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DOCUMENT RESUME
ED 071 248 40 EC 050 523
TITLE Investigation of Systematic Instructional Proceduresto Facilitate Academic Achievement in MentallyRetarded Disadvantaged Children. Final Report.
INSTITUTION Washington Univ., Seattle, Child Development andHealth Retardation Center.
SPONS AGENCY Bureau of Education for the Handicapped (DREW /OE),Washington, D.C.
BUREAU NO 572167PUB DATE Sep 71GRANT OEG-0-9-572167-4270(032)NOTE 198p.
EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS *Academic Achievement; Classification; Curriculum
Development; *Disadvantaged Youth; *Educable MentallyHandicapped; *Exceptional Child Research;Mathematics; Mentally Handicapped; *PrecisionTeaching; Programed Instruction; Reading;Reinforcement; Socioeconomic Influences
ABSTRACTInvestigators applied the techniques of precision
teaching (systematic arrangement of instructional cues, thetechnology of programed learning, careful management of reinforcementcontingencies, and continuous measurement of performance) to improvethe academic performance of disadvantaged children who had beenlabeled mentally retarded. The program also aimed at developing aneffective and replicable reading and math program incorporatingprinciples of precision teaching and errorless learning procedures.The project was organized into a 2 year program with experimental andcontrol group classrooms. Analysis of the Wide Range Achievement Testresults showed that mean grade gains in reading and math wereapproximately three times higher for the experimental classes thanfor the control groups. The experimental classes returned eight ofthe original 24 students to regular classes, while the controlclasses returned none out of a possible 24 students. Results werethought to confirm the hypothesis that a high percentage of childrenfrom an economically depressed area are labeled mentally retarded forsocio-environmental reasons and that such children are capable ofacquiring basic skills given a learning environment which maximizespupil performance. Presentation procedures, academic materials, andevaluation and contingency management procedures were explained indetail. gm
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(NIHFINAL REPORTN- Project No. 572167
C) Grant No. 0EG-0-9-572167-4270(032)
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Investigation of Systematic
Instructional Procedures to
Facilitate Academic Achievement in
Mentally Retarded Disadvantaged Children
Dr. Norris G. Haring
Director
fieit4)
University of WashingtonExperimental Education Unit
Child Development and Mental Retardation CenterSeattle, Washington 98195
#1))SEPTEMBER 1971
0
I tj U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOffice of EducationI (0 Bureau of Education for the Handicapped
FINAL REPORTProject No. 572167
Grant No. OEG-0-9-572167-4270(032)
Investigation of Systematic
Instructional Procedures to
Facilitate Academic Achievement in
Mentally Retarded Disadvantaged Children
Dr. Norris G. Haring
Director
University of WashingtonExperimental Education Unit
Child Development and Mental Retardation CenterSeattle, Washington 98195
SEPTEMBER 1971
U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFAREOffice of Education
Eitireau of Education for the Handicapped
Final Report
Project No. 572167
Grant No. 0EG-0-5-572167-4270(052)
INVESTIGATION OF SYSTEMATIC INSTRUCTIONAL PROCEDURES TO
FACILITATE ACADEMIC ACHIEVEMENT IN MENTALLY RETARDED
DISADVANTAGED CHILDREN
Dr. Norris G. Haring Project DirectorLaurence Maddox Project CoordinatorDavid A. Krug Assistant Project Director
Experimental Education UnitChild Development and Mental Retardation Center
University of Washington
Seattle, Washington 98195
September, 1971
The research reported herein was performed pursuant to Grant Nn. 0EG-0-9-572167.4270(052)with the Bureau of Education for the Handicapped, U. S. Office of Education, Departmentof Health, Education, and Welfare. Contractors undertaking such projectsunder government sponsorship are encouraged to express freely their professionaljudgement In the conduct of the project. Points of view or opinions stated donot, therefore, necessarily represent official positions of the Bureau of Educationfor the Handicapped.
