Professor Gary L Cates
Professor of Psychology
Office
DEG Degarmo Hall 443
Office Phone
Email
Website
- About
- Education
- Selected Research
Biography
Train school psychology students and conduct research in the areas of academic assessment and intervention from an applied behavior analytic perspective. Service contributions are consistent with my research/teaching interests.
Current Courses
PSY 435.001 Academic Assessment And Intervention
PSY 390.008 Advanced Research Apprenticeship
PSY 402.008 Applied Research Experience In School Psychology
PSY 436.001 Practicum: Psychoeducational Assessment and Intervention
PSY 290.008 Special Projects: Research Apprenticeship
Teaching Interests & Areas
Behavior Analysis, Academic Assessment and Intervention, Assessment/Intervention Practicum
Research Interests & Areas
Behavior Analysis in Educational Settings, Curriculum Based Measurement, Response to Intervention, Intervention Efficiency and Effectiveness, Choice Responding, Academic Assessment and Intervention.
BS Psychology
Lake Superior State University
Marie, Michigan
MS Educational Psychology
Mississippi State University
Mississippi State, Mississippi
Ph D Educational/School Psychology
Mississippi State University
Mississippi State, Mississippi
Book, Chapter
Role of Psychologists in Interdisciplinary Relations in Special Education
Lynda Kasky-Hernández, Gary Lynn Cates.
(2015), 81–94, Interdisciplinary Connections to Special Education: Important Aspects to Consider, Emerald Group Publishing Limited
Data-based decision making across a multi-tiered system of support
Gary Lynn Cates.
(2012), Response to Intervention: A Practical Approach
The collaborative school psychologist
C Kreissl, J Linnell, Gary Lynn Cates.
(2012), Collaboration: A Multidisciplinary approach to Educating Students with Disabilities, Prufrock Press Inc
Journal Article
Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005
Ron Bramlett, Gary Lynn Cates, Elena Savina, Brittni Lauinger.
Psychology in the Schools, 47 (2), 114–125, (2010)
Introduction to the special issue: Instructional efficiency and the impact on learning and data-based decision making
Gary Lynn Cates, Mathew K Burns, Laurice Joseph.
Psychology in the Schools, 47 (2), 111–113, (2010)
The differential effects of two self-managed math instruction procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare
Joel M Grafman, Gary Lynn Cates.
Psychology in the Schools, 47 (2), 153–165, (2010)
A preliminary investigation of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions
Gary Lynn Cates, Kelly Thomason, Mike Havey, Christine McCormick.
Journal of Applied School Psychology, 23 (1), 133–154, (2007)
Developing learning-centered schools with a comprehensive system of student support
P Baker, J Bakken, C Blum, Gary Lynn Cates, Mark Swerdlik, B Sylvester, J Thompson.
Fourth International Association for Positive Behavior Support Conference, Boston, MA, (2007)
Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading
Gary Lynn Cates, Megan Dunne, Karyn N Erkfritz, Aaron Kivisto, Nicole Lee, Jennifer Wierzbicki.
Journal of Behavioral Education, 16 (1), 70–81, (2007)
Effects of interspersing rates on students performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis
Gary Lynn Cates, Karyn N Erkfritz.
Psychology in the Schools, 44 (6), 615–625, (2007)
EFFECTS OF EXPLICIT TIMING ON ELEMENTARY STUDENTS’ORAL READING RATES OF WORD PHRASES
Gary Lynn Cates, Katrina N Rhymer.
Reading Improvement, 43 (3), 148, (2006)
Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures.
Katrina N Rhymer, Gary Lynn Cates.
School Psychology Quarterly, 21 (1), 34, (2006)
A review of the effects of interspersing procedures on the stages of academic skill development
Gary Lynn Cates.
Journal of Behavioral Education, 14 (4), 305–325, (2005)
Effects of peer versus computer-assisted drill on mathematics response rates
Gary Lynn Cates.
Psychology in the Schools, 42 (6), 637–646, (2005)
Increasing Learning by Getting Students to Choose to Complete More Work Introduction to a Special Issue on Interspersing Procedures
Gary Lynn Cates, David L Lee.
Journal of Behavioral Education, 14 (4), 223–225, (2005)
Teachers’ perceptions of the incidence and management of attention-deficit hyperactivity disorder
J Michael Havey, Julie M Olson, Christine McCormick, Gary Lynn Cates.
