Christopher H Skinner
Biographic Data
| ID | 5834395 |
|---|---|
| NAME | Christopher H Skinner |
| GIVEN NAMES | Christopher H |
| FAMILY NAME | Skinner |
| SIGNATURE | SKINNER C H |
| AFFILIATIONS | Educational Psychology and Counseling The University of Tennessee Knoxville Tennessee USA |
| ORCID | 0000-0003-0023-6024 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students With Disability
Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four southeastern U.S. postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phr…
The Effects of Tootling on Complimenting and Peer Prompting in Second‐Grade Students
Tootling interventions can enhance students' social skill performance outside the social skill training environment. With Tootling interventions, group‐oriented rewards are delivered contingent upon the number of reports students provide of their peers' engagement in prosocial behavior(s). An A‐B‐A‐B withdrawal design was used to evaluate the effects of Tootling on complimenting peers and peer prompting as a group of five second‐grade students pl…
Improving independent purchasing skills in postsecondary students with disabilities
An experimental design was used to evaluate the effects of a classroom‐based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one‐dollar‐more purchasing strategy. The experimental group students ( n = 12) completed the intervention first,and the control group participants ( n = 9) did not receive the intervention until experimental procedures ceased. The intervention incl…
Using Response Cards to Increase Active Responding During Zoom Instruction in Students With Disability in a Postsecondary Classroom
Inclusive Postsecondary Education programs are designed to provide students with disabilities the opportunity to seek postsecondary education while receiving explicit instruction and support in social and emotional, independent living, and vocational skills. While students enroll in college classes, there is little research available for how to support student learning in postsecondary education classrooms. This study is designed to extend resear…
Improving learning science
Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for prevention and remediation efforts, deter researchers from drawing misleading data‐based conclusions, and …
Enhancing first‐grade students' social skill performance
We extended research on social skills training to determine if the activities first‐grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small‐group activities, a cooperative activity and a parallel‐play activity. During both activities, a Tootling intervention was appl…
Educational equity, academic standards, and countercontrol
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group‐oriented contingencies can be applied to broader efforts designed to prevent learning problems class‐wide. Independent group‐oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a …
Alternating treatments designs
The purpose of this paper is to demonstrate and describe why alternating treatments design (ATD) researchers should consider employing a no‐treatment series during the alternating treatments phase. To identify limitations associated with excluding this design element, we obtained examples of ATD studies published in five school psychology journals published over 10 years. Next we read, scored, and analyzed these articles with our primary focus be…
Handbook of Evidence-Based Interventions for Children and Adolescents
The Effects of Listening While Reading and Repeated Reading on the Reading Fluency of Adult Learners
Much research has validated procedures to enhance reading fluency in children and adolescents, but more is needed to determine whether such procedures work with adults who have deficits in reading skills. A within‐subjects design was used to evaluate and compare the effects of listening while reading (LWR) and repeated readings (RR) on reading fluency in adults reading at about fourth‐ or fifth‐grade level. Results confirmed previous studies with…
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The Effects of Listening While Reading and Repeated Reading on the Reading Fluency of Adult Learners
Much research has validated procedures to enhance reading fluency in children and adolescents, but more is needed to determine whether such procedures work with adults who have deficits in reading skills. A within‐subjects design was used to evaluate and compare the effects of listening while reading (LWR) and repeated readings (RR) on reading fluency in adults reading at about fourth‐ or fifth‐grade level. Results confirmed previous studies with…
Handbook of Evidence-Based Interventions for Children and Adolescents
Alternating treatments designs
The purpose of this paper is to demonstrate and describe why alternating treatments design (ATD) researchers should consider employing a no‐treatment series during the alternating treatments phase. To identify limitations associated with excluding this design element, we obtained examples of ATD studies published in five school psychology journals published over 10 years. Next we read, scored, and analyzed these articles with our primary focus be…
Improving learning science
Measures of learning speed (i.e., the amount of learning/cumulative time learner spends engaged in an intervention) are rarely included in research designed to evaluate and compare academic interventions. We build a case that includes analyses of learning speed metrics in academic intervention research can provide more useful information for prevention and remediation efforts, deter researchers from drawing misleading data‐based conclusions, and …
Enhancing first‐grade students' social skill performance
We extended research on social skills training to determine if the activities first‐grade students were engaged in while Tootling would influence their performance of two recently trained social skills: complimenting and encouraging peers. After receiving social skills training, students engaged in two experimental small‐group activities, a cooperative activity and a parallel‐play activity. During both activities, a Tootling intervention was appl…
Educational equity, academic standards, and countercontrol
School psychologists have been involved with developing and installing individual contingencies designed to remedy individual students' academic deficits. Group‐oriented contingencies can be applied to broader efforts designed to prevent learning problems class‐wide. Independent group‐oriented rewards are frequently used in school settings to enhance learning by rewarding strong academic performance (e.g., reward for each student who maintains a …
Improving independent purchasing skills in postsecondary students with disabilities
An experimental design was used to evaluate the effects of a classroom‐based purchasing skills intervention designed to teach postsecondary students with intellectual and developmental disabilities the one‐dollar‐more purchasing strategy. The experimental group students ( n = 12) completed the intervention first,and the control group participants ( n = 9) did not receive the intervention until experimental procedures ceased. The intervention incl…
Using Response Cards to Increase Active Responding During Zoom Instruction in Students With Disability in a Postsecondary Classroom
Inclusive Postsecondary Education programs are designed to provide students with disabilities the opportunity to seek postsecondary education while receiving explicit instruction and support in social and emotional, independent living, and vocational skills. While students enroll in college classes, there is little research available for how to support student learning in postsecondary education classrooms. This study is designed to extend resear…
Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students With Disability
Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four southeastern U.S. postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phr…
The Effects of Tootling on Complimenting and Peer Prompting in Second‐Grade Students
Tootling interventions can enhance students' social skill performance outside the social skill training environment. With Tootling interventions, group‐oriented rewards are delivered contingent upon the number of reports students provide of their peers' engagement in prosocial behavior(s). An A‐B‐A‐B withdrawal design was used to evaluate the effects of Tootling on complimenting peers and peer prompting as a group of five second‐grade students pl…
Psychology (9 works) · Behavioral and Psychological Studies (7 works) · Mathematics education (6 works) · Psychological intervention (5 works) · Developmental psychology (4 works) · Intervention (counseling) (4 works) · Medical education (4 works) · Pedagogy (4 works) · Autism Spectrum Disorder Research (3 works) · Computer Science (3 works)