Christopher H. Skinner, Ph.D.

Professor

Curriculum Vita

Education

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

Research Interests

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

Recent Publications (2009-in press as of 2/2011)

NOTE: Students’ names are in bold 
Neddenriep, C. E., Skinner, C. H., Wallace, M. A., & McCallum, E. (2009). Classwide peer tutoring: Two experiments investigating the generalized relationship between increased oral reading fluency and reading comprehension. Journal of Applied School Psychology, 25, 244-269.

Carroll, E., Skinner, C. H., McCleary, D. L., Hautau von Mizner, B., & Bliss, S. L. (2009). Analysis of author affiliation across four school psychology journals from 2000-2008: Where is the practitioner-researcher?  Psychology in the Schools. 46(7), 627-635.

Rowland-Bryant, E., Skinner, C. H., Skinner, A. L., Saudargas, R., Robinson, D. H., & Kirk, E. R. (2009). Investigating the interaction of graphic organizers and seductive details: Can a graphic organizer mitigate the seductive-details effect? Research in the Schools, 16(2), 29-40.

Saecker, L., Skinner, C. H., Brown, K. S., & Roberts, A. (2009). Cover, Copy, and Compare to enhance      number-writing accuracy: Linking responsiveness data to intervention modifications. Journal of                 Evidence Based Practices in the Schools, 10, 171-187.

Skinner, C. H., Williams, J. L., Morrow, J. A., Hale, A. D., Neddenriep, C., & Hawkins, R. O. (2009). The   validity of a reading comprehension rate: Reading speed, comprehension, and comprehension rates. Psychology in the Schools, 46, 1036-1047.

Skinner, C. H., Saecker, L. B., Hawthorn, M. & Sager-Brown, K. (2009).Implementation guidelines:Applying and adapting cover, Copy, and Compare to enhance digit-writing accuracy. Journal of Evidence Based Practices in the Schools, 10, 188-193.

Windingstad, S., Skinner, C. H., Rowland, E., Cardin, E., & Fearrington, J. (2009). Extending research on a class-wide, math fluency building intervention: Applying taped-problems in a second-grade classroom. Journal of Applied School Psychology, 25, 364-381.

Bell, R. J., Skinner, C. H., & Fisher, L. A. (2009). Decreasing putting yips in accomplished golfers via solution-focused guided imagery: A single-subject research design. The Journal of Applied Sport Psychology, 21(1), 1-14.

Skinner, C. H. (2010). Applied comparative effectiveness researchers must measure learning rates: A commentary on efficiency articles. Psychology in the Schools, 47, 166-172.

Poncy, B. C., Skinner, C. H., & Axtell, P. K. (2010). An investigation of detect, practice, and repair(DPR) to remedy math-fact deficits in a group of third-grade students. Psychology in the Schools, 47, 342-353.

Skinner, C. H., & Daly, E. J. (2010, March).Improving generalization of academic skills: Commentary on the special series. Journal of Behavioral Education, 19, 106-115.

Bliss, S. L., Skinner, C.H., McCallum, E., Saecker, L. B., Rowland, E., & Brown, K. S. (2010). A comparison of taped problems with and without a brief post-treatment assessment on multiplication fluency. Journal of Behavioral Education, 19, 156-168.

Parker, M., Skinner, C. H., Booher, J., & Crisp-Turner, H. (June). Enhancing teacher attention to decrease a student's disruptive behavior: Decreasing the salience of the contingency. International   Journal of Behavioral Consultation and Therapy, 6, 24-35.

Below, J. L., Skinner, C. H., Fearrington, J. Y. & Sorrell, C. A. (2010). Gender differences in early literacy: Analysis of kindergarten through fifth-grade dynamic indicator of basic early literacy skills   probes. School Psychology Review, 39, 240-257.

Hawthorn-Embree, M. L., Skinner, C. H., Parkhurst, J., O'Neil, M., &  Conley, E. (2010). Assignment choice: Do students choose briefer assignments or finishing what they started? School Psychology Quarterly, 25, 143-151.

Parkhurst, J., Skinner, C. H., Yaw, J., Poncy, B. Adcock, W., & Luna, E. (2010). Efficient class-wide remediation: Using technology to identify idiosyncratic math facts for additional automaticity drills. International Journal of Behavioral Consultation and Therapy, 6, 111-123.

McCallum, E., Schmitt, A. J., Schneider, D. L., Rezzetano, K., & Skinner, C. H. (2010). Extending research on the taped-problems intervention: Do group rewards enhance math fact fluency development? School Psychology Forum: Research in Practice, 4, 44-61.

Saecker, L. B., Skinner, A. L., Skinner, C. H., Rowland, E., Kirk, E. (2010). Effects of descriptions of personal experiences on students’ learning and behavioral intentions toward peers with attention deficit/hyperactivity disorder. Psychology in the Schools, 47, 960-973.

