|International Paper Session - Using SAFMEDS to Improve Math Performance
|Monday, May 26, 2008
|9:00 AM–10:20 AM
|Chair: John Hughes (University of Wales, Bangor)
|Increasing Math Basic Skills Using Fluency Based Instruction and Precision Teaching.
|Domain: Applied Research
|JOHN HUGHES (University of Wales, Bangor), Michael Beverley (University of Wales Centre for Behavior Analysis)
|Abstract: Teachers identified six children who were struggling at Math from a class (N=27) of 9- to 11-year-olds. These six children were randomly allocated to either the treatment group (n=4), or a waiting list control group (n=2); with the remainder of the class forming the control group (n=21). Pre-tests were administered to the entire class on nine slices of tool skills and varying difficulties of problems (e.g., reading numbers 0-9, adding single digit- single digit). Pre-test results were used to pinpoint the correct instructional level for the intervention children, who then engaged in daily short sprint timings for see-write math practice sheets and see-say SAFMEDS cards while the rest of the class received their standard math instruction. Count per minute data for corrects and learning opportunities were recorded by the children on Standard Celeration Charts and used to make instructional decisions about progress. The intervention ran over a 10-week period with each session lasting approximately 30 minutes, at the end of which a post-test was re-administered to the entire class. Results are discussed in the context of incorporating simple basic skills exercises into mainstream classes and the practical issues this raises.
|Fluent Performance of Multiplication Facts in Two Learning Channels and Written Test Performance by Three Students with Mild Mental Retardation.
|Domain: Applied Research
|SANG SEOK NAM (California State University, San Bernardino), Marylorraine Spruill (Georgia ABA)
|Abstract: This study demonstrates that the SAFMEDS strategy utilizing a continuous assessment system, enabled 3 students with mental retardation to build and generalize fluency in multiplication facts. One significant finding was that the learning channels (see-say and hear-say) the three students used in the acquisition of the facts have a different effect on their written test performance (see-write). The students' performance on the written tests was more accurate and speedy when they learned the facts through the hear-say than the see-say channel. This finding indicates the importance for using multiple learning channels in learning.