Professor Gary L Cates
Professor of Psychology
Psychology
Office
DEG Degarmo Hall 443
Office Phone
Email
Website
- About
- Education
- 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
Kasky-Hernández, L., & Cates, G. Role of Psychologists in Interdisciplinary Relations in Special Education. Interdisciplinary Connections to Special Education: Important Aspects to Consider. Emerald Group Publishing Limited (2015): 81–94.
Cates, G. Data-based decision making across a multi-tiered system of support. J. Bakken (EDs), Response to Intervention: A Practical Approach (2012)
Kreissl, C., Linnell, J., & Cates, G. The collaborative school psychologist. C. Simpson & J. Bakken (EDs), Collaboration: A Multidisciplinary approach to Educating Students with Disabilities. Prufrock Press Inc (2012)
Journal Article
Bramlett, R., Cates, G., Savina, E., & Lauinger, B. Assessing effectiveness and efficiency of academic interventions in school psychology journals: 1995–2005. Psychology in the Schools 47.2 (2010): 114–125.
Cates, G., Burns, M., & Joseph, L. Introduction to the special issue: Instructional efficiency and the impact on learning and data-based decision making. Psychology in the Schools 47.2 (2010): 111–113.
Grafman, J., & Cates, G. The differential effects of two self-managed math instruction procedures: Cover, Copy, and Compare versus Copy, Cover, and Compare. Psychology in the Schools 47.2 (2010): 153–165.
Baker, P., Bakken, J., Blum, C., Cates, G., Swerdlik, M., Sylvester, B., & Thompson, J. Developing learning-centered schools with a comprehensive system of student support. Fourth International Association for Positive Behavior Support Conference, Boston, MA (2007)
Cates, G., Thomason, K., Havey, M., & McCormick, C. A preliminary investigation of the effects of reading fluency interventions on comprehension: Using brief experimental analysis to select reading interventions. Journal of Applied School Psychology 23.1 (2007): 133–154.
Cates, G., Dunne, M., Erkfritz, K., Kivisto, A., Lee, N., & Wierzbicki, J. Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading. Journal of Behavioral Education 16.1 (2007): 70–81.
Cates, G., & Erkfritz, K. Effects of interspersing rates on students performance on and preferences for mathematics assignments: Testing the discrete task completion hypothesis. Psychology in the Schools 44.6 (2007): 615–625.
Cates, G., & Rhymer, K. EFFECTS OF EXPLICIT TIMING ON ELEMENTARY STUDENTS’ORAL READING RATES OF WORD PHRASES. Reading Improvement 43.3 (2006): 148.
Rhymer, K., & Cates, G. Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures.. School Psychology Quarterly 21.1 (2006): 34.
Cates, G. A review of the effects of interspersing procedures on the stages of academic skill development. Journal of Behavioral Education 14.4 (2005): 305–325.
Cates, G. Effects of peer versus computer-assisted drill on mathematics response rates. Psychology in the Schools 42.6 (2005): 637–646.
Cates, G., & Lee, D. Increasing Learning by Getting Students to Choose to Complete More Work Introduction to a Special Issue on Interspersing Procedures. Journal of Behavioral Education 14.4 (2005): 223–225.
Havey, J., Olson, J., McCormick, C., & Cates, G. Teachers’ perceptions of the incidence and management of attention-deficit hyperactivity disorder. Applied Neuropsychology 12.2 (2005): 120–127.
Cates, G., & Rhymer, K. Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective. Journal of Behavioral Education 12.1 (2003): 23–34.
Cates, G., Skinner, C., Watson, T., Meadows, T., Weaver, A., & Jackson, B. Instructional Effectiveness and Instructional Efficiency as Considerations for Data-Based Decision Making: An Evaluation of Interspersing Procedures.. School Psychology Review (2003)
Cates, G., & Skinner, C. Getting remedial mathematics students to prefer homework with 20% and 40% more problems: An investigation of the strength of the interspersing procedure. Psychology in the Schools 37.4 (2000): 339–347.
Cates, G., Skinner, C., Watkins, C., Rhymer, K., McNeill, S., & McCurdy, M. Effects of interspersing additional brief math problems on student performance and perception of math assignments: Getting students to prefer to do more work. Journal of Behavioral Education 9.3-4 (1999): 177–192.
Skinner, C., Hall-Johnson, K., Skinner, A., Cates, G., Weber, J., & Johns, G. Enhancing perceptions of mathematics assignments by increasing relative problem completion rates through the interspersal technique. The Journal of experimental education 68.1 (1999): 43–59.
Skinner, C., Robinson, S., Brown, C., & Cates, G. Female publication patterns in. School Psychology Review, Journal of School Psychology (1999): 1985–1994.
Skinner, C., Robinson, S., Brown, C., & Cates, G. Female publication patterns in School Psychology Review. Journal of School Psychology, and School Psychology Quarterly from 1994 (1985): 76–83.
Joseph, L., Konrad, M., Cates, G., & Vajcner, T. Eveligh, & Fishley, KM (2012). A meta-analytic review of the cover-copy-compare and variations of this self-management procedure. Psychology in the Schools 49: 122–136.
Textbook, New
Gadke, D., Cates, G., & Swerdlik, M. Introduction to response to intervention. J. Bakken (EDs), Response to Intervention: A Practical Approach (2012)
Cates, G., Blum, C., & Swerdlik, M. Effective RTI Training and Practices: Helping School and District Teams Improve Academic Performance and Social Behavior (2011)
Presentations
Individualized Academic Assessment and Intervention. School Support Personnel In-Service. St. Charles School District. (2018)
Individualized Assessment and Intervention Revisted. School Support Personnel In-Service. (2018)
Data-Based Decision Making Using Single-Case Design Methodologies. Annual Convention of the National Association of School Psychologists. (2016)
Designing Effective Curriculum Based Evaluations: Applications Within an RTI Model.. Annual Convention for the National Association School Psychologists. National Associaiton of School Psychologists. (2016)
Effect of direct vocabulary instruction on reading accuracy and fluency.. Annual Convention of The National Association of School Psycholgists. National Association of School Psychology. (2016)
Mathematics Intervention and Assessment Acceptability: A literature Review. Annual Convention of National Association of School Psychology. National Assocation of School Psychology. (2016)
Noncontingent Praise: A Practical Evidence-Based Classroom Intervention. Annual Convention of the National Association of School Psychologists. National Association of School Psychology. (2016)
Best Practices in Data-Based Decision Making Within an RTI Model (2012)
Evaluation of Illinois' statewide RtI implementation: Final outcomes and impact.. Annual Convention of the National Association of School Psychologists. National Association of School Psychologists. (2012)
From Vision to Implementation: Sustaining RTI in schools. Illinois School Psychology Internship Consortium Conference. (2012)
RTI Beyond Tier 2: Assisting Students Who STILL Do Not Respond. National Association of School Psychologists. (2012)
The Other Side of the RTI Triangle: The Social, Emotional, and Behavioral Aspects. National Association of School Psychologists. (2012)