USING A SELF-MANAGED INTERVENTION TO BUILD COMPUTATIONAL AND PROCEDURAL FLUENCY WITH COMPLEX COMPUTATION
Open Access
Author:
Stocker, James D
Graduate Program:
Special Education
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
June 06, 2016
Committee Members:
Richard M Kubina Jr., Dissertation Advisor/Co-Advisor Paul J Riccomini, Committee Chair/Co-Chair David Lee, Committee Member N/A, Committee Member Andrew Weisner, Outside Member
Behavioral fluency synthesizes accuracy and speed and enables students to operate successfully in the learning environment. The current investigation tested a self-managed frequency building intervention designed to increase behavioral fluency in four, seventh grade students with three critical pre-algebra skills: order of operations, adding and subtracting fractions with uncommon denominators, and long division with and without a remainder. Elements of the frequency building intervention comprised of cue cards, timed practice, and feedback. The experimenter applied an alternating treatments design with the first experimental condition consisting of three, one-minute frequency building trials with 30 seconds of feedback provided immediately after each one-minute trial. The second condition consisted of one, three-minute frequency building trial immediately followed by 90 seconds of feedback. A baseline condition had the students participate in one-minute timed trial with no feedback. Findings indicate that all four students successfully self-managed and benefited from frequency building, especially with long division and adding and subtracting fractions.
