Precision Teaching. Attaining Behavioral Fluency Using PT and the CLM. Precision Teaching. Precision Teaching

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1 Precision Teaching & Attaining Behavioral Fluency Using PT and the CLM Kirsten K. L. Yurich, M.A., BCBA, LBS Precision Teaching Precision Teaching (PT), a system that includes defining instructional targets, monitoring daily performance, and organizing and presenting performance data in a uniform manner to facilitate timely and effective instructional decisions (White, 2005, p. 1433). Precision Teaching (PT) not a curriculum. Several PT principles and practices are imbedded within the CLM framework Precision Teaching Schools and classrooms that have adopted PT have seen substantial academic and behavioral gains. Significant gains demonstrated in reading during summer school (Kubina, Commons & Heckard, 2009). Some students gain a grade level of reading on the Woodcock-Johnson III Diagnostic Reading Battery. Morningside Academy (WA) Fit Learning (NV) Haugland Learning Center (OH)

2 Precision Teaching Kubina, Pinpoint The importance of describing understandable, distinct and measurable target behaviors or skills cannot be understated.

3 What is behavior? Behavior is what an organism is doing; or more accurately what it is observed by another organism to be doing (Skinner, 1938, p. 6). "By behavior, then, I mean simply the movement of an organism or of its parts in a frame of reference provided by the organism itself or by various external objects or fields of force" (Skinner, 1938, p. 6) Key terms: doing, movement What is behavior? Contemporary Definitions Behavior is anything an animal (including the human animal) does (Malott & Trojan Suarez, 2004, p. 9 Behavior is that portion of an organism s interaction with its environment that involves movement of some part of the organism (Johnston & Pennypacker, 2009, p. 31) Key terms: does, movement Components of a Pinpoint: Movement Cycle (Action verb + Object) and Context of Behavior/Skill Kubina, 2014

4 Movement Cycles are Observable Detectable change in the environment See it to count it Difference between makes a friend and asks peer to play Movement Cycles are Repeatable Begins and ends Difference between working and writes answer Movement Cycles Contain Movement Behavior is what an organism is doing... (Skinner, 1938, p. 6). Some teachers target the absence of behavior or movement. Some popular examples: Sitting still Being quiet Nice hands ( not stemming ) Standing in line

5 Movement Cycles Contain Movement Labels are NOT behavior. Difference between being lazy and places head on table Composing Movement Cycles 1. Select a precise observable, repeatable, action verb 2. Add s for present tense ( hits ) 3. Select object used with action verb (always make it singular*) *Exceptions can occur when two parts move for a count of one (such as eyes or hands (as in clap hands ) Movement Cycle Pinpoint + Context

6 Context Content range Materials Time and place Context Content range Range of examples Specific qualities of the expected behavior or skills Other important information that clarifies the expected behavior Context Materials Physical materials used to generate behavior Elements of performance (delivery of instructional demand)

7 Context Time and Place When will behavior be counted Where will behavior be counted Other variables Pinpointing produces superior results. Detect and measure behavior Analyze and evaluate behavior data Intervene and improve behavior Help students succeed by establishing clear Pinpoints at the beginning of instruction.

8 Kubina, 2014 The PRCTA Cycle Record 1. Count and Time Performance 2. Chart Performance data on SCC Percentages 1.Count (out of a 100) of something 2.Ignores time 3.Very limited sensitivity to change 4.Performance ceiling 5.Overly affected by small changes 6.Not sensitive to individual differences

9 We live in time. The clock never stops running. Everything we have ever done... everything we do... everything we ever will do... will occur in time. 82 deaths... in one year, 10 years, or 100 years? Percentages 1.Count (out of a 100) of something 2.Ignores time 3.Very limited sensitivity to change 4.Performance ceiling 5.Overly affected by small changes 6.Not sensitive to individual differences

