Gary L. Cates

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Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures

Adam D. Weaver, C. Skinner, Gary L. Cates, 2003 .

Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective

Gary L. Cates, Katrina N. Rhymer, 2003 .

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 .

A Review of the Effects of Interspersing Procedures on the Stages of Academic Skill Development

Gary L. Cates, 2005 .

Conceptualizing Fixed-Interval Praise Delivery

Margaret T. Floress, Gary L. Cates, Kelly E. Poirot, 2020 .

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 .

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.

Role of Psychologists in Interdisciplinary Relations in Special Education

Gary L. Cates, Lynda Kasky-Hernández, 2015 .

Assessing Effectiveness and Efficiency of Academic Interventions in School Psychology Journals: 1995-2005

Gary L. Cates, E. Savina, Brittni Lauinger, 2009 .

Differential Effects of Two Spelling Procedures on Acquisition, Maintenance and Adaption to Reading

Gary L. Cates, Aaron J. Kivisto, M. Dunne, 2007 .

A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure

Laurice M. Joseph, Gary L. Cates, Moira Konrad, 2012 .

The Differential Effects of Two Self-Managed Math Instruction Procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare.

Gary L. Cates, J. Grafman, 2009 .

School Psychologist

Gary L. Cates, Carrie Kreissl, Jacob V. Linnell, 2021, Collaboration.

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 .

Effects of Explicit Timing on Elementary Students' Oral Reading Rates of Word Phrases.

Gary L. Cates, Katrina N. Rhymer, 2006 .

Effects of Interspersing Rate on Student Preferences for Mathematics Assignments

Gary L. Cates, Abby E. Dalenberg, 2005 .

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.

Effects of peer versus computer‐assisted drill on mathematics response rates

Gary L. Cates, 2005 .

Teachers' Perceptions of the Incidence and Management of Attention-Deficit Hyperactivity Disorder

Christine E. McCormick, Gary L. Cates, J. M. Olson, 2005, Applied neuropsychology.

Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures.

Gary L. Cates, Katrina N. Rhymer, 2006 .

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

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

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 .

Extending Research on the Interspersal Procedure: More Effort Versus Greater Reinforcement Rates

Gary L. Cates, Jared Thomas John, Christopher H. Skinner, 2024, Journal of Behavioral Education.