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| Adopting Behavior Analysis to Improve Learning Outcomes |
| Monday, May 25, 2015 |
| 2:00 PM–2:50 PM |
| 211 (CC) |
| Area: EDC |
| Chair: Katherine Kavanaugh (Florida Institute of Technology) |
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| Evaluating Fluency Based Instruction with Mathematics Skills and Associated Generalized Outcomes: A Randomised-Controlled Trial |
| Domain: Applied Research |
| AOIFE MC TIERNAN (National University of Ireland, Galway), Jennifer Holloway (National University of Ireland, Galway), Olive Healy (Trinity College Dublin), Michael Hogan (National University of Ireland) |
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| Abstract: A between-groups design was used to demonstrate the ability of a frequency-building curriculum to increase fluency with component mathematics skills. The effects of fluent responding on endurance, stability and application were evaluated. Standardised assessments of mathematical ability were conducted to assess the impact of learning component skills fluently on such measures. Statistically significant differences between an experimental and treatment as usual control group were found on measures of fluency, endurance, stability and one subtest of the standardised assessment of mathematical ability. Results indicate the efficacy of the curriculum for building fluency with component skills and the importance of such instruction. |
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| Increasing School Readiness in Early Education Programs with a Behavior Analytic Approach |
| Domain: Service Delivery |
| KATHERINE KAVANAUGH (Florida Institute of Technology), Joshua K. Pritchard (Florida Institute of Technology) |
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| Abstract: In 2004, due to the rising number of students inadequately prepared for Kindergarten the state of Florida initiated a Voluntary Prekindergarten program that would allow all students, regardless of ability to pay, access to free half-day preschool. This program increased rates of Kindergarten readiness rates by nearly 10% each year. However, when assessing letter identification and sounds, only 72% of students who did not attend VPK were ready and only 80% of students who attended VPK were ready. This means that almost 30,000 students entering kindergarten do not have the required skills to succeed. And that is only in the state Florida. Several other states also have a VPK program or similar. But surprisingly, 11 states do not have any state funded pre-kindergarten programs. Many studies demonstrate that children who enter Kindergarten that are prepared will be more likely to be successful throughout their schooling and children that are not adequately prepared tend to fall behind in kindergarten. This delay frequently continues throughout the rest of the student’s schooling. This paper introduces several procedures that could be used to increase kindergarten readiness and decrease negative implications for the individual, the family and society. |
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Teaching Generalized Action Verb-Referent Relations: An Application of Instructional Design to Equivalence-Based Instruction |
| Domain: Applied Research |
| ANUSHA SUBRAMANYAM (The Chicago School of Professional Psychology), John W. Eshleman (The Chicago School of Professional Psychology) |
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| Abstract: The purpose of this study was to expand the applied research on establishing generalized equivalence classes to target concept formation. This study compared the effects of using static (i.e., picture) and dynamic (i.e., brief video clip) instructional formats to teach conceptual classes comprised of action word-referent relations. Verbsgiven their transitory, dynamic, and relational naturewere targeted as a conceptual class distinct from other grammatical classes. Instructional design features, including multiple exemplars and fluency criteria, were applied to a computerized match-to-sample procedure in order to target both equivalence class formation and concept formation given 24 actions involving an actor manipulating an object. Five elementary school students, between 5 and 6 years of age, were selected for participation in this study. Participants had no known diagnoses, but performed at below-average levels in both reading and vocabulary at the start of the study. A multiple treatments, multi-probe experimental design was conducted, during which students progressed through six phases of instruction then testing for emergent and generalized relations. The results provided (1) initial information on acquisition, generalization, and maintenance of verbs as concepts; and (2) information on the conditions that are sufficient for establishing generalized equivalence classes comprised of action word-referent relations. |
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