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Part I - Individual-Level Academic Interventions

Published online by Cambridge University Press:  18 September 2020

Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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The Cambridge Handbook of Applied School Psychology , pp. 9 - 82
Publisher: Cambridge University Press
Print publication year: 2020

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References

Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE 2008–4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuidesGoogle Scholar
Shanahan, T., Callison, K., Carriere, C., et al. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010–4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, US Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/PracticeGuidesGoogle Scholar

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Enhancing Performance on In-Class Math Assignments

This article describes how classwide bonus rewards were applied in a special education classroom for middle school students with emotional/behavioral problems. In this study they increased in class math, spelling, and language arts performance.

This article describes how classwide bonus rewards were applied in a general education 1st grade classroom to increase percentage correct in class math assignments.

Popkin, J., & Skinner, C. H. (2003). Enhancing academic performance in a classroom serving students with serious emotional disturbance: Interdependent group contingencies with randomly selected components. School Psychology Review, 32, 271–284.Google Scholar
Scott, K. C., Skinner, C. H., Moore, T. C., et al. (2017). Evaluating and comparing the effects of group contingencies on mathematics accuracy in a first-grade classroom: Class average criteria versus unknown small-group average criteria. School Psychology Review, 46, 262–271. https://doi.org/10.17105/SPR-2017-0037.V46-3Google Scholar

Enhancing Performance on Math Homework

This article describes how classwide bonus rewards were used to enhance math homework performance in four 4th-grade classrooms.

This article describes how classwide bonus rewards were applied in an 8th grade class to enhance homework assignment performance. The class included 17 students, with 10 students receiving special education services.

Little, S. G., Akin-Little, A., & Newman-Eig, L. M. (2010). Effects on homework completion and accuracy of varied and constant reinforcement within an interdependent group contingency system. Journal of Applied School Psychology, 26, 115–131. https://doi.org/10.1080/15377900903471989Google Scholar
Zibreg Hargis, D., Patti, A. L., Maheady, L., Budin, S., & Rafferty, L. (2016). Using interdependent group contingencies with randomly selected criteria and rewards to enhance homework performance in an eighth-grade classroom. Journal of Evidence-Based Practices for Schools, 15, 172–192.Google Scholar

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