Effect of Paced and Unpaced Practice on Skill Application and Retention:                How Much Is Enough?

Péladeau, Normand; Forget, Jacques; Gagné, Françoys

doi:10.3102/00028312040003769

Cited by 28 publications

(18 citation statements)

References 56 publications

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“…Results from behavioral fluency research shows that as students become more accurate and/or attain fluency, they show high degrees of retention (Berens, Boyce, Berens, Doney, & Kenzer, 2003;Brown, Dunne, & Cooper, 1996;Bucklin, Dickinson, & Brethower, 2000;Ivarie, 1986;Peladeau, Forget, & Gagne, 2003;Shimamune & Jitsumori, 1999). Figure 1 shows a visual representation of retention for a hypothetical student.…”

Section: Retentionmentioning

confidence: 93%

Potential Applications of Behavioral Fluency for Students With Autism

Kubina¹,

Wolfe²

2005

Exceptionality

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Curricula for students with autism do not take into account levels of learning such as behavioral fluency. Behavioral fluency addresses accuracy as well as speed of response. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum. To discuss the application of fluency for students with autism, we present background related to response competence, critical learning outcomes associated with behavioral fluency, and how fluency fits into a hierarchy of learning. We apply the concept of behavioral fluency to individuals with autism and suggest that research continue.The lifelong consequences of autism create a need for a wide range of effective educational and therapeutic programs. One of the most critical variables in effective education is the curriculum. As a scope and sequence of instruction, a good curriculum designates what students will learn and in what order (Engelmann, 1997). A curriculum identifies the terminal skills the student will display at the end of a program, allowing teachers to program instruction and monitor progress. An effective curriculum-based program for students with autism should result in functional behaviors, age-appropriate skills, and present connections within (e.g., adding basic math facts and later applying that skill to addition facts with regrouping) and across (e.g., a social skill like greeting people and a vocational skill like working at a cash register) curricular domains (Scheuermann & Webber, 2002). Good curricula function like a road map, providing the teacher with clear directions to a final destination. Currently available curricula, however, do not take into account levels of learning such as fluency. We posit that fluency increases the functionality of skills for students with autism and should be systematically programmed into a curriculum.

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Section: Retentionmentioning

confidence: 93%

Potential Applications of Behavioral Fluency for Students With Autism

Kubina¹,

Wolfe²

2005

Exceptionality

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“…Research conducted with children and adults suggests that additional practice beyond high accuracy (i.e., overlearning) is correlated with improved academic outcomes for students (Brophy & Good, 1986) and typically enhances generalization of skills to new settings (Bucklin, Dickinson, & Brethower, 2000;Evans & Evans, 1985;Johnson & Layng, 1992) and maintenance of skills over time (Binder, 1996;Driskell, Willis, & Cooper, 1992;Ivarie, 1986;Péladeau, Forget, & Gagné, 2003). Fluency practice (practice in which skills are performed rapidly and smoothly) accomplishes overlearning efficiently and may further enhance performance.…”

Section: Fluency Trainingmentioning

confidence: 96%

The Effects of a Fluency Training Package on Paraprofessionals’ Presentation of a Reading Intervention

2011

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Paraprofessionals are widely employed in response to intervention (RTI) settings to provide instruction to students at-risk for reading disabilities. However, little research has addressed effective and efficient ways to train these paraprofessionals to deliver instruction with high fidelity. In addition, given the limited time and finances available in most districts, training needs to be as efficient as possible. This study assessed the effects of a 5-hour fluency training package on the presentation rates, praise rates, and error correction accuracy of five paraprofessionals providing supplemental reading instruction within an RTI system using a multiple baseline design across participants. Students' reading accuracy and percentage of intervals with on-task behavior were evaluated. Paraprofessionals generally increased their presentation rates, praise rates, and error correction accuracy. Students' behaviors were affected less.

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“…1992). However, extended use could result in boredom and diminished improvement in memory (Peladeau et al . 2003).…”

Section: The Educational Values Of Gamesmentioning

confidence: 99%

Assessing the educational values of digital games

Hong

Cheng

Hwang

et al. 2009

Computer Assisted Learning

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In recent years, digital games have assumed an important place in the lives of children and adolescents. Effective content design is crucial to the success of digital game-based learning. Therefore, the tool for assessing the effectiveness of game design is accordingly very important for parents and teachers, so that they may encourage or discourage students to play. The purpose of this study is to develop an assessment tool to examine the educational values of digital games. In the first phase of this research, the research team developed the indices for assessing the educational values of digital games. An expert panel consisting of game scholars and professional game designers was established to construct the indices for evaluating digital games in three focus group discussions. Seventy-four game evaluation indices were sorted into seven categories: mentality change, emotional fulfilment, knowledge enhancement, thinking skill development, interpersonal skill development, spatial ability development and bodily coordination. In the second phase of the research, the game designers were asked to assess certain games by using the 74 indices. Meanwhile, the game scholars were also asked to evaluate the same pool of games by the same indices. The assessments by both the scholars and designers were then compared and the similarities were found. This research provided a preliminary framework for future game designers, parents and teachers in assessing educational values of digital games.

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Effect of Paced and Unpaced Practice on Skill Application and Retention: How Much Is Enough?

Cited by 28 publications

References 56 publications

Potential Applications of Behavioral Fluency for Students With Autism

Potential Applications of Behavioral Fluency for Students With Autism

The Effects of a Fluency Training Package on Paraprofessionals’ Presentation of a Reading Intervention

Assessing the educational values of digital games

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