10 Percentage"Correct"on"Daily"Math"Test" 100" 90" 80" 70" 60" 50" 40" 30" 20" 10" 0" Monday" Tuesday" Wednesday" Thursday" Friday" Monday" Tuesday" Wednesday" Thursday" Friday" Number of correct digits completed (simple math problems) per minute COUNT PER MINUTE digits correct in a minute Decreased to 15 digits correct in a minute after two weeks. Percentages 1.Count (out of a 100) of something 2.Ignores time 3.Very limited sensitivity to change 4.Performance ceiling 5.Overly affected by small changes 6.Not sensitive to individual differences

11 Over-learning??? 100% 100% imposes an arbitrary ceiling on our ability to see performance improvement. Percent Correct 0% Days Adapted from Binder, 1996 No Maximum There is no ceiling on measurement of correct responses per minute even after incorrects are at zero. Count per Minute 0 Days Adapted from Binder, 1996

12 Percentages 1.Count (out of a 100) of something 2.Ignores time 3.Very limited sensitivity to change 4.Performance ceiling 5.Overly affected by small changes 6.Not sensitive to individual differences Are these students equally competent? 3 learners are asked to label US States from a map (in 10 minutes): Student 1-90% Student 2-90% Student 3-90% 90% Student 1

13 90% Student 2 90% Student 3 Frequency differentiates performance above and beyond % correct. Precision Teaching Measures Performance using Frequency

14 Every behavior, from every person, everywhere, has a frequency. The frequency is the number of times the behavior occurs over an interval of time. Frequency is our the most sensitive measure of behavior. Frequency is a true and valid property of behavior (others include duration and latency). Sciences of Education and Psychology have learned a tremendous amount of information about behavior studying frequency. Frequency formula. Frequency = Count Time

15 How to Count Frequencies 1. Select accurate counting device 2. Select accurate timing device 3. Count and time correct and incorrect behavior 4. Record on data sheet How to count frequencies 1. Use an accurate counting device Counting instruments Bead counter Index card counters Instructional materials Mechanical counter Slashes on scrap paper, tape on wrist, or chalkboard Smart phone, tablet computer or computer Transfer items across pockets or other containers Data sheets Checklists Countoon

16 Bead counters Transfer items across pockets Hole punched index cards Mechanical counter Smart phone app Tally Counter Setting Screen and Counter interface. Available for free in the App Store. How to count frequencies 2. Use a reliable timing device Timing instruments Computer application Egg timer Hourglass timer Kitchen timer Smart phone, tablet computer or computer Stopwatch Video recording Wall clock Wristwatch Vibrating timer/pager

17 Digital timer Egg timer Smart phone app: LabTimer. Can Analog stopwatch Wall clock Mechanical timer Hourglass timer Computer application: Powerpoint timer. Can be downloaded for How to count frequencies 3. Count behavior and time your observation How to count frequencies 4. Use data sheet or Chart to immediately record count and time (frequency).

18 Daily Frequency Data Sheet Performer: Acceleration Pinpoint+: Manager: Deceleration Pinpoint+: Date Start Time End Time Corrects Incorrects Skips Counting Time in minutes Frequency Provides Most Usable Information About Performance Performance 1 Performance 2 % Correct 75% 100% Frequency 3 correct, 1 incorrect in 30 Sec 9 correct, 0 incorrect in 10 Sec Frequency Provides Most Usable Information About Performance Video 1 Video 2 %"Correct"Imita-ons" 100" 90" 80" 70" 60" 50" x9 Jump Up in Frequency 800% Increase 40" 30" 20" 10" 0" Video"1" Video"2" X X Frequency 8 imitations / minute 54 imitations / minute

19 3 Ways to Record Frequency 1. Teacher 2. Student (self) 3. Peer dyad Frequency Exercise Think - Pair - Share 1. Form groups of 2 or 3 people. 2. Identify 3 places where you are not measuring frequency but could switch Select one place and describe how you would change to frequency? a. Label the behavior you are counting? b. How will you time the performance? c. How will you count behavior? 57

