“…Since its inception, SAFMEDS has been evaluated to determine its effects on learning (e.g., Bolich & Sweeney, 1996;Byrnes, Macfarlane, Young, & West, 1990;Eaton & Fox, 1983;Eshleman, 1985) and the maintenance of learning (Kim, Carr, & Templeton, 2001;Olander, Collins, McArthur, Watts, & McDade, 1986). In addition, comparisons between different SAFMEDS procedures (e.g., teacher vs. student deck development; McDade & Olander, 1990) and modalities (e.g., computer-based vs. paper deck;McDade, Austin, & Olander, 1985) have been made, as well as between factors affecting performance outcomes (e.g., error rate; Bower & Orgel, 1981;stimulus control;Meindl, Ivy, Miller, Neef, & Williamson, 2013). A review of this literature indicates that SAFMEDS increases the number of correct answers across varied content (e.g., math facts, reading fluency, positive self-statements), various populations (i.e., elementary education, secondary education, university, and geriatric), and various settings (e.g., education, home, and community; Quigley, Peterson, Frieder, & Peck, 2017).…”