Precision teaching (PT) is a measurement system used in multiple settings for all types of behavior, from driving to mathematics. The ultimate goal of PT is to develop fluent, free operant behaviors through analyzing response frequencies on a standard celeration chart. Research has found PT to be effective at improving both the speed and accuracy of academic skills. There is little research, however, in the effects of learning channels, a component of PT, as they relate to the acquisition of academic skills. The present study examined the relationship between single and multiple learning channels on the acquisition of mathematics skills by five 1st graders in a public school setting. Implications related to universal designs for learning (UDL) utilized in educational environments are also discussed.
|Commitee:||Blair, Kwang-Sun, George, Heather, Milyko, Kerri L.|
|School:||University of South Florida|
|Department:||Child and Family Studies|
|School Location:||United States -- Florida|
|Source:||MAI 54/01M(E), Masters Abstracts International|
|Subjects:||Behavioral psychology, Early childhood education, Elementary education, Educational psychology|
|Keywords:||Behavior analysis, Celeration, Education, Fluency, Mathematics, Precision teaching|
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