Increasing learning rates by increasing student response rates:  A summary of research.

Skinner, Christopher H.; Fletcher, Priscilla A.; Henington, Carlen

doi:10.1037/h0088937

Cited by 149 publications

(95 citation statements)

References 23 publications

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“…For example, students who display strong automatic basic math skills are able to complete more complex math tasks (Skinner, Fletcher, & Hennington, 1996), score higher on achievement tests that measure higher level skill development (Skiba, Magnusson, Marston, & Erickson, 1986), and show higher maintenance levels of the learned skill over time relative to those students with weaker automaticity (Singer-Dudek & Greer, 2005). Additionally, students who are ßuent in math skills show lower levels of math anxiety (Cates & Rhymer, 2003) and choose to engage in math activities more often than less ßuent students (Skinner, Pappas, & Davis, 2005).…”

Section: Fluency and Automaticitymentioning

confidence: 98%

“…For example, requiring timing procedures, reducing the time allotted for independent work, and reinforcing accurate, high rates of responding during independent seatwork may also increase the efÞcacy and change topography of a given intervention (Skinner et al, 1996). Response topography (the form or shape of the response) includes not only written responses, but also vocal responses and subvocal responses.…”

Section: Math Fluency Interventionsmentioning

confidence: 99%

“…According to Skinner et al (1996), teacherled and independent seatwork activities based on modifying strategies to increase response rate have been effective in decreasing learning time in the classroom.…”

Section: Math Fluency Interventionsmentioning

confidence: 99%

See 2 more Smart Citations

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study

Axtell

McCallum

Bell

et al. 2009

Psychology in the Schools

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To investigate the inßuence of an innovative math ßuency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a signiÞcantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). C 2009 Wiley Periodicals, Inc.Response to intervention (RTI) as a method of identifying learning disabilities is being scaled up across the United States, and there is a growing need for effective math interventions. Increasingly, researchers are evaluating the scientiÞc merit of various mathematics intervention models (e.g., see Maccini, Mulcahy, & Wilson, 2007, for a systematic review of cognitive, behavioral, and alternative math interventions). The National Council of Teachers in Mathematics (NCTM) emphasizes the importance of mathematics facility. In addition, the need for higher levels of math competence has increased in this technology-based world, and a lack of knowledge, understanding, and skill development can close doors for students. Based on principles set forth by the NCTM, instructional programs in math for all students should enable them to understand numbers, number systems, ways of representing numbers, relationships among numbers, computational ßuency, and the ability to make reasonable estimates. Although these skills are an important aspect of overall learning and long-term achievement, one of the Þrst steps in learning math as conceptualized by Haring and Eaton (1978) is accurate responding to basic mathematical facts, often referred to as basic math computation, which includes simple (basic) computations of single-digit addition, subtraction, multiplication, and division (e.g., 5 + 5 = , 5 − 5 = , 5 × 5 = , and 25/5 = ).Many teachers have traditionally focused on providing students with ample instruction and practice, allowing them to successfully produce correct, accurate responses when tested. After students demonstrate their ability to produce correct answers, teachers will typically move on to the next skill. Although striving for accuracy is desired by many teachers (Johnson & Layng, 1992), it may impair the development of ßuency in basic skills. For example, two students who have achieved 100% accuracy may not have the same ßuency level or expertise. If one student takes 5 minutes to complete a worksheet accurately and another takes 10 minutes to complete the same worksheet with the same accuracy, it is assumed that the Þrst student is more skilled in the particular mathematical area (Miller & Heward, 1992). Thus, accurate responding should not be the sole criterion to measure the mastery of an acquired skill. A measure of ßuenc...

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Section: Fluency and Automaticitymentioning

confidence: 98%

Section: Math Fluency Interventionsmentioning

confidence: 99%

See 1 more Smart Citation

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study

Axtell

McCallum

Bell

et al. 2009

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Additionally, the amount of time that adults talk is decreased (Riley, 1986;Skinner, Fletcher, & Henington, 1996).…”

Section: Fosters Improved Linguistic Responsesmentioning

confidence: 99%

Narrative Comprehension Abilities of Children with Typical Hearing and Children Using Hearing Aids: A Pilot Study

Zupan¹,

Dempsey²

2013

TVR

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“…Recall that parent-child behavior typically degrades in restaurants. Traditional place mats for family restaurants typically feature a sampling of games~e.g., riddles, matching tasks, tic-tac-toe!, while table-talk place mats provide conversational topics and illustrated games in Gardner, Howard, & Grossi, 1994Skinner, Fletcher, & Henington, 1996 "Tootle"0compliment0 praise note~k! Tootles~opposite of tattles!…”

Section: Evidence-based Behavioral Kernels or Vaccines For Community mentioning

confidence: 99%

Community‐based prevention using simple, low‐cost, evidence‐based kernels and behavior vaccines

Embry¹

2004

Journal Community Psychology

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Increasing learning rates by increasing student response rates: A summary of research.

Cited by 149 publications

References 23 publications

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study

Narrative Comprehension Abilities of Children with Typical Hearing and Children Using Hearing Aids: A Pilot Study

Community‐based prevention using simple, low‐cost, evidence‐based kernels and behavior vaccines

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