Using Behaviour Analysis to Teach Behaviour Analysis

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Using Behaviour Analysis to Teach Behaviour
Analysis

• Ensuring fluency in core skills using SAFMEDS
• Claire McDowell, School of Psychology

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PSY108 Introduction to learning

• 1st year psychology module
• Aims to introduce students to basic principles of
  behaviour analysis
• Links with 2nd year module Topics in behaviour
  analysis, and 3rd year optional modules - Applied
  behaviour analysis and Behaviourism and social
  issues

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PSY108 Introduction to learning

• Student fail rate in 1st year module 2006 was
  14.3
• Course work (40) was an essay examining some
  basic principles
• Exam (60) was 3 essay questions.
• Students appeared to have difficulty answering
  questions which asked them to identify or
  describe basic principles of behaviour analysis.

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• introduced a project as the coursework element
  which would help students master the core skill
  of recognising basic behavioural principles.
• Addition of 1 hr session a week (weeks 1-5) where
  students learned basics of precision teaching
  including using SAFMEDS and standard celeration
  chart.
• students given materials to help them
  independently learn basic principles of behaviour
  analysis and track their own progress throughout
  the semester
• Exam format changed to 100 MCQ relating to
  material learned.

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SAFMEDS Say Aloud Fast Minute Every Day Shuffled

• Set of flashcards with statement or question on
  one side and the answer on the back
• Learners practice time daily, and compare rate
  of performance on a day to day basis.
• Chart their highest score each day and track
  progress across days and weeks.
• Continue practicing until fluency aim (40-60
  correct responses per min.) has been reached.
• Fluency (accuracy speed) results in increased
  retention and endurance (Binder, 1996, Lindsley,
  1996, McDowell Keenan, 2000)

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Students were then tested
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Deck 1 chpts 1-6
Deck 2 chpts 7-12
Fluency aim 40-60 (30)
Fluency aim 40-60 (70)
30-40 (20
30-40 (60)
20-30 (15)
20-30 (50)
10-20 (40)
1-10 (5)
1-10 (30)
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Pre-SAFMEDS
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• Clear education objectives set at start of term
• Students know what standard of performance will
  achieve high grades
• Students manage own learning throughout semester
• Students learn how to track own progress and make
  timely adjustments
• Does not rely on students attending all classes
• Initial time invested in creating materials saves
  time later (no marking!)