How to incorporate frequency building and precision teaching into a novel curricular area, with a novel population, through a digital platform
Presenter(s): Rory McShane (National University of Ireland, Galway)
Abstract: The present study used a multiple probe design across behaviours to evaluate fluency outcomes for a Precision Teaching intervention on the ‘Mole Concept’ from post-primary Chemistry. The six participants were neurotypical students between 16 and 18 years. The ‘Mole Concept’ was broken down into four component skills. Fluency outcomes measured include application; maintenance; and endurance. The intervention was delivered online using a combination of video calling and a learning management system known as Schoology. To improve fluency, a frequency building to performance criterion procedure was implemented using digital frequency building sheets with performance feedback delivered to each participant individually by the experimenter. Frequency and celeration data were recorded on the Standard Celeration Chart. Performance criteria for the four component skills was achieved by all. Results from participants’ performance support maintenance and endurance as fluency outcomes. The application test administered at pre and post-test yielded conflicting results. A questionnaire to determine the interventions social validity was administered. Participants found the intervention to be highly acceptable and useful. The use of Precision Teaching through mobile applications increases the accessibility of the technology.
Event Level: Beginner CEUs: Unavailable for this presentation
Objective(s): 1. Demonstrate the development of frequency building sheets using a free online learning management system (LMS); 2. Demonstrate how to use an LMS to make material development, and client performance analysis, more efficient; 3. Describe component/composite analysis in chemistry calculations; 4. Describe the process of application test development and highlight important considerations affecting test design; 5. Evaluate the social validity of online precision teaching with neurotypical teenagers in chemistry class.