20 The PRCTA Cycle Record 1. Count and Time Performance 2. Chart Performance data on SCC Data on an Arithmetically Scaled Line Charts All Students in Special Education Students with Autism/PDD Yearly Totals Reported by Penn Data x16 TM x4 x2 CALENDAR YEARS Likeness of Yearly per year Standard Celeration Chart Actual Charts available from BEHAVIOR RESEARCH CO. BOX KANSAS CITY, KS FAX ORDERS x1.4 x per 5 yrs x Students in Special Education x Students with Autism Year SUPERVISOR ADVISER MANAGER PERFORMER AGE LABEL YEARLY per year CHART ORGANIZATION TIMER COUNTER CHARTER COUNTED

21 Frequency Provides Most Usable Information About Performance Video 1 Video 2 %"Correct"Imita-ons" 100" 90" 80" 70" 60" 50" x9 Jump Up in Frequency 800% Increase 40" 30" 20" 10" 0" Video"1" Video"2" X X Frequency 8 imitations / minute 54 imitations / minute The Standard Celeration Chart, a standard ratio chart, offers all of the following: Technical Features Nonstan dard arithmet ically scaled line chart Nonstan dard ratio scaled line chart Standard Celerati on Chart Absolute amount of change Relative change Proportional change Rates of change Clearly comparing and depicting the change between two or more quantities on the same chart (with one having large quantities and the other small quantities) Produces straight lines when percentage rate of growth is constant Forecasting or projecting future trends with a straight line (growth or decay assumes ratio growth) Variability normalized Standardized with a 34 degree angle (x2 or doubling) moving from bottom left to top right corner Standard measurement scale for classifying and categorizing all behavior pinpoints Consistent user interface Standard chart symbols (conventions) for displaying data,

22 Kubina, 2014 The PRCTA Cycle Change 1. When to make a change 2. What change to make - Implement intervention - Change existing intervention 1. Identify When to Make a Change Performance frequencies in relation to aim star Celeration

23 Compare performance frequencies to aim star x Aim star (Acel) Aim star (Decel) How much change is needed to meet each aim? xxxxxxxxxx x x xxxxxxxxx

24 1. Identify When to Make a Change Performance frequencies in relation to aim star Celeration When to make a change - Celeration Describe acceleration: slow Acceleration can be seen, heard and felt Acceleration is also quantified When to make a change - Celeration Describe acceleration: fast Again acceleration clearly seen, heard, felt, and quantified.

25 On the chart acceleration, and deceleration, can be seen and quantified x 1.1 celeration On the chart acceleration, and deceleration, can be seen and quantified x 2.0 celeration When to make a change - Celeration Celeration - A basic unit of behavior change represented as count for a time unit over a time unit: [count/time]/time Celeration quantifies how much learning has occurred. Example for reading: celeration tells the teacher how fast the pinpointed behavior is growing or decaying. In other words, celeration communicates the significance of weekly learning.

26 Change 1. When to make a change 2. What change to make - Implement intervention - Change existing intervention When data indicate a change Practice Instructional arrangements Curriculum and materials Pinpointed behavior or skill Motivation Keep trying. Recursive problem solving. The PRCTA Cycle. Kubina, 2014

