Christopher H. Skinner, Ph.D.

Professor

Education

B.A.     Lafayette College, Psychology, 1982
M.A.    Johnson State College, Special Education, 1983           
Ph.D.   Lehigh University, School Psychology, 1989                                                                 
                       
Research Interests

Developing and validating procedures designed to prevent and remedy student problems. Applied Behavior Analysis, Single-Subject Design Research, Academic Intervention.

Recent Publications (2004 – 2008)

Peer review journal articles:
   NOTE: Students’ names are in bold 

Teeple, D. F., & Skinner, C. H. (2004). Enhancing grammar assignment perceptions byincreasing assignment demands: An extension of interspersal research. Journal of Emotional and Behavioral Disorder, 12, 120-127.

Billington, E. J., Skinner, C. H., Hutchins, H., & Malone, J. C. (2004). Varying problem effort and choice: Using the interspersal technique to influence choice towards more effortful assignments. Journal of Behavioral Education, 13, 193-207.

Skinner, C. H., Williams, R. L., & Neddenriep, C. E. (2004). Using interdependent group-oriented reinforcement to enhance academic performance in general education classrooms. School Psychology Review, 33, 384-397.

Wildmon, M. E., Skinner, C. H., Watson, T. S., & Garrett, L. S. (2004). Enhancing assignment perceptions in students with mathematics learning disabilities by including more work: An extension of interspersal research. School Psychology Quarterly, 19, 106-120.

Billington, E. J., Skinner, C. H., & Cruchon, N. M. (2004). Improving sixth-grade student's perceptions of high-effort assignments by assigning more work:  Interaction of additive interspersal and assignment effort on assignment choice. Journal of School Psychology, 42, 477-490.

Skinner, C. H. (2004). Single-subject designs: Procedures that allow school psychologists to contribute to the intervention evaluation and validation process. Journal of Applied School Psychology, 20(2), 1-10.

 Winn, B. D., Allin, J. D., Hawkins, J. A., & Skinner, C. H. (2004). Practicing school consultants can empirically validate interventions: A description and demonstration of the non-concurrent multiple-baseline design. Journal of Applied School Psychology, 20(2), 109-128.

Sharp, S., & Skinner, C. H. (2004). Using interdependent group contingencies with
randomly selected criteria and paired reading to enhance class-wide reading performance.Journal of Applied School Psychology, 20(2), 29-46.

Campbell, S., & Skinner, C. H. (2004). Combining explicit timing with interdependent group contingency program to decrease transition times: An investigation of the timely transitions game. Journal of Applied School Psychology, 20(2), 11-28.

Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second grade classroom: Scientific support for the timely transitions game. Journal of Applied School Psychology, 20(2), 85-108.

McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. Journal of Applied School Psychology, 20(2), 129-147.

Hale, A. D., Skinner, C. H., Winn, B. D., Oliver, R., Allin, J. D., & Molloy, C. C. M.
(2005). An investigation of listening and listening-while-reading accommodations on reading comprehension levels and rates in students with emotional disorders. Psychology in the Schools, 42, 39-52.

Skinner, C. H., Pappas, D. N., & Davis, K. A. (2005). Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond. Psychology in the Schools, 42, 389-403.

Meadows, S. F., & Skinner, C. H. (2005). Causing students to choose more Language Arts work: Enhancing the educational and external validity of the additive interspersal procedure and discrete task completion hypothesis. Journal of Behavioral Education, 14, 227-247.

Hawkins, J., Skinner, C. H., & Oliver, R. (2005). The effects of task demands and additive interspersal ratios on fifth-grade students' mathematics accuracy. School Psychology Review, 34, 543-555.

Poncy, B. C., Skinner, C. H., & Axtell, P. K. (2005). An investigation of the reliability and standard error of measurement of words read correctly per minute using curriculum based measurement. Journal of Psychoeducational Assessment, 23, 226-238.

Winn, B. D., Skinner, C. H., Oliver, R., Hale, A. D., & Ziegler, M. F. (2006).The effects of listening-while-reading and repeated reading on the reading fluency of adult learners. Journal of Adolescent and Adult Literacy, 50, 196-205.

