| Abstrakt: |
Behavioral fluency refers to a combination of accuracy and speed that enables students to function proficiently in the learning environment. The present study investigated the effects of a self-managed frequency-building intervention on the behavioral fluency of a critical prealgebra skill in four 6th-grade students. The intervention involved students having access to the PEMDAS (parentheses, exponents, multiplication, division, addition, and subtraction) mnemonic during frequency building. Using an alternating-treatments design, the first experimental condition presented the intervention as three 1-min practice trials with 30 s of feedback delivered immediately after each frequency-building trial ended. The second condition offered one 3-min practice trial with 90 s of feedback once the trial ended. A baseline condition (no practice) had the students engage in a 1-min timed trial with no feedback. The alternating-treatments design demonstrated that three of the four students produced a superior performance within the two intervention conditions when compared to baseline. However, the results did not conclusively show that one frequency-building intervention was superior to the other. |
Full text from SpringerLink