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
PSY 421.001 Advanced Behavior Modification
PSY 402.008 Applied Research Experience In School Psychology
PSY 599.008 Doctoral Research In Psychology
PSY 400.008 Independent Study
PSY 500.008 Independent Study 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, Authored
What is RtI?
Gadke, D., Cates, G., & Swerdlik, M.
(2012), 1-21, RtI in the core content areas., Prjfrock Press, Inc.
Academic Intervention Research
Cates, G., Burns, M., & Joseph, L.
(2010), Wiley-Blackwell
Book, Chapter
Role of Psychologists in Interdisciplinary Relations in Special Education
Kasky-Hernández, L., & Cates, G.
(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
Cates, G.
(2012), Response to Intervention: A Practical Approach
The collaborative school psychologist
Kreissl, C., Linnell, J., & Cates, G.
(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
Bramlett, R., Cates, G., Savina, E., & Lauinger, B.
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
Cates, G., Burns, M., & Joseph, L.
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
Grafman, J., & Cates, G.
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
Cates, G., Thomason, K., Havey, M., & McCormick, C.
Journal of Applied School Psychology, 23 (1), 133–154, (2007)
Developing learning-centered schools with a comprehensive system of student support
Baker, P., Bakken, J., Blum, C., Cates, G., Swerdlik, M., Sylvester, B., & Thompson, J.
Fourth International Association for Positive Behavior Support Conference, Boston, MA, (2007)
Differential effects of two spelling procedures on acquisition, maintenance and adaption to reading
Cates, G., Dunne, M., Erkfritz, K., Kivisto, A., Lee, N., & Wierzbicki, J.
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
Cates, G., & Erkfritz, K.
Psychology in the Schools, 44 (6), 615–625, (2007)
EFFECTS OF EXPLICIT TIMING ON ELEMENTARY STUDENTS’ORAL READING RATES OF WORD PHRASES
Cates, G., & Rhymer, K.
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.
Rhymer, K., & Cates, G.
School Psychology Quarterly, 21 (1), 34, (2006)
A review of the effects of interspersing procedures on the stages of academic skill development
Cates, G.
Journal of Behavioral Education, 14 (4), 305–325, (2005)
Effects of peer versus computer-assisted drill on mathematics response rates
Cates, G.
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
Cates, G., & Lee, D.
Journal of Behavioral Education, 14 (4), 223–225, (2005)
Teachers’ perceptions of the incidence and management of attention-deficit hyperactivity disorder
Havey, J., Olson, J., McCormick, C., & Cates, G.
Applied Neuropsychology, 12 (2), 120–127, (2005)
Examining the relationship between mathematics anxiety and mathematics performance: An instructional hierarchy perspective
Cates, G., & Rhymer, K.
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.
Cates, G., Skinner, C., Watson, T., Meadows, T., Weaver, A., & Jackson, B.
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
Cates, G., & Skinner, C.
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
Cates, G., Skinner, C., Watkins, C., Rhymer, K., McNeill, S., & McCurdy, M.
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
Skinner, C., Hall-Johnson, K., Skinner, A., Cates, G., Weber, J., & Johns, G.
The Journal of experimental education, 68 (1), 43–59, (1999)
Female publication patterns in
Skinner, C., Robinson, S., Brown, C., & Cates, G.
School Psychology Review, Journal of School Psychology, 1985–1994, (1999)
Female publication patterns in School Psychology Review
Skinner, C., Robinson, S., Brown, C., & Cates, G.
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
Joseph, L., Konrad, M., Cates, G., & Vajcner, T.
Psychology in the Schools, 49, 122–136
Textbook, New
Introduction to response to intervention
Gadke, D., Cates, G., & Swerdlik, M.
(2012), Response to Intervention: A Practical Approach
Effective RTI Training and Practices: Helping School and District Teams Improve Academic Performance and Social Behavior
Cates, G., Blum, C., & Swerdlik, M.
(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