Graduation Year
2014
Document Type
Thesis
Degree
M.A.
Degree Name
Master of Arts (M.A.)
Degree Granting Department
Child and Family Studies
Major Professor
Donald Kincaid, Ed.D.
Committee Member
Kerri Milyko, Ph.D.
Committee Member
Kwang-Sun Blair, Ph.D.
Committee Member
Heather George, Ph.D.
Keywords
Behavior analysis, Celeration, Education, Fluency, Mathematics, Precision teaching
Abstract
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.
Scholar Commons Citation
Spillman, Samantha Ann, "Is More Always Better: Comparing the Effects of Single and Multiple Learning Channels on Academic Performance" (2014). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/5435
