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Benjamin G. Solomon, Ph.D.

Affiliations: 
2011 School Psychology University of Massachusetts, Amherst, Amherst, MA 
Area:
Educational Psychology Education, Evaluation Education, Behavioral Sciences Psychology
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John M. Hintze grad student 2011 U Mass Amherst
 (A multi-level investigation of teacher instructional practices and the use of responsive classroom.)

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Publications

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Solomon BG, Payne LL, Campana KV, et al. (2019) Precision of Single-Skill Math CBM Time-Series Data: The Effect of Probe Stratification and Set Size: Journal of Psychoeducational Assessment. 73428291989409
Solomon BG, Dawes JM, Duhon GJ, et al. (2018) False Discovery Rates When Engaging in Skill Versus Performance Deficit Analysis for Academic Instructional Planning Assessment For Effective Intervention. 45: 184-193
Solomon BG, Forsberg OJ. (2017) Bayesian Asymmetric Regression as a Means to Estimate and Evaluate Oral Reading Fluency Slopes. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association
Hintze JM, Wells CS, Marcotte AM, et al. (2017) Decision-Making Accuracy of CBM Progress-Monitoring Data Journal of Psychoeducational Assessment. 36: 74-81
Poncy BC, Solomon B, Duhon G, et al. (2015) An Analysis of Learning Rate and Curricular Scope: Caution When Choosing Academic Interventions Based on Aggregated Outcomes School Psychology Review. 44: 289-305
Solomon BG, Tobin KG, Schutte GM. (2015) Examining the reliability and validity of the effective behavior support self-assessment survey Education and Treatment of Children. 38: 175-192
Solomon BG, Howard TK, Stein BL. (2015) Critical Assumptions and Distribution Features Pertaining to Contemporary Single-Case Effect Sizes Journal of Behavioral Education
Stinnett TA, Solomon BG. (2014) Psychology Students’ Interest in Graduate Training: a Need for Partnership Among Undergraduate Psychology and Graduate School Psychology Programs Contemporary School Psychology. 18: 232-240
Solomon BG. (2013) Violations of Assumptions in School-Based Single-Case Data: Implications for the Selection and Interpretation of Effect Sizes. Behavior Modification. 38: 477-96
Solomon BG. (2013) Violations of Assumptions in School-Based Single-Case Data: Implications for the Selection and Interpretation of Effect Sizes. Behavior Modification. 38: 477-96
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