Jade Bennett
Biographic Data
| ID | 9520650 |
|---|---|
| NAME | Jade Bennett |
| GIVEN NAMES | Jade |
| FAMILY NAME | Bennett |
| SIGNATURE | BENNETT J |
| AFFILIATIONS | The University of Tennessee Knoxville Tennessee USA |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
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…
No prominent works on this page.
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…
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 …
Autism Spectrum Disorder Research (2 works) · Behavioral and Psychological Studies (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Psychology (2 works) · Academic achievement (1 work) · Applied Psychology (1 work) · Class (philosophy) (1 work) · Computer Science (1 work) · Educational Equity (1 work) · Element (criminal law) (1 work)