Department of Health, Education, and WelfareU. S. Office of Education
Bureau of Education for the Handicapped
U S DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF Ef".1CATION POSITION OR POLICY
ACKNOWLEDGMEATS
The planning, implementation, evaluation and subsequent consolidationthat gave the Project its final form have been cumulative tasks, some moretaxing than others, some less rewarding, .end many which at the time ofperformance seemed less than related to tie final goal of perfecting moreeffective and efficient instructional systems.
The Experimental Education Unit staff received unlimited cooperation andsupport from the Tacoma Public School Systen. For this, special thanks areextended to O. Angelo Guidrone, Superintendent of Schools; Dr. Ralph Baird,Administrative Assistant, Special Education; Mr. Herman Sowell, Supervisor ofthe Program for Retarded Children; John Piper, the Principal of Lister School;and Alvin Moffat, the Principal of McCarver ichool. We especially appreciatedthe patlooce, had work and enthusiasm of the two Special Education teachersassigned to the Project, Mary O'Leary and Susan Soli. Their diligent collec-tion of data and Implementation of phase changes transformed the originalgoals of the project into a viable reality.
Norris G. HaringLaurence MadduxDavid A. Krug
Contents
Subject Page
Abstract 1
Introduction 4
Instructional Procedures 4
Data Collection Procedures 4
Charting Procedures and conventions 5leaCher Training 13
Classroom Schedule 13
Classroom Arrangement 14
Presentation Procedures--Reading.
14
Di star Reading 14
Sullivan Reading 18
SRA Reading Lab 18 :
SRA Basic Reading Series 20
Presentation Procedures--Math . 20
Suppes and Sullivan Math 20
Academic Materials-oPlacement 22
Baseline Measurement Conditions 1 .22
Probes 22
Students' Book Placement 23
Student Evaluation Procedures .23
Group Evaluation 23
Individual Evaluation 24Continuous Measurement 24
Continuous Measurement as a Diagnostic Tool .25
Ritionale for Using Rate :26Evaluation Procedures: Trend Analysis 26
Contingency Management 35
Contingency Coding: Contact Codes 37Results and Discussion 38
Test Selection and Administration: Wide Range Achievement Test .38Results and Interpretation 39Discussion 39
Evaluation of .Suppes Math and Sullivan Reading Performance 41
Introduction . 41
Analysis of Charts in the Appendix 41
Individual Academic Case Histories of Experimental Classes 49
Academic Case Histories on Sullivan, Suppes and SRA Material 49
Discussion and Conclusions 55Results 55Discussion 55
Addendum 58
References .59Final Report Certification Page 60
Contents (cont'd)Subject Page
Figure 1 How To Fill Out a Pjan Sheet 6
Figure 2a Event Sheet 7
Figure 2b Event Sheet Packet 8
Figure 3 Six-cycle Semi-log Graph Paper 9
Figure 4 Tools for Plotting: Template, Pencil and Rate Plotter 10
Figure 5 One - Minute Sample Graph 11
Figure 6 Classroom Diagram 15
Figure 7 Data Sheet ... 16
FigUre 8 Mechanical Aids for Precision Teaching: Timer, Counter Stop Watch. . 19
Figure 9 Completed Sample Event Sheet 21
Figure !O Phase Change and Trend Lines 27
Figur,. 11 Guidelines for Trend Analysis . . . s 29
Figure 12 Acceleration Finder 30
Figure 13 Finding Positive Acceleration 31
Figure 14 Finding Negative Acceleration 32
Figure 15 Quarterly Report Form 33
Figure 16 . Trend Line Deviation 34
Figure 17 Wide Range Achivement Test: Growth Differences Between. Experimental and Control Classes.in Reading and Math 40
Figure 18 Suppes Books I and 2: Trend Directions 43Figure 19 A Morning to Afternoon Comparison of Suppes Books I and 2
Correct and Error Response Rates 44
Figure 20 A Comparison Between Suppes Books I and 2--Morning andAfternoon Correct and Error Response Rates 45
Figure 21 Sullivan Trend Directions--All Books a 47
Figure 22 A Comparison of Suppes Baseline Scores and Suppes. Intervention Scores 48
61ffAppendices
Appendix A Summaries of Individual Skills AciiLisitionAppendix B 'Work Sheet SamplesAppendix C Sample Graphs--Student PerformanceAppendix D Computer Suthmaries by VariableAppendix E Wide Range AtNieVement Test Scores
INVESTIGATION OF SYSTEMATIC INSTRUCTIONAL PROCEDURES TO FACILITATEACADEMIC ACHIEVEMENT IN MENTALLY RETARDED DISADVANTAGED CHILDREN
Title of Project: Investigation of Systematic Instructional Procedures toFacilitate Academic Achievement in Mentally RetardedDisadvantaged Children
Project Director: Dr. Norris G. HaringProject Coordinator: Laurence Maddux
Assistant Project Director: David A. Krug
ABSTRACT
Purpose.