Poncy, B. C., Skinner, C. H., & O'Mara, T. (2006). Detect, practice, and repair (PPR): The effects of a class-wide intervention on elementary students' math fact fluency. Journal of Evidence Based Practices for Schools, 7, 47-68.

Poncy, B. C., Skinner, C. H., & O'Mara, T. (2006). Detect, practice, and repair (PPR): The effects of a class-wide intervention on elementary students' math fact fluency: Implementation guidelines. Journal of Evidence Based Practices for Schools, 7, 69-72.

McCallum, E., Skinner, C. H., Turner, H., & Saecker, L. (2006). The taped-problems intervention: Increasing multiplication fact fluency using a low-tech, class-wide, time-delay intervention. School Psychology Review, 35, 419-434.

Billington, E. J., & Skinner, C. H. (2006). Reducing perceptions of time required to complete math assignments by adding problems to assignments: A meta-analysis of the additive interspersal procedure. Journal of Behavioral Education, 15, 1        83-190.

Ploszay A. J., Gentner, N. B. Skinner, C. H., Wrisberg, C. A. (2006). The effects of a multisensory imagery in conjunction with physical movement rehearsal on golf putting performance. Journal of Behavioral Education, 15. 247-255.

Carroll, E., Skinner, C. H., Turner, H., McCallum, E., & Masters, S. (2006). Evaluating and comparing responsiveness to two interventions designed to enhance math-fact fluency. School Psychology Forum: Research in Practice, 1, 1-18.

Bliss, S., Skinner, C. H., & Adams, R. (2006). Enhancing sight-word reading with a time delay taped-words intervention with an English language learning fifth-grade student. School Psychology Review, 35, 663-670.

Poncy, B. C., Skinner, C. H., & Jaspers, K. E. (2007). Evaluating and comparing interventions designed to enhance math fact accuracy and fluency: Cover, copy, and compare versus taped problems. Journal of Behavioral Education, 16, 27-37.

Neddenriep, C. E., Skinner, C. H., Hale, H., Oliver, R., & Winn, B. (2007). An investigation of the validity of reading comprehension rate: A direct, dynamic measure of reading comprehension. Psychology in the Schools, 44, 373-388.

Hale, A., Skinner, C. H., Williams, J., Neddenriep, C. E., & Dizer, J. (2007). Comparing comprehension following silent and aloud curriculum-based measurement reading across elementary and secondary students. Behavior Analysis Today, 8, 9-23.

Williams, R. L., Skinner, C. H., & Jaspers, K. E. (2007). Reading comprehension dimensions versus multiple-choice test-taking skills as pre-course predicators of university students' performance on course multiple-choice exams. Behavior Analyst Today, 8, 163-173.

Choate, S. M., Skinner, C. H., Ferrington, J., Kohler, B., & Skolits, G. (2007).
Extending the external validity of the Color Wheel procedures: Decreasing out-of-seat behavior in an intact, rural, 1st-grade classroom.  Journal of Evidence-Based Practices for Schools, 8, 120-133.

Fudge, D. L., Reece, L., Skinner, C. H., & Cowden, D. (2007). Using multiple
classroom rules, public cues, and consistent transition strategies to reduce inappropriate vocalization: An investigation of the Color Wheel. Journal of Evidence-Based Practices for School, 8, 102-119.

Skinner, C. H., & Skinner, A. L. (2007). Establishing an evidence base for a classroom management procedure with a series of studies: Evaluating the Color Wheel. Journal of Evidence-Based Practices for Schools, 8, 88-101.

Skinner, C. H., Scala, G., Dendas, D., & Lentz, F. E. (2007). The color wheel: Implementation guidelines. Journal of Evidence-Based Practices for Schools, 8, 134-140.

Jaspers, K. E, Skinner, C. H., Williams, R. L., & Saeker, L. (2007). Effects of problem order on accuracy, preference, and choice of multiplication assignments. Behavior Analyst Today, 8, 347-359.

McCurdy, M., Skinner, C. H., Watson, T. S. & Shriver, M. (2008). Examining the effects of a comprehensive writing program on the writing performance of middle-school students with learning disabilities in written expression. School Psychology Quarterly, 23, 571-586.