27 on to question three, What interventions have already been tried and what was the effect? an analysis of previous interventions and their effectiveness takes place. A review of previous changes, change effects, and learning outcomes helps discern what elements of instruction have a track record of working for a specific learner, or problem, and should be considered under similar, future circumstances. Guiding questions for recursive problem solving 1. Define the problem. What is concerning about the performance or learning data (i.e., low performance frequency, low celeration, incorrect celeration, high, unacceptable, or persistent inaccuracy, high or unacceptable bounce)? 2. Describe the discrepancy between current performance and the performance goal. 3. What interventions have already been tried and what was the effect? 4. What intervention options exist given learner variables, available resources, and relevant research on the specific performance or learning problem? 5. Which intervention (change strategy) is likely to be implemented correctly, reliably, and permit measurement in order to judge effectiveness? Table 8.3: Questions to guide recursive problem solving (adapted from content in Mager and Pipe, 1997 and Gambrill, 2005) Question four asks teachers, What intervention options exist given the learner variables, available resources, and relevant research on the specific performance or learning problem? To answer the fourth question all possible interventions relevant to the current learning issue are evaluated. Here 79teachers quickly disregard intervention solutions that are not related to the current problem, regardless of past Kubina success & Yurich, for 2012 the learner. For instance, reducing the counting time for frequency building trials often results in an increase in Precision Teaching Kubina, 2014 Precision Teaching & Attaining Behavioral Fluency Using PT and the CLM Kirsten K. L. Yurich, M.A., BCBA, LBS

28 Behavioral Fluency Evokes words such as smooth, effortless, natural, free-flowing, fluid, graceful, and rhythmic. Behavior deemed fluent, expert, mastered, competent and proficient occur at an identifiable frequency. Our skill level for every behavior lies on a continuum of competence. Craft Guilds in the Middle Ages Craft Guilds were formed similar to the Merchant Guilds. A group of tradesmen or craftsmen engaged in the same occupation joined together. Masons, Carpenters, Painters, Cloth Makers, Tanners, Bakers, Shoemakers or cobblers, Apothecaries, Candle makers A proficiency scale for craftsmen (Chi, 2006) Naive Novice Initiate Apprentice Journeyman Expert Master One who is totally ignorant of a domain. Literally, someone who is new a probationary member. There has been some minimal exposure to the domain. Literally, a novice who has been through an initiation ceremony and has begun introductory instruction. Literally, one who is learning a student undergoing a program of instruction beyond the introductory level. Traditionally, the apprentice is immersed in the domain by living with and assisting someone at a higher level. The length of an apprenticeship depends on the domain, ranging from about one to 12 years in the Craft Guilds. Literally, a person who can perform a day s labor unsupervised, although working under orders. An experienced and reliable worker, or one who has achieved a level of competence. Despite high levels of motivation, it is possible to remain at this proficiency level for life. The distinguished or brilliant journeyman, highly regarded by peers, whose judgments are uncommonly accurate and reliable, whose performance shows consummate skill and economy of effort, and who can deal effectively with certain types of rare or tough cases. Also, an expert is one who has special skills or knowledge derived from extensive experience with subdomains. Traditionally, a master is any journeyman or expert who is also qualified to teach those at a lower level. Traditionally, a master is one of an elite group of experts whose judgments set the regulations, standards, or ideals. Also, a master can be that expert who is regarded by the other experts as being the expert, or the real expert, especially with regard to sub-domain knowledge.

29 We recognize skill levels for every behavioral competence. Every behavior lies on a continuum of competence. For the lives of our students, their behavioral competence dictates what they can cannot do well. What fluent skills are required to complete the following? 87 Tucci Learning

30 Learning Hierarchy / Stages of Learning Generalize and Adapt Behavior to Fit New Situations Maintain Behavior Following Formal Instruction Perform Behavior Fluently Acquire/Establish Behavior 88 Almost all skills are taught to acquisition criterion (accuracy standard). Almost no skills are taught to fluency criterion (frequency standard). We have the technology to do better. Behavioral Fluency Precision Teaching embraces practicing to fluency Practicing to fluency achieves the many benefits all students deserve.

31 What do you get with practice-to-fluency? 1. Immediate, accurate, fast, functional use of the behavior. -Explain biology concepts quickly and accurately -Cross the street when no cars are coming -Tie shoes tightly (laces do not come untied) -Greet other people warmly (engenders positive social reactions) What do you get with practice-to-fluency? 2. Endurance or persistence of the behavior. The person will not fatigue or grow tired when performing the fluent behavior What do you get with practice-to-fluency? 3. Long-term retention of one skill. The person will remember the fluent behavior for long periods of time after practice has ended.

