Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


34th Annual Convention; Chicago, IL; 2008

Event Details

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Paper Session #285
International Paper Session - Parametric Analysis of Fluency Practices
Sunday, May 25, 2008
4:30 PM–5:20 PM
Williford A
Area: EDC
Chair: Mecca Chiesa (University of Kent)
Unpacking Precision Teaching: Comparing the Effectiveness of Composite and Component Practice.
Domain: Applied Research
MECCA CHIESA (University of Kent), Ailie Robertson (University of Paisley)
Abstract: The precision teaching literature advocates practice in component skills prior to engagement with more complex composite tasks as a means of enhancing the performance of composites. We were unable to locate experimental articles that systematically compared the effectiveness of component and composite practice. Here we compared the impact of composite and component practice on measures of speed and accuracy in completing composite math problems. Results of composite practice showed no discernible benefit after ten sessions (thirty minutes). In contrast, three sessions, one minute each, of practice on each component resulted in clearly increased rates and an impressive reduction in errors in the completion of composites. Implications for persuading teachers to adopt at least this aspect of precision teaching are discussed.
Does Fluency Matter? A Comparison of Different Rate Criteria for Children Learning Multiplication Tables.
Domain: Applied Research
DENNIS ROSE (University of Auckland), Teresa Clark (University of Auckland)
Abstract: Darvell and Rose (2007) reported on an investigation of the relative effects of fluent performance as opposed to accurate performance when adults with developmental disabilities were learning to recognise words. This study was inconclusive and had some confounds. The present study used an alternating treatments design to assess the effects of 8-year-old children's practice of multiplication tables at two different rates. The number of trials and the amount of reinforcement were held constant in both conditions. Accuracy and rate measures were made at the end of sessions. Once the practice sessions ended, maintenance, endurance, stability and application were assessed at 2, 4, 8 and 12 weeks. The results showed that both rates were effective in producing acquisition, maintenance, endurance, stability and application.



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