Chris Skinner, Ph.D
Group Contingencies to Prevent and Remedy Problems
Group contingencies have been used to prevent and remedy
school-based problems. During this presentation different
group-oriented contingencies will be described. Strengths and
weakness each procedure will be analyzed via the description of
applied examples and research. Specific ways to modify typical
contingencies management components (e.g., target behaviors,
criteria settings, reward selection) in order to maximize the
effectiveness and minimizing the aversive side-effects of group
contingencies will be described and analyzed. Applied examples
and research will be used to highlight the applied implications
of this presentation and provide directions for future
researcher.
Christopher H.
Skinner is from Easton PA. and received his bachelors degree from Lafayette
College in 1982 (same town and undergraduate institution as his friend Dr.
Tony Cuvo). He is the first (1989) graduate of the Ph.D. School Psychology
program at Lehigh University. Chris has a Masters in special education and
experience teaching students with a variety of disabilities.
Chris worked in
de-institutionalization programs with adults with MR and Schizophrenia for 2
years before enrolling at Lehigh University. While at Lehigh he served as a
special education teacher for elementary students with Autism and as a
Master teacher for 10th grade students with severe EBD. After finishing at
Lehigh, Chris worked as an assistant professor at The University of Alabama
for 3 years and served as coordinator of School Psychology Programs at
Mississippi State University for 7 years. He accepted the position of
Coordinator of School Psychology Programs and The University of Tennessee in
2000.
Chris is an
APA Fellow and Lightner Witmer award winner. He is finishing his
term as co-editor of The Journal of Behavioral Education and recently
finished his term as co-editor of the APA Division 16 book series.
Chris has authored/edited three books.
Most of Chris'
research efforts involve collaboration with his students. Chris and his
students have published over 100 refereed journal articles and numerous
other articles and book chapters. Most of their research focuses on
developing behavioral theory and procedures and applying these procedures to
prevent and remedy students' social, emotional, and academic problems. Along
with his students, Skinner is currently working on research designed to
directly measure and improve reading, mathematics, writing, and spelling
skills and increase the probability of students choosing to engage in
desired academic and prosocial behaviors. Other areas of interest include
behavioral assessment, single-subject research designs, classical and
operant conditioning, and racquet sports.
