Daniel H. Tingstrom

The University of Southern Mississippi, Hattiesburg, MS, United States 
Educational Psychology Education, Elementary Education, Mathematics Education
"Daniel Tingstrom"
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Reisener CD, Dufrene BA, Clark CR, et al. (2016) Selecting effective interventions to increase math computation fluency via brief experimental analyses Psychology in the Schools. 53: 39-57
Mchugh MB, Tingstrom DH, Radley KC, et al. (2016) Effects of Tootling on Classwide and Individual Disruptive and Academically Engaged Behavior of Lower-Elementary Students Behavioral Interventions
Miller LM, Dufrene BA, Joe Olmi D, et al. (2015) Self-monitoring as a viable fading option in check-in/check-out. Journal of School Psychology. 53: 121-35
Lambert AM, Tingstrom DH, Sterling HE, et al. (2015) Effects of tootling on classwide disruptive and appropriate behavior of upper-elementary students. Behavior Modification. 39: 413-30
Zoder-Martell KA, Dufrene BA, Tingstrom DH, et al. (2014) Training direct care staff to increase positive interactions with individuals with developmental disabilities. Research in Developmental Disabilities. 35: 2180-9
Bellone KM, Dufrene BA, Tingstrom DH, et al. (2014) Relative Efficacy of Behavioral Interventions in Preschool Children Attending Head Start Journal of Behavioral Education. 23: 378-400
Bellipanni KD, Tingstrom DH, Olmi DJ, et al. (2013) The sequential introduction of positive antecedent and consequent components in a compliance training package with elementary students. Behavior Modification. 37: 768-89
Zoder-Martell K, Dufrene B, Sterling H, et al. (2013) Effects of Verbal and Graphed Feedback on Treatment Integrity Journal of Applied School Psychology. 29: 328-349
Duncan NG, Dufrene BA, Sterling HE, et al. (2013) Promoting Teachers' Generalization of Intervention Use Through Goal Setting and Performance Feedback Journal of Behavioral Education. 22: 325-347
Poole VY, Dufrene BA, Sterling HE, et al. (2012) Classwide Functional Analysis and Treatment of Preschoolers' Disruptive Behavior Journal of Applied School Psychology. 28: 155-174
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