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| Precision Teaching, Fluency & Mathematics Skills |
| Monday, May 28, 2007 |
| 3:00 PM–4:20 PM |
| America's Cup D |
| Area: EDC |
| Chair: John W. Eshleman (Applied Behavior Consultants) |
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| Rate of Reinforcement as a Contributor to Fluency Outcomes. |
| Domain: Applied Research |
| VENNESSA L. WALKER (West Virginia University), Philip N. Chase (West Virginia University) |
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| Abstract: Building skills to high rates and accuracy has been purported to result in fluency, a set of behavioral outcomes identified as retention, endurance, stability, application, and adduction (RESAA). These outcomes require that the skills persist under changing environmental conditions, and thus they may be conceptualized as examples of resistance to change. As such, reinforcement rate should be a critical factor contributing to these outcomes. Subjects were trained on 5 algebra skills to specified rate and accuracy criteria. Feedback consisting of money earned and knowledge of results was delivered either every 1 or 30 minutes. Stability and adduction were assessed after each skill, and retention was assessed 2 weeks after completing all training. Considerations for broader educational implementations are discussed. |
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| Improving Mathematic Skills with Fourth Graders: A School-Based Group Tutoring Project. |
| Domain: Applied Research |
| SARA J. PAHL (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Lisa Deer (Association for Precision Learning) |
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| Abstract: This data based paper will describe a school-based tutoring project designed to improve basic mathematic skills using multiple timed practice, daily improvement goals, self-correction, and self-monitoring procedures. This paper will demonstrate significant improvement in computation skills across fourth grade students in charter school using daily data collection on the Standard Celeration Chart, Curriculum Based Measurement, and pre and post tests. |
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| Recovering the Lost Charting Technology of Precision Teaching. |
| Domain: Applied Research |
| JOHN W. ESHLEMAN (Applied Behavior Consultants) |
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| Abstract: Dr. Ogden Lindsley and a team of associates developed the Standard Celeration Chart and Precision Teaching in the 1960's. Charting technology grew rapidly, culminating in the Handbook of the Standard Behavior Chart (Pennypacker, Koenig, & Lindsley, 1972). The technology included a set of tools, many of which have fallen into disuse, possibly as a consequence of the increasing focus of the field on fluency-building. This paper will reintroduce some of the lost charting technology, including variations of the chart, data recording forms, the Common Language for Analyzing Behavior, and the frequency finder. Implications about the use of this technology with respect to the range and scope of applications of Precision Teaching will be discussed, including, for example, conducting open-ended recordings of behavior using floating record floors. Data from several behavior management projects will illustrate how the revived technology works and how it can assist our analyses of behavior change over time. |
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