Loading...
An Exploratory Study on the Creation and Use of SAFMEDS for Learning Single-Subject Research Methodology Terminology.
Tucker, Jessika Anne
Tucker, Jessika Anne
Citations
Altmetric:
Abstract
Say All Fast Minute Each Day Shuffled (i.e., SAFMEDS) is a precision teaching strategy that is utilized by teachers, instructors, behavior analysts, etc., to teach specific skills to learners by promoting fluency. Critiques of fluency-based procedures, including SAFMEDS, have led to questions concerning the effectiveness of SAFMEDS procedures in producing fluent responding (Quigley et al., 2018). Most limitations reported in the critiques of fluency-based instruction (e.g., Doughty et al., 2004) have surrounded a lack of procedural description of the independent variables implemented (e.g., review of cards prior to timings) and the subsequent changes produced (e.g., increases in correct responding; Quigley et al., 2018). The purpose of this study was to examine the extent to which a remote SAFMEDS technology (a) improves acquisition of research methodology terminology, (b) is socially valid, and (c) produces fluency-based outcomes (i.e., RESA; Johnson & Layng, 1992). A procedure on the creation and use of SAFMEDS for learning single-subject research methodology terminology in undergraduate and graduate students was evaluated. The procedure consisted of task analyses for creating and using SAFMEDS cards, entering data and applying data-based decisions, performance feedback (i.e., written and video format), and Behavioral Skills Training (i.e., if needed based on performance). The results of this study suggest that elaborate written instructions may not be the most effective method to teach undergraduate and graduate students how to use an online tool to create and use SAFMEDS, as text-based instruction following to the extent required of the present procedure may not be in every learner’s current repertoire. However, the results obtained support SAFMEDS as an effective fluency-based intervention through the direct assessment of fluency-based outcomes: retention, stability, and endurance, as well as a novel stimulus equivalence test.
Description
Date
2021-01-01
Journal Title
Journal ISSN
Volume Title
Publisher
University of Kansas
Collections
Archive Status
This item contains archived web content.
Files
Tucker_ku_0099M_17890.pdf
Adobe PDF, 3.59 MB
- Embargoed until 2171-05-31