Allyon, T., Garber, S., & Pisor, K. (1976). Reducing time limits: A means to increase behaviors of retardates. Journal of Applied Behavior Analysis, 9, 247–252.
Eaton, M.D. (1978). Data decisions and evaluation. In N.G. Haring, T.C. Lovitt, M.D. Eaton, & C.L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 167–190). Columbus, OH: Merrill.
4.
Greenwood, C.R., Delquadri, J.C., & Hall, R.V. (1984). Opportunity to respond and student academic performance. In W.L. Heward, T.E. Heron, D.S. Hil, & J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 58–88). Columbus, OH: Merrill.
5.
Heward, W.L., Courson, F.H., & Narayan, J.S. (1989). Using choral responding to increase active student response during group instruction. Teaching Exceptional Children, 21(3), 72–75.
6.
Haughton, E. (1972). Aims: Growing and sharing. In J. B. Jordan & L.S. Robbins (Eds.), Let's try something else kind of this (pp. 20–39). Arlington, VA: The Council for Exceptional Children.
7.
Howell, K.W., & Lorson-Howell, K.A. (1990). What's the hurry? Fluency in the classroom. Teaching Exceptional Children, 22(3), 20–23.
8.
Howell, K.W., & Morehead, M.K. (1987). Curriculum-based evaluation for special and remedial ed. Columbus, OH: Merrill.
9.
Hundert, J., & Batstone, D. (1978). A practical procedure to maintain pupils' accurate self-rating in a classroom token program. Journal of Applied Behavior Analysis, 11, 93–112.
10.
Ivarie, J.J. (1986). Effects of proficiency rates on later performance of a recall and writing behavior. Remedial and Special Education, 7(5), 25–30.
11.
Koorland, M.A., Keel, M.C., & Ueberhorst, P. (1990). Setting aims for precision learning. Teaching Exceptional Children, 22(3), 64–66.
12.
Lovitt, T.C. (1978). Arithmetic. In N.G. Haring, T.C. Lovitt, M.D. Eaton & C.L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 127–166). Columbus, OH: Merrill.
13.
Mercer, C.D., & Mercer, A.R. (1985). Teaching students with learning problems (2nd ed.). Columbus, OH. Merrill.
14.
Miller, A.D., Hall, S.W., & Heward, W.L. (1992). Effects of sequential 1-minute time trials, with and without inter-trial feedback, on regular and special education students' fluency with math facts. Manuscript submitted for publication.
15.
Van Houten, R. (1980). Learning through feedback: A systematic approach for improving academic performance. New York: Human Sciences Press.
16.
Van Houten, R. (1984). Setting up performance feedback systems in the classroom. In W.L. Heward, T.E. Heron, D.S. Hill & J. Trap-Porter (Eds.), Focus on behavior analysis in education (pp. 114–125). Columbus, OH: Merrill.
17.
Von Houten, R., & Thompson, C. (1976). The effects of explicit timing on math performance. Journal of Applied Behavior Analysis, 9, 277–230.
18.
West, R.P., Young, K.R., & Spooner, F. (1990). Precision teaching: An introduction. Teaching Exceptional Children, 22(3), 4–9.
19.
Wood, S., Burke, L., Kunzelmann, H., & Koenig, C. (1978). Functional criteria in basic math skill proficiency. Journal of Special Education Technology, 2, 29–36.