Katrina N. Rhymer, Ph.D. received her Ph.D. in School Psychology from Mississippi State University in 2000. She completed her internship at the Houston Independent School District in Houston, TX. She has been at Central Michigan University since 2000. She has been a Licensed Psychologist in the state of Michigan since 2008.
My research involves examining academic interventions used with children. The majority of my research has involved examining the explicit timing intervention and the interspersal intervention for mathematics. Currently, we are investigating the relationship between empirically-validated academic interventions and general anxiety, test anxiety, and math anxiety.
Sevecke, J. R., Rhymer, K. N., Almazan, E. P., & Jacob, S. (2015). Effects of interaction experiences and undergraduate coursework on attitudes toward gay and lesbian issues. Journal of Homosexuality, 62(6), 821-840.
Hook, J. M., Hixson, M. D., Decker, D., & Rhymer, K. N. (2014). Progressive time delay to remediate letter discrimination difficulty. Behavioral Development Bulletin, 19, 1-16.
Rames-Lapointe, J., Hixson, M. D., Niec, L. N., & Rhymer, K. N. (2014). Evaluation of errorless compliance training in a general education classroom. Behavioral Interventions, 29(3), 253-267.
Cates, G. L., & Rhymer, K. N. (2006). Effects of explicit timing on elementary students' oral reading rates of word phrases. Reading Improvement, 43, 148-156.
Rhymer, K. N., & Cates, G. L. (2006). Student performance on and preferences for mathematics word problems: An investigation of the effects of explicit timing and interspersing procedures. School Psychology Quarterly, 21, 34-45.
Rhymer, K. N., & Morgan, S. K. (2005). Comparison of the explicit timing and interspersal interventions: Analysis of problem completion rates, student preference, and teacher acceptability. Journal of Behavioral Education, 14, 283-303.
Cates, G. L., & Rhymer, K. N. (2003). Examining the relationship between mathematics anxiety and mathematics performance: A learning hierarchy perspective. Journal of Behavioral Education, 12, 23-34.
Clark, S., & Rhymer, K. N. (2003). Student preference for explicit timing and interspersal procedures as a function of math problem completion rates: Testing the discrete task completion hypothesis. Journal of Behavioral Education, 12, 275-286.
Rhymer, K. N., Skinner, C. H., Jackson, S., McNeill, S., Smith, T., & Jackson, B. (2002). The 1-minute explicit timing intervention: The influence of mathematics problems difficulty. Journal of Instructional Psychology, 29, 305-311.
Rhymer, K. N., Evans-Hampton, T. N., McCurdy, M., & Watson, T. S. (2002). Effects of varying levels of treatment integrity on toddler aggressive behavior. Special Services in the Schools, 18, 75-82.
D'Reaux, R. A., Neumann, C. S., & Rhymer, K. N. (2000). Time of day of testing and neuropsychological performance of schizophrenia patients and healthy controls. Schizophrenia Research, 45, 157-167.
Rhymer, K. N., Dittmer, K. I., Skinner, C. H., & Jackson, B. (2000). The effectiveness of a multi-component treatment for improving mathematics fluency. School Psychology Quarterly, 15, 40-51.
Rhymer, K. N., Henington, C., Skinner, C. H., & Looby, E. J. (1999). The effects of explicit timing on mathematics performance in second-grade Caucasian and African American students. School Psychology Quarterly, 14, 397-407.
Cates, G. L., Skinner, C. H., Watkins, C. E., Rhymer, K. N., McNeill, S. L.,& McCurdy, M. (1999). Effects of interspersing additional brief math problems on student performance and perception on math assignments: Getting students to prefer to do more work. Journal of Behavioral Education, 9, 177-192.
Rhymer, K. N., Skinner, C. H., Henington, C., D'Reaux, R. A., & Sims, S. (1998). Effects of explicit timing in mathematics problem completion rates in African-American third grade students. Journal of Applied Behavior Analysis, 31, 673-677.