Scott P. Ardoin
Scott P. Ardoin
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Improving oral reading fluency: An examination of the efficacy of combining skill-based and performance-based interventions
TL Eckert, SP Ardoin, EJ Daly III, BK Martens
Journal of Applied Behavior Analysis 35, 271-281, 2002
240*2002
Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services
SP Ardoin, JC Witt, JE Connell, JL Koenig
Journal of Psychoeducational Assessment 23 (4), 362-380, 2005
2312005
A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules
SP Ardoin, TJ Christ, LS Morena, DC Cormier, DA Klingbeil
Journal of school psychology 51 (1), 1-18, 2013
1942013
Examining the incremental benefits of administering a maze and three versus one curriculum-based measurement reading probes when conducting universal screening
SP Ardoin, JC Witt, SM Suldo, JE Connell, JL Koenig, JL Resetar, ...
School Psychology Review 33 (2), 218-233, 2004
1552004
Curriculum-based measurement of oral reading: Standard errors associated with progress monitoring outcomes from DIBELS, AIMSweb, and an experimental passage set
SP Ardoin, TJ Christ
School Psychology Review 38 (2), 266-283, 2009
1482009
Curriculum-based measurement of oral reading: Passage equivalence and probe-set development
TJ Christ, SP Ardoin
Journal of School Psychology 47 (1), 55-75, 2009
1422009
Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case designs
TL Eckert, SP Ardoin, DM Daisey, MD Scarola
Psychology in the Schools 37 (5), 463-473, 2000
1392000
Evaluating curriculum-based measurement slope estimates using data from triannual universal screenings
SP Ardoin, TJ Christ
School Psychology Review 37 (1), 109-125, 2008
1202008
Using high‐probability instruction sequences with fading to increase student compliance during transitions
SP Ardoin, BK Martens, LA Wolfe
Journal of Applied Behavior Analysis 32 (3), 339-351, 1999
1121999
Identifying effective treatments from a brief experimental analysis: Using single-case design elements to aid decision making.
BK Martens, TL Eckert, TA Bradley, SP Ardoin
School Psychology Quarterly 14 (2), 163, 1999
1061999
Accuracy of Readability Estimates' Predictions of CBM Performance.
SP Ardoin, SM Suldo, J Witt, S Aldrich, E McDonald
School Psychology Quarterly 20 (1), 1, 2005
952005
Promoting generalization of oral reading fluency: Providing drill versus practice opportunities
SP Ardoin, M McCall, C Klubnik
Journal of behavioral education 16 (1), 54-69, 2007
902007
Introduction to the special series: Close encounters of the instructional kind—how the instructional hierarchy is shaping instructional research 30 years later
SP Ardoin, EJ Daly
Journal of Behavioral Education 16 (1), 1-6, 2007
842007
Promoting generalization of reading: A comparison of two fluency-based interventions for improving general education student’s oral reading rate
SP Ardoin, TL Eckert, CAS Cole
Journal of Behavioral Education 17 (3), 237, 2008
802008
Assessment for instructional planning
JL Hosp, SP Ardoin
Assessment for Effective Intervention 33 (2), 69-77, 2008
802008
The effects of alternate forms of performance feedback on elementary-aged students’ oral reading fluency
TL Eckert, EK Dunn, SP Ardoin
Journal of Behavioral Education 15 (3), 148-161, 2006
782006
The response in response to intervention: Evaluating the utility of assessing maintenance of intervention effects
SP Ardoin
Psychology in the Schools 43 (6), 713-725, 2006
762006
A Quantitative Review of Functional Analysis Procedures in Public School Settings.
MD Solnick, SP Ardoin
Education and Treatment of Children 33 (1), 23, 2010
692010
Training children to make accurate self-evaluations: Effects on behavior and the quality of self-ratings
SP Ardoin, BK Martens
Journal of Behavioral Education 13 (1), 1-23, 2004
652004
Examining the impact of feedback and repeated readings on oral reading fluency: Let’s not forget prosody.
SP Ardoin, LS Morena, KS Binder, TE Foster
School Psychology Quarterly 28 (4), 391, 2013
642013
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