Applied Neuropsychology, 12 (2), 120–127, (2005)
Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective
Gary Lynn Cates, Katrina N Rhymer.
Journal of Behavioral Education, 12 (1), 23–34, (2003)
Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures.
Gary Lynn Cates, Christopher H Skinner, T Steuart Watson, Tawnya J Meadows, Adam Weaver, Bertha Jackson.
School Psychology Review, (2003)
Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure
Gary Lynn Cates, Christopher H Skinner.
Psychology in the Schools, 37 (4), 339–347, (2000)
Effects of interspersing additional brief math problems on student performance and perception of math assignments: Getting students to prefer to do more work
Gary Lynn Cates, Christopher H Skinner, Carrie E Watkins, Katrina N Rhymer, Stephanie L McNeill, Merilee McCurdy.
Journal of Behavioral Education, 9 (3-4), 177–192, (1999)
Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique
Christopher H Skinner, Kim Hall-Johnson, Amy L Skinner, Gary Lynn Cates, Jim Weber, Gregg A Johns.
The Journal of experimental education, 68 (1), 43–59, (1999)
Female publication patterns in
CH Skinner, SL Robinson, CS Brown, Gary Lynn Cates.
School Psychology Review, Journal of School Psychology, 1985–1994, (1999)
Female publication patterns in School Psychology Review
CH Skinner, SL Robinson, CS Brown, Gary Lynn Cates.
Journal of School Psychology, and School Psychology Quarterly from, 1994, 76–83, (1985)
Eveligh, & Fishley, KM (2012). A meta-analytic review of the cover-copy-compare and variations of this self-management procedure
LM Joseph, M Konrad, Gary Lynn Cates, T Vajcner.
Psychology in the Schools, 49, 122–136
Textbook, New
Introduction to response to intervention
D Gadke, Gary Lynn Cates, Mark Swerdlik.
(2012), Response to Intervention: A Practical Approach
Effective RTI Training and Practices: Helping School and District Teams Improve Academic Performance and Social Behavior
Gary Lynn Cates, C Blum, Mark Swerdlik.
(2011)
Presentations
Individualized Academic Assessment and Intervention
Gary Lynn Cates.
School Support Personnel In-Service, St. Charles, Illinois, May, 2018
Individualized Assessment and Intervention Revisted
Gary Lynn Cates.
School Support Personnel In-Service, St. Charles, Illinois, March, 2018
Designing Effective Curriculum Based Evaluations: Applications Within an RTI Model.
Gary Lynn Cates, Leah Marks.
Annual Convention for the National Association School Psychologists, New Orleans, Louisiana, February, 2016
Effect of direct vocabulary instruction on reading accuracy and fluency.
Gary Lynn Cates, Vanderplogue Johnathan.
Annual Convention of The National Association of School Psycholgists, New Orleans, Louisiana, February, 2016
Data-Based Decision Making Using Single-Case Design Methodologies
Gary Lynn Cates, Samantha Dehaan, Amanda Rohann.
Annual Convention of the National Association of School Psychologists, New Orleans, Lousisiana, February, 2016
Noncontingent Praise: A Practical Evidence-Based Classroom Intervention
Gary Lynn Cates, Kelly Poirot.
Annual Convention of the National Association of School Psychologists, New Orleans, Louisiana, February, 2016
Mathematics Intervention and Assessment Acceptability: A literature Review
Kristen Johnson, Gary Lynn Cates.
Annual Convention of National Association of School Psychology, New Orleans, Louisiana, February 1, 2016
From Vision to Implementation: Sustaining RTI in schools
Gary Lynn Cates.
Illinois School Psychology Internship Consortium Conference, Bloomington, IL, November 5, 2012
Best Practices in Data-Based Decision Making Within an RTI Model
Gary Lynn Cates.
OnlineJuly, 2012
RTI Beyond Tier 2: Assisting Students Who STILL Do Not Respond
Gary Lynn Cates.
Atlantic City, NJ, July, 2012
The Other Side of the RTI Triangle: The Social, Emotional, and Behavioral Aspects
Gary Lynn Cates.
Atlantic City, NJ, July, 2012
Evaluation of Illinois' statewide RtI implementation: Final outcomes and impact.
H Bohanon, Gary Lynn Cates, Mark Swerdlik, K Cox.
Annual Convention of the National Association of School Psychologists, Philadelphia, PA, USA, February, 2012