32 What do you get with practice-to-fluency? 4. Application of one behavior to another more complex behavior. Integration of component response classes into composite response classes (Binder, 1996). Multiplication skill clusters Single and multi-digit factor times multidigit factor Three digit factor times three digit factor Two digit factor times three digit factor Two digit factor times two digit factor One digit factor times two digit factor (carrying) One digit factor times two digit factor (no carrying) Fractions skill clusters 13 x x 312 Determining the greatest common factor Adding and subtracting fractions with unlike denominators Finding the lowest common multiple of two numbers Multiplying fractions by a whole number Rewriting fractions as mixed numbers Multiplying fractions Decimals skill clusters 1 3 Multiplying mixed decimal by 10 or 100 (zeros added) Multiplying mixed decimal by 10 or 100 (no zeros added) Multiplying decimals (0 placed after decimal point) Multiplying decimals (one digit or two digit factors x 2 times = three 2 digit factors) 5 15 One critical element behavior Application to all compound behaviors and skill clusters One digit times one digit Example 3 x x12. Why Practice? What do you get with practice-to-fluency? 5. Problem solving - a number problems can be solved when examining fluency. Toothbrushing

33 Behavioral competence, skill, or talent directly tie into our quality of life: leisure, social relationships, employment opportunities, self help; literally everything we find important as humans. Behavior Deemed Important Deserves to be Fluent. Fluent Skills Create a Competent Learner

34 Fluency Based Instruction EFFECT: Strengthen an Existing Repertoire. OPERATION: OVERVIEW: CONTINGENCIES TO DEVELOP REPERTOIRES conditioning stimuli.. maintain effectiveness of consequences generate response forms get responses (firmed) skilled bring under stimulus control maintain under lean schedule Stimulus Control - The T places the materials for selected skill in front of the L (e.g., several pictures of different birds, cats, & fishes). At the beginning of each practice session the T says, "Tell the names of these pictures as fast as you can." T starts the timer as soon as L begins to respond. L says the names of the animals as fast as possible (i.e., quickly but accurately) until the timer stops. When the L meets the goal the T has set for that day, the T delivers a reward and the L moves on to the next activity in their schedule. The teacher selects an already established skill for the learner to practice. The teacher identifies the previous best performance the learner attained on that skill. Based on the data, the teacher sets a goal for the learner to reach during that day s practice on the skill. Practice sessions occur each day. The teacher schedules time for the learner to complete as many practices as needed to meet the goal the teacher has established for that day. CAUTIONS: When practice sessions are scheduled, people have a tendency to not set daily goals appropriately. When skills are being strengthened, daily practice is essential. However, learners should only practice until they meet each day s goal. Having learners complete too many practices within a day (e.g., more than six) may result in straining the learner. While it is essential that the learners improve their speed each day, accuracy is just as important; daily goals must be reasonable and reachable. We can be assured that a learner has truly mastered a skill when they can do the skill accurately and quickly. Fluency is the combination of accuracy plus speed GUIDELINES: 1. SELECT REPERTOIRES TO BE ESTABLISHED AND/OR STRENGTHENED. Include repertoires that you are pretty sure that you can alter, i.e., you have control over the prevailing stimulus conditions and the motivational variables. 2. INSTRUCTOR GATHERS MATERIALS. Materials must be complete and represent a complete range of examples of items to be practiced. 3. INSTRUCTOR SETS UP MATERIALS. Materials should be arranged so that they allow the learner to go as fast as possible (i.e., quickly but accurately). 4. POSITION THE LEARNER. Position the learner so they can easily see and reach all practice items. 5. SECURE THE LEARNER'S ATTENTION. Ensure the learner is paying attention and ready to hear the teacher's directions. Tucci Learning 6. INSTRUCTOR STATES EXPECTATIONS. Instructor states the daily goal the learner is to reach by the end of that day's practice session. Instructor also states expectations for the skills the learner is to engage in while practicing (e.g., quick mouth, quiet hands, eyes on the materials, etc.) INSTRUCTOR DELIVERS THE INSTRUCTIONAL CUE. Instructor tells student what they are to do (e.g., "Tell me the name of each picture."), and starts the timer when the student begins responding. Also, please remember that during the early stages of strengthening skills, shorter timing intervals (e.g., seconds) are preferable to longer timing intervals (e.g., 1-3 minutes). Selecting behaviors for practice-to-fluency Selection guideline Select critical elements for compounds (Look for skill clusters and choose core elements) Select behaviors that have far-reaching effects Select behavior beyond the acquisition stage of learning Kubina & Yurich, 2012 How to achieve behavioral fluency

