. Cates, Katrina N. Rhymer, 1999 .

Detect, Practice, and Repair: The Effects of a Classwide Intervention on Elementary Students' Math-Fact Fluency.

C. Skinner, Brian C. Poncy, Tish O'Mara, 2006 .

Using a cell phone to prompt a kindergarten student to self-monitor off-task/disruptive behavior.

C. Skinner, D. Ballard, C. C. Quillivan, 2011 .

Disfluent Font Can Hinder Sight-Word Acquisition in Students With Intellectual Disability

David F. Cihak, C. Skinner, D. Ciancio, 2019 .