Kirk, E. R, Becker, J. A., Skinner, C. H., Fearrington, J. Y., McCane-Bowling, S. J., Amburn, C., Luna, E., & Greear, C. (2010). Deceasing inappropriate vocalizations using group contingencies and Color Wheel procedures: A component analysis. Psychology in the Schools, 47, 931-943.

Pappas, D. N, Skinner, C. H., & Skinner, A. L., (2010). Supplementing accelerated reading with class-wide interdependent group-oriented contingencies. Psychology in the Schools, 47, 887-902.

Poncy, B. C., & Skinner, C. H. (2011). Combining class-wide cover, copy, and compare with an interdependent group contingency to enhance addition-fact fluency in a first-grade classroom.Journal of Applied School Psychology.

Fearington, J. Y., McCallum, R. S., & Skinner, C. H. (2011). Increasing math assignment completion using solution-focused brief counseling. Education and Treatment of Children, 34(1), 61-80.

Ridge, A. D., & Skinner, C. H. (2011). Using the TELLS pre-reading procedure to enhance comprehension levels and rates in secondary students. Psychology in the Schools, 48, 46-58.

McCallum, R. S. Krohn, K. R., Skinner, C. H., Mounger, A., Hopkins, M., Waller, S., & Polite, F. (2011). Improving reading comprehension of at-risk High School students: The ART of reading program. Psychology in the Schools, 48, 78-86.

Williams, J. L., Skinner, C. H., Floyd, R. G., Hale, A. D., & Neddenriep, C., & Kirk, E. (2011). Words correct per minute: The variance in standardized reading scores accounted for by reading speed.     Psychology in the Schools, 48, 87-101.

Quillivan, C. C., Skinner, C. H., Hawthorn, M. L., Whited, D., & Ballard, D. (2011). Using a cell phone to prompt a kindergarten student to self-monitor off-task/disruptive behavior. Journal of Evidence- Based Practices in the Schools.

Quillivan, C. C., & Skinner, C. H. (2011). How to use a cell phone to prompt classroom self- monitoring: Implementation guidelines. Journal of Evidence-Based Practices in the Schools.

Hilton, A. N., Hopkins, M. B., Skinner, C. H., & McCane-Bowling (2011). Enhancing sight-word reading in second-grade students using a computer-based sight-word reading system. Journal of Evidence-Based Practices in the Schools.

Hopkins, M. B., Hilton, A. N., & Skinner, C. H. (2011). Implementation Guidelines: How to Design a Computer-Based Sight-Word Reading System using Microsoft® PowerPoint®. Journal of    Evidence-Based Practices in the Schools.

McCleary, D. F., Aspiranti, K. B., Skinner, C. H., Luna, E., Murray, K., McCane-Bowling, S. J., & Murray, K. (2011). Enhancing math-fact fluency via taped-problems in intact second- and fourth-grade classrooms. Journal of Evidence-Based Practices in the Schools.

Aspiranti, K. B., McCleary, D. F., & Skinner, C. H. (2011). Implementation guidelines: The taped-problems intervention. Journal of Evidence-Based Practices in the Schools.

Rowland-Bryant, E., Skinner, A. L., Dixon, L., Skinner, C. H., & Saudargas, R., (in press).Using relevant video clips from popular media to enhance learning in large introductory psychology classes: A pilot study. Journal of Excellence in College Teaching.

Yaw, J. S., Skinner, C. H., Parkhurst, J., Taylor, C. M., Booher, J., & Chambers, K. (in press). Extending research on a computer-based sight-word reading intervention to a student with autism. Journal of Behavioral Education.

Poncy, B. C., & Skinner, C. H. & McCallum, E. (in press). A comparison of class-wide taped problems and cover, copy, and compare for enhancingmathematic fluency. Psychology in the Schools.

Hawthorn-Embree, M. L., Skinner, C. H., Parkhurst, J., & Conley, E. (in press). An initial investigation of the partial-assignment completion effect on students' Assignment choice behavior. Journal of School Psychology.

Parkhurst, J. T., Fleisher, M., Skinner, C. H., Woehr, D. J., & Hawthorn-Embree, M. L. (in press).  Assignment choice, effort, and assignment completion: Does work ethic predict those who choose higher-effort assignments? Learning and Individual Differences.

Krohn, K. R., Skinner, C. H., Fuller, E. J., & Greear, C. (in press). The effects of a taped-numbers intervention on Kindergarten English Language Learners’ acquisition of numbers. Journal of Applied Behavior Analysis.  

Miller, K. C., Skinner, C. H., Gibby, L., Galyon, C. E., & Meadows-Allen, S. (in press, 2/2011). Evaluating   generalization of addition-fact fluency using the taped-problems procedure in a second-grade classroom. Journal of Behavioral Education.

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 Psychologists

Editorial Responsibilities

Journal of Applied School Psychology, Journal of Evidence Based Practices for Schools, Research in the Schools.

Personal Interests and Hobbies

I enjoy playing tennis and squash.

Updated 02/24/2012