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.


40th Annual Convention; Chicago, IL; 2014

Event Details

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Symposium #41
CE Offered: BACB
Precision Teaching: To Infinity and Beyond
Saturday, May 24, 2014
2:00 PM–2:50 PM
W187ab (McCormick Place Convention Center)
Area: DDA/PRA; Domain: Service Delivery
Chair: Megan Miller (The Ohio State University)
Discussant: Richard M. Kubina Jr. (Penn State)
CE Instructor: Megan Miller, M.S.

Precision teaching is an underused technology for measuring behavior and making data based decisions. While research indicates a wide array of applications for improving learner performance using precision teaching, behavior analysts and educators often do not make use of this research or limit the use of precision teaching to certain skills. When reviewing literature published in popular behavior analytic journals, very few include research using precision teaching technologies. Additionally, within the Journal of Precision Teaching, there is a lack of recent research related to a variety of populations or aspects of precision teaching. Most of the research focuses on typically developing children or learning disabilities and fails to include more significant disabilities or novel aspects of precision teaching such as endurance. In this symposium, the presenters will share their experiences with broad applications of precision teaching. The presentations will specifically focus on reading endurance for at risk children and improving fluent body movements for moderate to severe students to improve performance on daily living skills.

Keyword(s): endurance, fluency, precision teaching, preference

Potential Effects of Increasing Reaching Fluency for Students with Intensive Disabilities

MEGAN MILLER (The Ohio State University)

Precision teaching has a wide range of applications (Kubina & Yurich, 2012). Earlier researchers in the field of precision teaching such as Eric Haughton focused on teaching students with intensive disabilities to fluently perform compound motor movements. However, current research within the field focuses more on academic skills and learners with mild disabilities. The purpose of this presentation is to discuss the need to focus on bringing component motor movements to fluency for students with intensive disabilities and the impact this can have on their ability to perform daily living skills, academic tasks, and/or indicating preferences. Students with intensive disabilities often have limited range of movement and long latencies to respond during instruction that requires motor movements. Based on the existing research regarding the Big 6 movements (Twarek, Cihon, & Eshleman, 2010) and increasing fluency on component skills for task analyses, the presenter will discuss the benefits of including more of a focus on motor movement fluency within this population.

Evaluating the Effects of Timed Practice on Reading Endurance
JOSHUA GARNER (The Ohio State University)
Abstract: An important component to competent reading may involve maintaining performance over long periods of time, especially when degradations in performance could otherwise negatively impact the outcome. If a student’s endurance is limited to a relatively brief duration, then he or she is unlikely to keep pace with the expectations, which place the student at a disadvantage (Johnson & Street, 2013). Previous research has indicated that reading fluency is positively correlated with reading comprehension (Hawkins, Hale, Sheeley, & Ling, 2011; Klauda & Guthrie, 2008). This suggests that if correct words per minute decreases over time, comprehension may also decline. Programming for endurance could therefore be a valuable component of reading instruction, in that it may promote comprehension when students read longer passages, or for longer periods of time.This study used a counterbalanced multiple probe design to compare the effects of two reading practices on reading endurance of six second grade general education students. The results indicated that the bounce during three, 1-min practice condition was larger compared to the bounce during one, 3-min practice condition. The implications of this finding for endurance are discussed along with limitations and suggestions for future research.



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