The priTary objective of the project was, to extend the principles ofinstruction to promote advancements in the management of educationalproblems presented by children classified as mentally retarded. The secondobjective mias.)to,develop an effective-and replicable readihg and mathprogram, incorporating these principles in instruction and errorless learningprocedures to,,maximize pupil performance. Specifically, the investigatorsintended to'meet the folldwing objectiVes:
1. To establish and demonstrate systematic instructional'procedures which facilitate efficient development of academic
'Skills.2. To sequence a series of reading and math tasks in an order
that enables the child to proceed almosterrorlessly towardterminal skill objectives, using materials that are practicalfor use in regular classroom instruction.
3. To provide feedback and reinforcement for correct responsesthat facilitate efficient, accurate performance. That is:a. to increase the probability of the child's attending to
the task appropriately, andb. to increase the likelihood that he will persist in the task.
4. To develop students' basic reading skills which include visual,graphic, and auditory responses to:a. all English letters; andb. all common word parts as introduced in Books 1-12 of the
programmed reading materials;c. all words programmed in this same sequence of books;d. basal readers, word lists, comprehension questions, and
independent reading material.5. To develop sequentially the students' basic skills in traditional
and new math.6. To increase the rates of accurate responding in reading and
math to grade level.7. To determine what modifications, if any, must be made in the
total program in order to bring each child's skill to criterionperformance. That is:
a. To determine whet modifications, if any, must be made inthe sequence of cues (instructional material); and
b. To determine what modifications, if any, must be made inthe types and arrangements of reinforcement used.
8. To place the child in the regular classroom once ;As readingand math skills have reached criterion performance in thespecial classroom.
In addition, the investigators intended to follow the progress of thestudents once they returned to regular classrooms in order to:
a. maintain the students' skill levels in mat' and reading and theirrate of performance;
b. provide follow -up assistance to the students and their teachers; and
c. continue to investigate-the conditions that can change any errorpatterns that,ha:! been established or were not removed. earlier.
Although these follow-up objectives have not yet been accomplished, theyprovidt. the basic topic and the materials for the doctoral dissertation ofthe Project's Assistant Director, David A. Krug. Mr. Krug will befollowing the progress of the experimental class students and providingassistance to them and their regular classroom teachers during,the 1971-1972school year. A copy of hit dissertation, in which the follow-op data arereported, will be sent to the Bureau of Education for the Handicapped.
2
Method
The project was organized into a two-year program with experimental andcontrol group classrooms. Children in the experimental classrooms receivedreading and math instructior under systematic procedures, while children
in the control classrooms receives: programs specified by the teachers andsubstantiated through periodic observation.
