Amy L. Skinner
University of Tennessee
16 Papers
148 Citations
Amy L. Skinner is an academic researcher from University of Tennessee. The author has contributed to research in topics: Sight word & Intellectual disability. The author has an hindex of 8, co-authored 16 publications.
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Papers
Enhancing Perceptions of Mathematics Assignments by Increasing Relative Problem Completion Rates through the Interspersal Technique.
Christopher H. Skinner,Kim Hall-johnson,Amy L. Skinner,Gary L. Cates,Jim Weber,Gregg A. Johns +5 more
TL;DR: In this article, students solved mathematics problems from 4 assignment pairs and rated them and chose 1 for homework, and significantly more students chose a new experimental, rather than control, assignment for homework.
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Using Interdependent Contingencies with Groups of Students: Why the Principal Kissed a Pig
TL;DR: This article described and analyzed interdependent group contingencies and applied examples to make school administrators aware of strengths and limitations associated with these procedures and provided recommendations for implementing interdependent groups contingencies in educational settings that should allow school leaders to alter the behavior of students without inadvertently occasioning inappropriate student behaviors.
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Supplementing Accelerated Reading with classwide interdependent group‐oriented contingencies
TL;DR: In this paper, an across-groups (classrooms), multiple-baseline design was used to investigate the effects of an interdependent group-oriented contingency on the Accelerated Reader (AR) performance of fourth-grade students.
Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms.
Tiffany L. Watson,Christopher H. Skinner,Amy L. Skinner,Samantha Cazzell,Kathleen B. Aspiranti,Tara C. Moore,Mari Beth Coleman +6 more
TL;DR: A multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms and time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms.
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•Journal Article
Investigating the Interaction of Graphic Organizers and Seductive Details: Can a Graphic Organizer Mitigate the Seductive-Details Effect?.
Emily Rowland-Bryant,Christopher H. Skinner,Amy L. Skinner,Richard Saudargas,Daniel H. Robinson,Emily R. Kirk +5 more
TL;DR: The seductive-details effect has been well-studied in the literature and has been termed the distraction hypothesis as discussed by the authors, which suggests that including seductive details in the text might cause learners to focus too much of their selective attention on the seductive detail, as opposed to the target material.
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