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| Increasing Academic Achievement Through Applied Behavior Analysis |
| Monday, May 31, 2004 |
| 3:00 PM–4:20 PM |
| Clarendon |
| Area: EDC/DDA; Domain: Applied Research |
| Chair: David L. Lee (Pennsylvania State University) |
| Discussant: Christopher Skinner (University of Tennessee) |
| Abstract: . |
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| The Effects of Embedded High-p Sequences on Math Fact Acquisition |
| DAVID L. LEE (Pennsylvania State University), Sam Stansbery (Pennsylvania State University) |
| Abstract: Prior research suggests that completing a series of three very brief highly preferred tasks (i.e., high-p) just prior to a nonpreferred task increases compliance to requests to complete the nonpreferred task. Recently, high-p sequences have been adapted for use with academic tasks for children who are noncompliant in school settings (i.e., fail to initiate or remain engaged in academic tasks). In these studies students were asked to complete a series of brief preferred tasks (e.g., 1x1 digit math problems, writing single letters) just prior to the start of a known, but nonpreferred academic task (e.g., a multi-digit multiplication problem, writing words). These studies demonstrated that the additional embedded preferred tasks increased overall productivity during known tasks. One area that has yet to be examined in this area is the acquisition of new skills. The purpose of this presentation is to present data comparing the effects of direct instruction with embedded high-p sequences and a direct instruction model without high-p sequences on the acquisition of unknown math facts. Implications for future research and practice will be addressed. |
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| Improving Phonemic Awareness in Turkish Students, At-Risk for Failure in an Urban EFL Settings |
| PHILLIP J. BELFIORE (Mercyhurst College), Ulviye Sener (Mercyhurst College) |
| Abstract: The purpose of this study is to investigate the effects of integrated mnemonics on consonant letter naming and consonant sound production on three 4th grade Turkish students, at-risk for failure in English as a Foreign Language (EFL) classroom. Picture cards, where the target letter was embedded as an integral part of the picture were developed (e.g., the letter C as the clock, the letter D as the drum). Results show that all three students reached mastery for reciting the consonant names, while two of the three students reached mastery for reciting the consonant sounds. Follow-up showed all three students maintained the mastery. Generalization showed 2 of the 3 students could recite words, other than the picture cards, that began and ended with specific consonant sounds. |
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| Increasing Reading Fluency in Students with Learning Disabilities |
| RICHARD M. KUBINA JR. (Pennsylvania State University) |
| Abstract: To measure retention of oral reading fluency three students in a learning disabilities classroom engaged in a repeating reading procedure with two passages. Each student read their target passage to either a high or low frequency. Results shows that it took the students more practice to reach the higher frequency aim. Retention losses measured by the frequency of words read correct per minute favored the lower frequency aim. When comparing the final retention measure with the initial reading scores the higher frequency aim facilitated a higher reading fluency rate than passage read to the lower frequency aim. |
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