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| Finding Common Ground Through Standard Measurement; Broad Scale Applications of Precision Teaching |
| Monday, May 31, 2004 |
| 9:00 AM–10:20 AM |
| Beacon B |
| Area: EDC; Domain: Applied Research |
| Chair: Thomas E. Boyce (University of Nevada, Reno) |
| Abstract: . |
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| Evaluating Two Methods of Building Response Frequencies in Academic Skills Among Elementary-School Students |
| KENDRA L. BROOKS RICKARD (University of Nevada, Reno), Heather Grada Durbeck (University of Nevada, Reno), Kerri Kaelin (University of Nevada, Reno), Megan D. Nollet (University of Nevada, Reno), Thomas E. Boyce (University of Nevada, Reno) |
| Abstract: A multiple baseline design across skills was used to evaluate and compare the effect of two methods for building response frequencies on the time required for elementary students to respond fluently in reading and math component skills. In the variable-timing condition, training lengths began at 5 s and were increased in 5-s increments contingent on participants obtaining a specified goal. Intervals were increased until the participants were responding within the fluency range for each skill in 30-s timings. In the fixed-timing condition, training lengths began at 30 s and remained fixed at 30 s throughout the investigation. Response requirements were increased based on participants obtaining a specified goal. In both conditions, reinforcement was provided for increases in responding equivalent to or greater than X 1.4 celeration. Results will be discussed with respect to the benefits of each training method for effective and efficient clinical practice in academic settings. Suggestions for future research will be made. |
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| A Comparison of Discrete Trial Instruction and Fluency Instruction on Retention of Academic Tasks with Young Children with Autism |
| AMY KENZER (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Fluency instruction is most widely used with children and adults of typical development. Further, investigations concerning potential beneficial outcomes of fluent performance have been primarily included undergraduate students. Thus, the extent to which benefits of fluency instruction extends to individuals with developmental disabilities is not known. The retention of academic skills was assessed up to 21 weeks following fluency and discrete trial instruction with children with autism. |
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| Using Frequency-Based Instruction and Precision Measurement to Train Data Entry Skills to Employees in a Behavior-Based Safety Process |
| CYNTHIA CARDENAS-COBB (University of Nevada, Reno), Kerri Kaelin (University of Nevada, Reno), Thomas E. Boyce (University of Nevada, Reno) |
| Abstract: The effects of frequency-based instruction and measurement on standard charts to promote acquisition and retention of data entry skills (composite skill) were assessed. Three blue-collar employees of a city’s public works department were trained to fluency on component skills (basic, pre-requisite skills) necessary for effective data entry. A multiple baseline across participants in three departments involved in a Behavior-Based Safety process was used to evaluate the effectiveness of the training intervention. Mastery of component skills consisted of fluent responding, measured as a combination of accuracy and speed in the component skills. Participants demonstrated higher rates of responding immediately after training and were more likely to use these skills effectively when combined in the data entry task. Results of frequency-based instruction and precision measurement demonstrated their usefulness in training skills in a cost-effective manner in organizations. |
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| 1-Minute a Day Keeps Negativity Away: Using Precision Teaching to Increase the Frequency of Positive Private Events |
| KERRI KAELIN (University of Nevada, Reno), Kimberly Nix Berens (University of Nevada, Reno), Cynthia Cardenas-Cobb (University of Nevada, Reno), Kendra L. Brooks Rickard (University of Nevada, Reno), Thomas E. Boyce (University of Nevada, Reno) |
| Abstract: Positive thoughts (i.e. positive private events), emitted as verbal or written responses, were assessed among 5 participants. Prior to frequency building, an assessment in the form of a questionnaire regarding the participants’ attitudes (e.g. positive responses, versus negative responses) was administered to his/her legal guardian. Subsequently, each day they attended an after-school PT program, the participants would engage in 1-minute timings of positive thoughts. Each word emitted was classified as one response. To be considered fluent (i.e. accurate and rapid responding over time), responses must meet or surpass a frequency of 30 and 50 responses per minute for written and spoken, respectively. Response frequencies were collected and were plotted on the Standard Celeration Chart. Preliminary data indicate that as the participant reaches or surpasses the established frequency aim, overall thoughts and feelings about his/herself should improve when measured by post-test questionnaires provided to the guardian. |
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