In the experimental classrooms, a multiple baseline analysis was conductedto determine and demonstrate that particular reinforcement variables intro-duced to change rates of performance were in fact the variables that changedperformance. This single N design required that one treatment variable beintroduced at a time. Child performance was precisely measured, recorded,and evaluated, and reinforcing consequences for correct responses to academictasks were provided systematically. The child was observed and continuouslymeasured in a precise manner before the treatment variables were introducedas well as during the treatment.
Results and Discussion
An analysis of the Wide Range Achievement Test pre-post results for theexperimental and control classrooms for reading and math show the followingmean grade gains made for the 1970-71 school year:
Experimental Classes!'
Reading mean grade gain of 1.35Math bean 'grade gain of 1.61
Control classes:
Reading mean grade gain of 0.45Math mein grade gain of 0.48
Perhaps the clearest indicator of overall improvement in academicbehavior was the number of return-to-regular-class placements. Theexperimental classes returned elght of the original twenty-four students
to regular class, while the control classes returned none out of a possibletwenty-four.
Conclusions
The original hypothesis of the project was that a high percentage ofchildren from an economically depressed area placed into Educable Mentally Retardedclasses are labeled mentally retardcd for socio-environmental reasons, andthat Ahese children are capable of acquiring basic skills given a learningenvironment (based on precision teaching) which maximizes pupil performance.The project results empirically confirmed the hypothesis.
r.
3
Introduction
More than half the children described as having special learning orbehavior problems are classified as mentally retarded. Unless thesechildren receive effective instruction, they become an increased financialburden to society. It goes without saying that the personal damage the childrenendure as a result of ineffective education is as serious a concernas the financial burden.
Research shows that children classified as mentally retarded do developacademic skills if the skills are specifically taught them (Kirk, 1964).Skill development has been most effectively taught to the mentallyretarded child through procedures which utilized systematic instructionalmaterials based on scientific principles of instruction (Frey, 1961; Haring &.Phillipst1971, in press, Birnbrauer, Wolf, Kidder, & Tagu'e,. 1965).
The investigators of this project were influenced by research on error-less learning, by scientific principles of instruction, and by their 1968summer experience with culturally disadvantaged children, to believe that apopulation of children identified as mentally retarded and living in a
'disadvantaged area could be taught reading and math'skills at grade levelor above.
Two overall objectives were to be accomplished. The first majorobjective of the project was to extend the principles of instruction topromote better management of the educational problems mentally retardedchildren present. The second ubjective was to devclop an effective andreplicable reading and tdath program for mentally retarded childrenwhich would incorporate principles of instruction and errorless learningprocedures in order to maximize pupil performance.
This report describes and provides the rationale for teacher developmentof curriculum materials, classroom organization, and measuring and chartingof academic behaviors. Replication of the materials described and properimplenientation of the procedures will enable a teacher to create a class-room envir=onment in which continuous feedback and assessment of individuallearning can'be integrated int., an effective teaching routine.
Instructional Procedures
Data Collection Procedures
Continuous measurement enables the teacher to effectively monitor studentperformance on a day-to-day basis, and this monitoring must he continuous ifindividual needs are to be met. A crucial advantage of continuous measurementiS'that'it gives the teacher basic information on child performance which is
,
necessary to effectively change that child's instructional program. Anotheradvantage is that continuous measurement enables the educator to be accountablefor what is occurring in his classroom. In addition to promoting better instruc-tion, continuous data also serve as useful tools for explaining to others therationale for classroom procedures.
4
The three tools a teacher must learn to use for taking continuous data inthe classroom are the plan sheet, the event sheet, and the six-cycle graph.
The plan sheet (Figure 1) is used as a tool for the developmentof lesson or teaching plans. The important function of the plan sheetis that it forces the teacher to sort out and systematically organizeinstructional procedures into specific learning processes which will be ofmost value to each individual student (Martin & Hulten, 1970).
