Benjamin G. Solomon, Ph.D.

2011 School Psychology University of Massachusetts, Amherst, Amherst, MA 
Educational Psychology Education, Evaluation Education, Behavioral Sciences Psychology
"Benjamin Solomon"


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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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Schutte GM, Duhon GJ, Solomon BG, et al. (2015) A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates. Journal of School Psychology. 53: 149-59
Solomon BG, Howard TK, Stein BL. (2015) Critical Assumptions and Distribution Features Pertaining to Contemporary Single-Case Effect Sizes Journal of Behavioral Education
Duhon GJ, House S, Hastings K, et al. (2015) Adding Immediate Feedback to Explicit Timing: An Option for Enhancing Treatment Intensity to Improve Mathematics Fluency Journal of Behavioral Education. 24: 74-87
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. (2014) Violations of Assumptions in School-Based Single-Case Data: Implications for the Selection and Interpretation of Effect Sizes Behavior Modification. 38: 477-496
Solomon BG, Klein SA, Hintze JM, et al. (2012) A meta-analysis of school-wide positive behavior support: An exploratory study using single-case synthesis Psychology in the Schools. 49: 105-121
Solomon BG, Klein SA, Politylo BC. (2012) The effect of performance feedback on teachers' treatment integrity: A meta-analysis of the single-case,literature School Psychology Review. 41: 160-175
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