35 State I.D. practice exercise There is only way to obtain fluency - practice. Practice can be done well or very poorly. John Wooden Legendary Head coach at UCLA Won ten NCAA national championships in a 12-year period seven in a row There is only way to obtain fluency - practice. Practice can be done well or very poorly. Drill and kill -Mindless worksheets (no goals) -Very long practice trials -Untimed practice trials -Poor or no feedback

36 Precision Teaching realized the following axioms of learning and mastery (fluency): -the only way any human can achieve mastery or fluency is through practice. -practicing essential element skills serves as the foundation for other skills. -with carefully structured practice the student enters a cycle of accelerated returns. Practicing concepts, facts, and application of content - SAFMEDS Practicing concepts, facts, and application of content - SAFMEDS Front Back of card

37 What did the college students get from being fluent? -Students know the content -Students retain the content at high levels for over 6 months after class has ended. -Scores on exams dramatically increased. -Knowledge is extended into other content. Safmeds content used during student teaching. Letter sounds - critical part of sounding out words What did the kindergarten students get from being fluent? -All students learned to read by end of K. -Teacher had more time to focus on other reading skills. -Lowest performing class in school to highest performing class in the district.

38 MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH MONTH Precision Teaching Practice Frequency Building Timed repetition = x of behavior Performance feedback at end of each timed trial CALENDAR WEEKS Likeness of Standard Celeration Chart. Purchase SCCs at: 1,000,000 COUNT PER WEEK 500, ,000 50,000 10,000 5,000 1, Sep Oct Nov Dec Sep Oct week total responses in 6 weeks Acquisition 10 responses per week SUCCESSIVE CALENDAR MONTHS SUPERVISOR ADVISER MANAGER PERFORMER COUNTED ORGANIZATION DIVISION ROOM TIMER COUNTER CHARTER CALENDAR WEEKS Likeness of Standard Celeration Chart. Purchase SCCs at: 1,000,000 COUNT PER WEEK 500, ,000 50,000 10,000 5,000 1, Sep Oct Nov Dec Sep Oct week total responses in 6 weeks Practice 100 responses per week SUCCESSIVE CALENDAR MONTHS SUPERVISOR ADVISER MANAGER PERFORMER COUNTED ORGANIZATION DIVISION ROOM TIMER COUNTER CHARTER