The event sheet is used in the classroom for the actual recording ofcollected data. An event sheet packet containing name, date, and curricularprogramming was placed on each student's desk before each instructional day(Figures 2a and 2b). The event sheet represents some aspects of thechild's behavior over a period of time, and in this project the behaviorsgenerally recorded were academic correct and error responses. There are fivesheets contained in each event sheet packet. Each event sheet packet repre-sents one day, each sheet of the packet represents one hour, and each lineon the sheet represents one minute (Mingo, 1970).
The collected data were recorded on six-cycle semi-log graph paper,(Figure 3) especially designed for recording defined movement cycles(Hulten & Kunzelmann, 1970).
Charting Procedures and Conventions
The essential materials for plotting the rates of observed behaviors arechart paper (six-cycle semi-log graph paper was used on the Tacoma project),a sharp pencil, a rate plotter, and a tool for making plots (a template).(Figure 4)
Six-cycle semi-logarithmic chart paper is produced by the BehaviorResearch Company, Box 3351, Kansas City, Kansas 66103. On the bottom ofeach sheet are places for listing the name of the person whose behavior isbeing charted, the name of the teacher, and the movement cycle (write letters,say words, etc.) which is being charted. The vertical sequence of numeralson the left-hand side o; the page indicates the number of movements perminute, the horizontal sequence across the bottom of the page representssuccessive calendar days, and across the top are listed letters (M, W, F)to indicate days of the week. (Figure 5)
When plotting large amounts of data, the process of dividing the move-ments by time is time consuming. Much of this time can be saved byusing the rate plotter (Figure4), a transparent plastic strip whichfunctions as a slide rule (Hulten & Kunzelmann, 1970). When usingthe rate plotter one locates the number of movements (the dividend) on thegraph paper, and then aligns the number of minutes (the divisor) with thedividend. The rate plot (quotient) is then located on the graph paper acrossfrom where it says "Plot Here" on the rate plotter. To summarize,the three steps for using the rate plotter are:
5
Plan Sheet #
For:
Target
APinpointed by:
Pupil
Date
M DMANAGER
Advisor
LOCATION:
MANAGERS:
PROGRAM
PROGRAMMED
EVENT
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ARRANGEMENT
(Title plus details
Time(s) and Dates)
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Publisher
level
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How is
it presented
Where is material kept
How do you teach
new skill?
_(instructions)
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by whom, how)
Name Movement Cycle
How many mins. are
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Corr. & Eiror-
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Who decides?
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a. Locate the dividend (the number of responses) on the graph paper.b. Align the divisor (amount of time) on the rate plotter with (a).c. Plot the quotient (the rate per minute) on the graph paper to
the left of the "l" on tie rate plotter.
Both correct ani error rates of the academic behaviors measured onthe Tacoma Project were charted. In order to distinguish between the twoplots for the same day different symbols were adopted to identify correctsand errors differentially. Solid circles were used to represent correctsand solid triangles were used to represent errors. These circles and tri-angles were made with the aid of a plastic template (Figure 4).
The edge of the temolatl was used to indicate on the graph where phasechanges were made. A phase change occurs whenever environmental conditions(curriculum, reinfor(;:me.A, etc.) are manipulated to effect a change instudent performance. To indicate the phase change a vertical line is drawnbetween the last day of the previous phase and the first day of the newphase. The horizontal portion (Fignre 5) continues far enough toallow a brief description of the change to be written in.
