| Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective GL Cates, KN Rhymer Journal of Behavioral Education 12, 23-34, 2003 | 361 | 2003 |
| Instructional effectiveness and instructional efficiency as considerations for data-based decision making: An evaluation of interspersing procedures GL Cates, CH Skinner, TS Watson, TJ Meadows, A Weaver, B Jackson School Psychology Review 32 (4), 601-616, 2003 | 150 | 2003 |
| A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure LM Joseph, M Konrad, G Cates, T Vajcner, E Eveleigh, KM Fishley Psychology in the Schools 49 (2), 122-136, 2012 | 119 | 2012 |
| Teachers' perceptions of the incidence and management of attention-deficit hyperactivity disorder JM Havey, JM Olson, C McCormick, GL Cates Applied Neuropsychology 12 (2), 120-127, 2005 | 112 | 2005 |
| Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure GL Cates, CH Skinner Psychology in the Schools 37 (4), 339-347, 2000 | 110 | 2000 |
| Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005 R Bramlett, GL Cates, E Savina, B Lauinger Psychology in the Schools 47 (2), 114-125, 2010 | 89 | 2010 |
| The differential effects of two self‐managed math instruction procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare JM Grafman, GL Cates Psychology in the Schools 47 (2), 153-165, 2010 | 72 | 2010 |
| Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique CH Skinner, K Hall-Johnson, AL Skinner, G Cates, J Weber, GA Johns The Journal of Experimental Education 68 (1), 43-59, 1999 | 59 | 1999 |
| Effects of interspersing additional brief math problems on student performance and perception of math assignments: Getting students to prefer to do more work GL Cates, CH Skinner, CE Watkins, KN Rhymer, SL McNeill, M McCurdy Journal of Behavioral Education 9, 177-192, 1999 | 53 | 1999 |
| Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading GL Cates, M Dunne, KN Erkfritz, A Kivisto, N Lee, J Wierzbicki Journal of Behavioral Education 16 (1), 70-81, 2007 | 51 | 2007 |
| Emerging opportunities for school psychologists to enhance our remediation procedure evidence base as we apply response to intervention CH Skinner, DF Mccleary, GL Skolits, BC Poncy, GL Cates Psychology in the Schools 50 (3), 272-289, 2013 | 45 | 2013 |
| Effects of peer versus computer‐assisted drill on mathematics response rates GL Cates Psychology in the Schools 42 (6), 637-646, 2005 | 37 | 2005 |
| A preliminary investigation of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions GL Cates, K Thomason, M Havey, C McCormick Journal of Applied School Psychology 23 (1), 133-154, 2007 | 32 | 2007 |
| A review of the effects of interspersing procedures on the stages of academic skill development GL Cates Journal of Behavioral Education 14, 305-325, 2005 | 31 | 2005 |
| Effects of explicit timing on elementary students' oral reading rates of word phrases. GL Cates, KN Rhymer Reading Improvement 43 (3), 148-157, 2006 | 27 | 2006 |
| Introduction to the special issue: Instructional efficiency and the impact on learning and data‐based decision making GL Cates, MK Burns, L Joseph Psychology in the Schools 47 (2), 111-113, 2010 | 20 | 2010 |
| Effects of interspersing rate on student preferences for mathematics assignments GL Cates, AE Dalenberg Journal of Behavioral Education 14, 89-103, 2005 | 19 | 2005 |
| Effects of interspersing rates on students performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis GL Cates, KN Erkfritz Psychology in the Schools 44 (6), 615-625, 2007 | 18 | 2007 |
| Effective RTI training and practices: Helping school and district teams improve academic performance and social behavior GL Cates, CH Blum, ME Swerdlik | 17 | 2011 |
| Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures. KN Rhymer, GL Cates School Psychology Quarterly 21 (1), 34, 2006 | 17 | 2006 |
