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| International Paper Session - Educational Research on Precision Learning and Rate Building |
| Monday, August 13, 2007 |
| 3:30 PM–4:50 PM |
| L2 Room 6 |
| Area: EDC |
| Chair: Claudia E. McDade (Jacksonville State University) |
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| Precision Learning at Jacksonville State University: Three Decades of Success. |
| Domain: Applied Behavior Analysis |
| CLAUDIA E. MCDADE (Learning Services) |
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| Abstract: For almost thirty years, Learning Services (LS) at Jacksonville State University (AL) has assisted almost 60,000 students in developing their basic and advanced academic skills through courses and non-credit services.
LS faculty have developed effective instructional strategies to meet the unique needs of individual students. Based on Universal Design for Learning, Precision Teaching and Direct Instruction, all learning strategies and instructional procedures are empirically evaluated and revised on the basis of student learning and performance. Additionally, student success in subsequent target courses provides continual feedback for program improvement. A DVD presentation will showcase student performance with comments from faculty and students regarding this unique learning environment. Instructional and learning strategies will be described; their results will be shared in the following areas: motivational strategies, study operations, effect of fluency on performance, and retention/application of skills over time. Results have been used to develop an outcomes assessment paradigm to ascertain the extent of skills mastery across disciplines. The paradigm is used in higher-level college courses at several universities in the US and Europe. Participants will be challenged to complete exercises and discuss application of these learning techniques in their own lives, classes, or professional environments. |
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| Increasing Math Problem Solving for Students with Attention Disorders. |
| Domain: Applied Behavior Analysis |
| SUNEETA KERCOOD (Butler University) |
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| Abstract: Results of several research studies will be presented with recommendations for classroom practice. We added stimulating activities such as fine motor tactile manipulation and auditory stimulation while solving math problems. Students showed gains in accuracy and reduced off-task behavior. Interventions increased attention during problem solving and reduced attention to distraction. |
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| Are Rate-Building Procedures Superior? An Empirical Investigation. |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (University of Auckland), Ainsley Darvell (University of Auckland) |
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| Abstract: Behaviour analysts have rarely investigated the claim that rate-building procedures result in greater maintenance, persistence and generalization of skills (Doughty, Chase & O’Shields, 2004). The present study used an alternating treatments design to compare the effects of rate-building techniques with practising slowly when the number of trials and amount of reinforcement was held constant in both conditions. Four adults with mild intellectual disabilities were taught to read a set of self-selected functional words under two conditions: rate-building and accuracy. The rate-building condition required participants to practise reading words as quickly as they could, whereas the accuracy condition required them to practise a set of words slowly, with an emphasis on accuracy. Generalization and maintenance tests were conducted at 2, 4 and 8 weeks after training concluded. The results from an alternating treatments design showed that both methods produced acquisition and maintenance but that the rate-building condition produced better generalization. |
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