Another solid line commonly found on graphs is the horizontal RecordFloor line. The value of this line, when one plots a group of data points,is that it provides a handy reference point for determining when zero errorsare occurring. The Record Floor line's function is to indicate where theminimum rate, ocher thwi .:ero, for a given period is located. Anyplot below this line, tier, represents zero rate (Figure 5). RecordFloor is computrq: by ri:viling the length of the observation period into thenumeral I. Th-,s. f7,s;u1..: is:
R.F. = 1
MinJtes observation
Example: in ; 30-minute period the record floor would be:
R.F. = 1
?TO
R.F. = .033
Graphing rates r1F r:-Corc-.:e 00 scmi-log graph paper results in manyRecord Floors being belay the ":" m-:vement-per-m!nute line (Figure 5).In such cases rates uhich are plotted below the "I" movement-per-minuteline are expressed as doei,.n13 and can be misleading if read in the standardfashion. For instance, if .4 movemc3ts per minute is read as "four tenthsof a movement 'er minute," the Irformation is very vague. However, ifit is interpreted as "four mvlments every ten minutes," then the meaning ismuth clearer; it is easier to imagine a student doing four math problemsevery ten minutes than it is to imagine him doing four-tenths of a problemevery one minute. This method of reading rates below the "1" movement-per-minute line is especially helpful when one reads very low rates such as
12
.05 which make little sense when read as "five hundredths of a movementper minute.", When read as "5 movements every hundred minutes," however, themeaning is quite clear.
Tea.:..;,er Training
Teacher training began two weeks before the school year with each teacherreceiving a packet of materials from the Experimental Education Unit. Mostof the first week was spent going over the materials dealing with the plansheet, the event sheet, and graphing, with some time spent on evaluation andselection of probe materials. During the second week teachers observedclassrooms at the Experimental Education Unit where those techniques and'materials are in use. Training the teachers in the use of the probes (seeprobe section) included a discussion of the rationale for the probingprocess, the presentation procedure, the data collection procedure and thescoring criteria.
Classroom Schedule
Preparation of the daily event sheets'for one classroom (12 students)took, on the average, approximately,one hour of teacher time and,was generallyaccomplished prior to, or immediately following, the studentsYdaily instruction.The classroom instructional schedule was organized as follows:''
1_
8:30 - 9:30 - Regular classroom teacher conducted traditional business- -lunch count, attendance count, etc.
9:30 - 10:00 Each class was divided into two groups of equal size. GroupOne worked on Distar Reading (Group Say-sounds); Group Twoworked on Suppas Math (Write-numbers). Assignment to groupswas determined by the student's placement in the Distar Book.One teacher was assigned to each group.
10:00 - 10-:30 ;-, Recess. Supervised by the school staff in order to releaseProject teaciers for the task of calculating Distar responsesfor graphing.
--The'9:30 groups switched tasks.
mod,;,-; 1%30 - Both groups were in Distar Reading (Write-letters, Say-sounds)."' While one teacher made Write-letter contacts,
P' 'lci the other teacher took ona-minute Say-ietter, and Say-sound' i samples (see Appendix). During this time the students sat
in a circle (facing out) to providl easy access for the teacher:II making Write-letter contacts (Figure 6).
11:30 - 12:30 - Lunch. Teachers utilized the lunch period for filling out;1) event sheets, checking point totals, pianning.activities,
and discussing program changes.
13
12:30 - 1:00 - Sullivan Programmed Reading (all students).
1:00 - 1:30 - Distar Reading Penmanship Program. Students who had completedDistar A and B bo-gcs continued working in Sullivan Programmed
Reading.
1:30 - 2:00 - Suppes Math (all students).
2:00 - 2:15 - Recess.
2:15 - 2:45 - SRA 3asic Reading Series (all students)
2:45 - 3:00 - Clean-up and dismissal.
ClassrooM Arrangement
One section of each experimental classroom was set aside for activities thestudents had earned. That is, a student who earned, say, 5 points in math orreading could convert those points into 5 minutes of an activity of his_ choice- -arts and crafts, games, etc.--in the "play" area. The other section of theclaSsroom--the academic section--was divided into two parts to allow for large-grouli'and small-group instruction. In the'latge-group area, the deski''Were placed
in a circle with the students facing out. This arrangement facilitated teacher-student contact when the teacher corrected programmed materials and it tendedto minimize student interaction. A round table was used for small-groupInstruction -- Distar and SRA groups (Figure 6).
