The comparative effects of cumulative and unitary SAFMEDS terms in an introductory undergraduate behavior analysis course

Adams, Owen; Cihon, Traci M.; Urbina, Tomas; Goodhue, Rob J.

doi:10.1080/15021149.2017.1404394

Cited by 10 publications

(7 citation statements)

References 17 publications

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“…The four reviewed studies (Adams et al., 2018; Cihon et al., 2012; Meindle et al., 2013; Urbina et al., 2019) systematically assessed different aspects of the SAFMEDS procedure. For example, Cihon et al.’s (2012) data showed that student‐ and instructor‐generated flashcards resulted in relatively similar quiz scores, with slight differences favoring instructor‐generated cards.…”

Section: Resultsmentioning

confidence: 99%

“…Adams et al. (2018) demonstrated that practicing with slices (a reduced number of cards per deck) resulted in better outcomes than practicing with whole decks. Collectively, SAFMEDS showed increases in the rate of correct responding during intervention; however, the retention of information and the likability of the procedures was less than favorable (see Adams et al., 2018; Cihon et al., 2012).…”

Section: Resultsmentioning

confidence: 99%

“…For example, Cihon et al's (2012) data showed that student-and instructor-generated flashcards resulted in relatively similar quiz scores, with slight differences favoring instructor-generated cards. Adams et al (2018) demonstrated that practicing with slices (a reduced number of cards per deck) resulted in better outcomes than practicing with whole decks. Collectively, SAFMEDS showed increases in the rate of correct responding during intervention; however, the retention of information and the likability of the procedures was less than favorable (see Adams et al, 2018;Cihon et al, 2012).…”

Section: Safmedsmentioning

confidence: 99%

“…In other instances, students did not like the behavioral intervention. The students in Adams et al (2018)…”

Section: Social Validitymentioning

confidence: 99%

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Behavior analysis in college classrooms: A scoping review

Curiel

Kranak

Fielding

et al. 2022

Behavioral Interventions

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We conducted a scoping review of interventions that have been implemented classroom-wide in college classroom settings. We searched nine behavior-analytic journals from 2000 through 2020. We identified 59 studies that met our inclusion criteria and organized them into 13 categories: acceptance and commitment therapy (n = 1), equivalence-based instruction (n = 1), SAFMEDS (n = 4), guided notes (n = 4), response cards (n = 5), group contingencies (n = 5), interteaching (n = 6), programmed instruction, PSI, computer-aided (CA)PSI (n = 7), contingency arrangements (n = 15), feedback (n = 4), online delivery techniques (n = 4), game study sessions (n = 2), and peer-generated examples (n = 1). The interventions have been used with undergraduate and graduate students across various course topics and modalities. Most interventions produced positive results, commonly assessed via quiz and exam scores. This review presents the scope of interventions, their characteristics, and recommendations for future research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Safmedsmentioning

confidence: 99%

“…In other instances, students did not like the behavioral intervention. The students in Adams et al (2018)…”

Section: Social Validitymentioning

confidence: 99%

See 2 more Smart Citations

Behavior analysis in college classrooms: A scoping review

Curiel

Kranak

Fielding

et al. 2022

Behavioral Interventions

View full text Add to dashboard Cite

show abstract

“…Following the use of the SAFMEDS strategy in class to focus on building fluency of basic numeracy skills, approximately 90% of the children in Hunter et al's (2016) study indicated they would like to continue using the strategy. Moreover, when provided with a choice between Individualized Descriptive and Exploratory Analysis (IDEA) assignments, Think Aloud Pair Problem Solving (TAPPS), and the SAFMEDS strategy, only 26.3% of Adams et al's (2018) sample rated SAFMEDS as their favorite undergraduate course activity. Whilst these findings provide some insight into people's attitudes toward the SAFMEDS strategy they did not explore the reasons underlying why some would choose to engage "with it and others" would not.…”

Section: Introductionmentioning

confidence: 99%

Assessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children

Owen¹,

Hughes²,

Beverley

et al. 2021

Front. Educ.

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The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fluency across several skills and contexts. However, few studies have reported the social validity key stakeholders associate with using the strategy in schools. Assessing social validity may provide us with some insight into factors that may affect engagement, implementation fidelity, and persistent use of the intervention after the termination of a research study. Study 1 details the findings from a survey completed by teachers who have used the strategy in their schools (N = 55). Using thematic analysis, we identified three themes: 1) factors that promote and limit progress, 2) confidence, and 3) inherent advantages of the SAFMEDS strategy. These themes encapsulate teachers experiences of implementing the strategy under the real-word conditions of the classroom and the accompanying advantages and potential challenges they face. Within study 2, we discuss themes arising from interviews with children (N = 26) about their views and experiences of using the SAFMEDS strategy. These children had used the strategy with their teacher for one academic year to promote fast and accurate recall of arithmetic facts. Analysis of these transcripts revealed five further themes relating to children’s engagement with the strategy: 1) enjoyment, 2) data, 3) sense of achievement, 4) skills, and 5) home use. Collectively these themes have potential impact with regards to future training and support models for the SAFMEDS strategy.

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