Gary Cates
Gary Cates
Illinios State University
Bestätigte E-Mail-Adresse bei - Startseite
Zitiert von
Zitiert von
Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective
GL Cates, KN Rhymer
Journal of Behavioral Education 12 (1), 23-34, 2003
Instructional effectiveness and instructional efficiency as considerations for data-based decision making: An evaluation of interspersing procedures
GL Cates, CH Skinner, TS Watson, TJ Meadows, A Weaver, B Jackson
School Psychology Review 32 (4), 601-616, 2003
Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure
GL Cates, CH Skinner
Psychology in the Schools 37 (4), 339-347, 2000
Teachers' perceptions of the incidence and management of attention-deficit hyperactivity disorder
JM Havey, JM Olson, C McCormick, GL Cates
Applied Neuropsychology 12 (2), 120-127, 2005
A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure
LM Joseph, M Konrad, G Cates, T Vajcner, E Eveleigh, KM Fishley
Psychology in the Schools 49 (2), 122-136, 2012
Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005
R Bramlett, GL Cates, E Savina, B Lauinger
Psychology in the Schools 47 (2), 114-125, 2010
Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique
CH Skinner, K Hall-Johnson, AL Skinner, G Cates, J Weber, GA Johns
The Journal of Experimental Education 68 (1), 43-59, 1999
The differential effects of two self‐managed math instruction procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare
JM Grafman, GL Cates
Psychology in the Schools 47 (2), 153-165, 2010
Effects of interspersing additional brief math problems on student performance and perception of math assignments: Getting students to prefer to do more work
GL Cates, CH Skinner, CE Watkins, KN Rhymer, SL McNeill, M McCurdy
Journal of Behavioral Education 9 (3), 177-192, 1999
Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading
GL Cates, M Dunne, KN Erkfritz, A Kivisto, N Lee, J Wierzbicki
Journal of Behavioral Education 16 (1), 70-81, 2007
Effects of peer versus computer‐assisted drill on mathematics response rates
GL Cates
Psychology in the Schools 42 (6), 637-646, 2005
Emerging opportunities for school psychologists to enhance our remediation procedure evidence base as we apply response to intervention
CH Skinner, DF Mccleary, GL Skolits, BC Poncy, GL Cates
Psychology in the Schools 50 (3), 272-289, 2013
A preliminary investigation of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions
GL Cates, K Thomason, M Havey, C McCormick
Journal of Applied School Psychology 23 (1), 133-154, 2007
A review of the effects of interspersing procedures on the stages of academic skill development
GL Cates
Journal of Behavioral Education 14 (4), 305-325, 2005
Effects of explicit timing on elementary students' oral reading rates of word phrases
GL Cates, KN Rhymer
Reading Improvement 43 (3), 148-157, 2006
Effects of interspersing rate on student preferences for mathematics assignments
GL Cates, AE Dalenberg
Journal of Behavioral Education 14 (2), 89-103, 2005
Effects of interspersing rates on students performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis
GL Cates, KN Erkfritz
Psychology in the Schools 44 (6), 615-625, 2007
Effective RTI training and practices: Helping school and district teams improve academic performance and social behavior
GL Cates, CH Blum, ME Swerdlik
Introduction to the special issue: Instructional efficiency and the impact on learning and data‐based decision making
GL Cates, MK Burns, L Joseph
Psychology in the Schools 47 (2), 111-113, 2010
Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures.
KN Rhymer, GL Cates
School Psychology Quarterly 21 (1), 34, 2006
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