Hautau, B. L., Skinner, C. H., Pfaffman, J., Foster, S., Clark, J. C. (2008). Extending the external validity of the Color Wheel: Increasing on-task behavior in an urban, kindergarten classroom. Journal of Evidence-Based Practices for Schools, 9, 3-17.

Saecker, L., Sager, K., Williams, J. L., Skinner, C. H., Spurgeon, S., & Luna, E. (2008). Decreasing teacher's repeated directions and students' inappropriate talking in an urban, fifth-grade classroom using the Color Wheel procedures. Journal of Evidence-Based Practices for Schools, 9, 18-32.

Below, J. L., Skinner, A. L., Skinner, C. H., Sorrell, C. A., & Irwin, A. (2008). Decreasing out-of-seat behavior in a kindergarten classroom: Supplementing the Color Wheel with interdependent group-oriented rewards. Journal of Evidence-Based Practices for Schools, 9, 33-46.

Skinner, A. L., & Pfaffman, J., Jaspers, K. E., & Skinner, C. H. (2008). Supplementing Color Wheel procedures with interdependent group-oriented rewards: Implementation guidelines.  Journal of Evidence-Based Practices for Schools, 9, 47-56.

Skinner, C. H. (2008). Theoretical and applied implications of precisely measuring learning rates. School Psychology Review, 37, 309-315.

Bliss, S. L., Skinner, C. H., Hautau, B., & Carroll, E. E. (2008). Articles published in four School Psychology journals from 2000-2005: An analysis of experimental/intervention research. Psychology in the Schools, 45, 483-498.

Neddenriep, C., Skinner, C. H., Wallace, M. A., & McCallum, E. (in press, 2008). Classwide peer tutoring: Two experiments investigating the generalized relationship between increased oral reading fluency and reading comprehension. Journal of Applied School Psychology, 25(2),

Fudge, D. L., Skinner, C. H., Williams, J. L., Cowden, D., Clark, J., & Bliss, S. L. (2008). The color wheel classroom management system: Increasing on-task behavior in every student in a second-grade classroom. Journal of School Psychology, 46, 575-592.

Books/Chapter/Monographs:
NOTE: Students’ names are in bold

Watson, T. S., & Skinner, C. H., Eds. (2004). The Encyclopedia of School Psychology.
New York. Kluwer Academic/Plenum Publishers.

Skinner, C. H., Eds. (2004). Single-Subject Designs for School Psychologists. West
Hazleton, PA: The Haworth Press, Inc.

Campbell, S., & Skinner, C. H. (2004). Combining explicit timing with an interdependent group contingency program to decrease transition times: An investigation of the timely transitions game. In C. H. Skinner (Ed.), Single Subject Designs for School Psychologists, (pp. 11-28).  West Hazleton PA: Haworth Press Inc.

McCallum, E., & Skinner, C. H. (2004). Cognitive development. In T. S. Watson and C. H. Skinner (Eds.), The Encyclopedia of School Psychology, (pp. 64-65). New York: Kluwar Academic/Plenum Publishers.

McCallum, E., Skinner, C. H., & Hutchins, H. (2004). The taped-problems intervention: Increasing division fact fluency using a low-tech self-managed time-delay intervention. In C. H. Skinner (Ed.), Single Subject Designs for School Psychologists, (pp. 129-140). West Hazleton PA: Haworth Press Inc.

Sharp, S., & Skinner, C. H. (2004). Using interdependent group contingencies with
randomly selected criteria and paired reading to enhance class-wide reading performance. In C. H. Skinner (Ed.), Single Subject Designs for School Psychologists, (pp. 29-46). West Hazleton PA: Haworth Press Inc.

Skinner, C. H., (2004). Single-subject designs: Procedures that allow school psychologists to contribute to the intervention evaluation and validation process. In C. H.
Skinner (Ed.), Single Subject Designs for School Psychologists, (pp. 1-10).West Hazleton PA: Haworth Press Inc.

Skinner, C. H. (2004). Academic engagement. In A. Canter (Ed.), Helping children at        home and school-II: Handouts from your school psychologist, (pp. S3-1 – S3-4) Bethesda, MD: National Association of School Psychologists.

Skinner, C. H. (2004). Positive reinforcement. In T. S. Watson and C. H. Skinner (Eds.), The Encyclopedia of School Psychology, (pp. 251-254). New York: Kluwar Academic/Plenum Publishers.

