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Identifying controlling variables for math computation fluency through experimental analysis: the interaction of
Kristi L Hofstadter-Duke1, Edward J Daly2
1University of Nebraska-Lincoln, NE, USA Memorial University Medical Center, Savannah, GA, USA.
Behavior Modification
|December 7, 2014
Summary
Reinforcing academic responding, like math computation, improved student performance. Experimental analysis showed fluent math problems led to differentiated results, unlike non-fluent ones.
Area of Science:
- Behavioral Psychology
- Educational Psychology
- Applied Behavior Analysis
Background:
- Experimental analysis is crucial for understanding academic deficits.
- Identifying controlling consequences for academic responding is key.
Purpose of the Study:
- To investigate experimental analyses of academic responding.
- To reinforce academic responding (math computation) rather than problem behavior.
Main Methods:
- Two experimental analyses were conducted with elementary students.
- Math computation rate was measured under fluent and non-fluent problem conditions.
- Identical contingencies were used across conditions.
Main Results:
- Non-fluent math problems resulted in undifferentiated responding.
- Fluent math problems led to differentiated responding in all participants.
- Findings were replicated with novel computation problems.
Conclusions:
- Stimulus control plays a critical role in identifying consequences for academic deficits.
- Experimental analysis can be refined for academic responding.
- Further research is recommended to extend these methods.
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