39 60 total responses 600 total responses 20 incorrect responses out of incorrect responses out of 600 Process for attaining Behavioral Fluency End with quantitative benchmark indicative of behavioral fluency Process for attaining behavioral fluency Start with behavior PinpointFrequency building Performance Standard Frequency Building Session Checklist USE Materials Gather materials with sufficient examples Use easy-to-manipulate materials Efficiently use paper, space, and movement L controls materials, if possible Use an accurate timing device Use an accurate counting device POSITION Learner and Teacher Place L in proper arrangement for FB trial All L perform individually (one timing) Group L in pairs (counter + performer) L and T can easily reach materials INSTRUCT Timing(s) Gain attention, signal L to begin responding Activate timing devices upon L first response Teacher starts for 1:1 or group Peer (in dyad) starts for each other Count responses, if appropriate Timing device indicates L to stop (e.g., beeps) REINFORCE Learner Behavior Immediately praise L for participation after each timing Implement pre-arranged reinforcement Consider additional reward if Aim or daily goal was met PROMPT / ERROR Correct Encourage L to begin, continue, or go faster, if s/he hesitates Provide performance feedback after each timing Review incorrects (treat as learning opportunities) END Timing(s) / Session Count corrects and incorrects (possibly skips) T or L or Peer can count Record timing(s) on data sheet and/or Chart on SCC (e.g., first, last, or best timing) T, L, or Chart Buddy" charts on SCC Compare performance against Aim or goal Chart decision (e.g., stay or change ) Yurich & Kubina, 2014

40 Frequency Building Session Checklist USE Materials REINFORCE Learner Behavior PROMPT / ERROR Correct POSITION Learner and Teacher END Timing(s) / Session INSTRUCT Timing(s) Yurich & Kubina, 2014 Create a plan for frequency building for one student and one behavior/skill. 119 How to measure performance.

41 Frequency Use frequency 1. Most direct and true measure of behavior 2. Small changes do not inflate measurement 3. Sensitive to changes in performance 4. Immediate performance feedback to student and teacher 5. Removes subjective opinions and interpretations of what we think is happening 6. Evaluate effects of teaching immediately through changes in frequency When to stop practicing Performance Standards / Aims 123

42 Health Performance Standards -Measures can be reliably administered. -Measures well understood by health professionals. -Measures allow comparisons. -Measures indicate adequate health. What comparable behavioral standards do we have in psychology or education? Why Performance Standards with Behavior? -Measures can be reliably administered. -Measures well understood by teachers and other professionals working with behavior. -Measures allows precise comparisons. -Measures indicate behavioral fluency (ultimate goal). Performance standards are to human behavior what standard health measures are to human wellness.

43 Performance Standards for Behavior Definition of a Performance Standard: A frequency range of behavior. Movement Cycle Frequency range See - Says letter sound correct letter sounds 10 seconds Selecting a Performance Standards How to determine performance standards (or fluency aims)? 1. Data gathered from special projects and research (PT Book) 2. Peer fluency data (NOT normative data) 3. Adult fluency data Selecting a Performance Standards How to determine fluency aims? 1. Data gathered from special projects and research -Using existing research or data from projects which examined/developed fluency aims (e.g., Great Falls Montana Project and research studies). -The Precision Teaching Book - appendix has Performance Standards (or fluency aims)

44 COUNT PER MINUTE Alper, et a1.(1974) Haring and Gentry(1976) Haughton(l972) Henderson, et a1. (1971) 0 Precision Teaching Project w Regional Resource Center w Starl in(l97l) A1 per, et a1. (1 974) Haring and Gentry(1976) Precision Teaching Proj Regional Resource Center - Starlin(l971) w SIMS Reading and Spelling Program Alper, et a1. (1974) w Preci sion Teaching Project - Regional Resource Center w Star1 in and Star1 in(l973b) CI.. SIMS Reading and Spell ing Program Selecting a Performance Standards How to determine fluency aims? 2. Peer fluency data (NOT normative data) -Choose a group of fluent peers and sample behavior to identify possible fluency aims. 3. Adult fluency data (NOT normative data) -Choose a group of fluent adults and sample behavior to identify possible fluency aims. tact 132

45 Selecting a Performance Standards Frequency aim for Touching named Pictures (receptive ID) 7-10 per 10-seconds (field size of 8) Behavioral Fluency Behavioral fluency holds much promise for socially valid, applied outcomes. Notable, it enhances models of intervention like CLM. Follow three main rules: 1. Use frequency building with important skills 2. Measure behavior with frequency 3. Use performance standards or frequency aims Thank you Kirsten Yurich kirstenyurich@verizon.net