Skinner, C. H. (2004). Group contingencies. In T. S. Watson and C. H. Skinner (Eds.), The Encyclopedia of School Psychology, (pp. 149-151). New York: Kluwar Academic/Plenum Publishers.

Skinner, C. H. (2004). Self-management. In T .S. Watson and C. H. Skinner(Eds.), The    Encyclopedia of School Psychology, (pp. 189-191). New York: Kluwar Academic/Plenum Publishers.

Skinner, C. H. & Daly E. J. (2004). Under- and over- achievement. In T. S. Watson and C. H. Skinner (Eds.), The Encyclopedia of School Psychology, (pp. 361-364). New York: Kluwar Academic/Plenum Publishers.

Watson, T. S., & Skinner, C. H. (2004). Preface. In T. S. Watson and C. H. Skinner (Eds.), The Encyclopedia of School Psychology, (pp. vii-viii). New York: Kluwar Academic/ Plenum Publishers.

Winn, B. D., Allin, J. D., Hawkins, J. A., & Skinner, C. H. (2004). Practicing school consultants can empirically validate interventions: A description and demonstration of the non-concurrent multiple-baseline design. In C. H. Skinner (Ed.), Single Subject Designs for School Psychologists, (pp. 109-129). West Hazleton PA: Haworth Press Inc.

Yarbrough, J. L., Skinner, C. H., Lee, Y. J., & Lemmons, C. (2004). Decreasing transition times in a second-grade classroom: Scientific support for the timely transitions game. In C. H. Skinner (Ed.), Single Subject Designs for School Psychologists, (pp. 85-108). West Hazleton PA: Haworth Press Inc.

Daly, E. J., Chafouleas, S., & Skinner, C. H. (2005). Interventions for Reading Problems: Designing and Evaluating Effective Strategies. New York: The Guilford Press.

Skinner, C. H. (2005). Contingencies in educational settings. In M. Hersen, G. Suagi, & R. Horner (Eds.). Encyclopedia of Behavior Modification and Cognitive Behavior Therapy-Volume III: Educational Applications (pp. 1235-1240). Thousand Oaks CA: Sage Publications.

Daly, E. J., III, Martens, B. K., Skinner, C. H., & Noell, G. H. (2007?). Contributions of applied behavior analysis. In T. B. Gutkin & C. R. Reynolds (Eds.), The Handbook of School Psychology (4th ed.). New York, NY: John Wiley & Sons.

 

Courses Taught

EP 505 Quasi-Experimental and Single Subject Designs Research
EP 517 Direct Assessment and Intervention for Academic Skills Deficits
SP 545   Psycho-educational Consultation    
SP 650   Professional Practice in School Psychology
EP 655   Research in Psychoeducational Studies
SP 546   Practicum in Consultation

Professional Memberships

• American Psychological Association
• Division 16, American Psychological Association
• Association for Behavior Analysis
• National Association of School Psychologists
• Mid-South Educational Research Association
• Tennessee Association of School Psychogists

  Editorial Responsibilities

Journal EditorJournal of Behavioral Education. (October, 2000 - 2006). Was invited to edit this international journal published by Plenum, a subsidiary of Kluwer Academic/Human Science Press.

Book Series Editor

Applying Psychology to the Schools (January 2003 - 2005). I was recruited to edit this book series and then asked and received permission to recruit a co-editor, Dr. McCallum. We were appointed Co-editors of this American Psychological Association book series that is a joint effort of APA and Division 16.

Editorial Board Member for Professional Journals
1991-2007:       School Psychology Quarterly. Reappointed Fall, 1997.
                           Journal of the American Psychological Association, Division 16.
1992-2007:       School Psychology Review. Reappointed Fall, 1996. 
                            Journal of the National Association for School Psychologist.
1999-2007:       Psychology in the Schools.
1999-Present:  Research in the Schools.
2005-Present: Journal of Evidence Based Practices for Schools.
2006 - 2007:    Educational Psychology Review.
2007- 2009:     Journal of Applied Behavior Analysis.

Personal Interests and Hobbies

I enjoy playing tennis and squash.

Updated 03/10/2009