Single-Subject Designs for School Psychologists

Skinner, Christopher H

Published by Routledge, 2005
ISBN 10: 0789028255 / ISBN 13: 9780789028259
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Evaluate the effects of your interventions!

Single-Subject Designs for School Psychologists shows how practitioners―educators, counselors, and support personnel―can contribute to the research base in their field by using single-subject methodologies to empirically validate the effects of their interventions. This book provides the research tools to tackle real world problems such as reducing transition times; improving reading, mathematics, and writing performance; increasing on-task behavior; and enhancing public speaking skills by presenting examples and analysis of single-subject design research methods. Specific methodologies include empirical case studies, withdrawal designs, multiple-probe designs, and nonconcurrent multiple-baseline designs.

This book is a useful supplement for research-design classes being offered to education professionals. This text provides real world examples that demonstrate how practitioners who work with individual students or entire classes can conduct important intervention research―while at the same time educating. The applied interventions are designed to alter a variety of different unfavorable behaviors while reducing students’ and educators’ fear of research. This extensively referenced source includes helpful charts and tables to clearly illustrate research data.

Single-Subject Designs for School Psychologists discusses:

  • intervention evaluation and validation procedures
  • the Timely Transitions Game―combining explicit timing with an interdependent group contingency program to decrease transition times
  • enhancing class-wide reading performance by using interdependent group contingencies with randomly selected criteria and paired reading
  • a self-modeling intervention for high school students with public speaking anxiety
  • delayed praise as a directive and its effectiveness on on-task behavior
  • decreasing transition times in a second grade classroom
  • a description and demonstration of the nonconcurrent multiple-baseline design
  • using a low-tech self-managed time-delay intervention to increase division fact fluency

Single-Subject Designs for School Psychologists is a valuable how-to guide for school psychologists, special education teachers, behavioral consultants, school counselors, school social workers, support personnel, general education teachers, or for any helping professional wishing to contribute to the advancement of their field.

About the Author: Edward J. Daly III, PhD, is Associate Professor of Educational (School) Psychology at the University of Nebraska/n-/Lincoln and Program Director of the School Psychology program. Dr. Daly received his doctorate from Syracuse University in 1992 and worked for several years as a school psychologist before becoming a trainer of school psychologists in 1995. His research interests include the application of principles of behavior analysis to resolving children's reading problems. He is especially interested in developing usable and useful technologies for assessing and intervening with children who display reading deficits. Dr. Daly has published numerous articles, books, and book chapters in the fields of school psychology and applied behavior analysis. He previously served as Associate Editor of [i]School Psychology Review[/i] and [i]School Psychology Quarterly[/i], and currently serves as guest action editor and reviewer for a number of professional journals.
Sandra Chafouleas, PhD, is currently Assistant Professor in the School Psychology program at the University of Connecticut. Previously, Dr. Chafouleas directed the School Psychology program at Plattsburgh State University of New York. In both positions, she has provided training in behavioral assessment and intervention to future and practicing school psychologists. She also has taught courses in academic and intellectual assessment, ethics, and the roles and functions of school psychologists. Dr. Chafouleas currently serves on the editorial boards of [i]School Psychology Review[/i], [i]School Psychology Quarterly[/i], and [i]Psychology in the Schools[/i]. Her primary areas of research interest involve the prevention of readingdifficulties and the application of evidence-based strategies to the classroom. Prior to becoming a university trainer, Dr. Chafouleas worked as a school psychologist and school administrator in a variety of settings dealing with children with behavior disorders.
Christopher H. Skinner, PhD, received his doctorate in school psychology from Lehigh University in 1989. He is a Fellow of the American Psychological Association and received the Lightner Witmer Award in 1995 for outstanding scholarship from a young academic or professional. Dr. Skinner is coeditor of the [i]Journal of Behavioral Education[/i]. His research interests include academic interventions, learning and skill development, behavioral and curriculum-based assessment, and single-subject research methodologies. As a behavioral school psychologist, Dr. Skinner's work reflects a commitment to advancing the science of school psychology through applied and theoretical research. As a former special education teacher, his research also focuses on applied procedures that can be used to prevent and remedy student problems. Currently he serves as coordinator of School Psychology Programs at the University of Tennessee.

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Title: Single-Subject Designs for School ...
Publisher: Routledge
Publication Date: 2005
Binding: Hardcover
Book Condition: Good

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