Presentation Procedur-s--Reading
Distar Reading
The class schedule was organized to place emphasis on reading and math.The initial basic reading program for students lacking letter recognitionskills was Listar. All students lacking letter recognition skills, asdetermined by the probing procedure, began in Distar book A with the letterM. The classes were divided into two croups in order to facilitate the Distarpresentation. Each group received thirty minutes of instruction during theGroup Say-sound period. Each student gave say samples for letter recognition(Say-letters) and sound recogn:ticn (Say-sounds). Teachers recorded' correct
and error responses on a se,1rat data sheet (Figure 7), and taker, transferredthem to `'se event sheet. ar.eqnt of time for each sample varied; thus
'there is'a "floating floor" for the Distar Group Say-sounds graph (Appendix).The students were allowed to MCV3 through the: material in the Distar books.(A, II, and C) according to their ability to meet the following criterion forany block of material: three consecutive days of errorless performance ongroup Say-sounds, on group Say-letters, and on individual Say-sounds.Following completion of Distar Book 3, students were dropped from theafternoon Distar.Penmanship Program and ware moved into the Sullivan Write-letters program in Books Pre-1A, IA, or 1 depending on their performanceon the Sullivan Probes (See Probing Procedures).
14
Figure 6
Classroom Diagram
Rest Room
Shelves
Stave
.]Sink
a to
ao
oO
r
Teacher's
Desk
I
0
Shelves
r7---1
Pool Table
1
Crafts
Table
0a
Study Area
1=1.1.11.1111.111.
Correct
riff4141-
Wilf
if
Error
Correct
Error
Correct
Error
Correct
Error
104.
Mkt
&lit
iftt
1114
70kc
111
Figure 7
Example
Distar Group Say Sounds Recording Sheet
T.C.=32, T.E.= et
....
T.C.=34
T.E.= .ft
%..0
T.C. =
A v.T.C.=
31T.E.= 0
Time= MI
Time=4:79.C,,
Time= 1444e.
"i.-11
core=
Score=
Score=
Time=
Score=
A...
....\
A rf
A
Correct
Error
T.C.=30
T.C. =0
Time= Lasec
Score=
nr%
Dates
Notes-
A token reinforcement system was utilized during the Distar Group Say-sounds period for the purposes of obtaining and maintaining student attention.The tokens were multi-colored plastic chips, each one redeemable at the endof the 30-minute period for a point. The number of points a student earnedwas entered on the event sheet, and during certain periods of the day thepoints could be "cashed in" for free time at the rate of 1 point for 1 minute.
Presentation procedures and the sequence of material closely followed theformat of the Distar Reading Program with some minor changes made to facilitatecontinuous measurement (the use of stop watches, recording of responses) andutilization of the token system. The daily Distar session began when thestudents were seated quietly at the study table. Then, using the DistarInstruction Book (A, B, or C), a recording sheet (Figure 7), and stopwatches (one for each child), the teacher provided the verbal stimulusindicated in the book and the children made either individual or group res0Onsesas indicated by the teacher. The teacher started the individual student'sstop watch at the completion of every stimulus given to him and stoppedthe watch following the student's response. The teacher then recorded the student'sresponse in the appropriate column (correct--error) on the recording sheet(Figure 7). At the end of every session each student's place in the bookwas marked with a color-coded chip, and his correct and error responses Weritotaled and entered on the event sheet along with the total response time f'",,indicated on hiS stop watch.
The Distar 'Group Say-sounds period was held in two groups in order tofacilitate instruction. During the Distar Write-letter period, the classinitially participated as one group, the students seated in a circle facingout (Figure 6). However, as students completed the alphabet theyformed a new group (SRA Lab 1) at the back of the room. During theDistar Write-letter period all students began with the first letterof the Distar Sequence (M) and added one additional letter as soonas they mastered the ones they were working on. Mastery, as mentionedbefore, was defined 'as three consecutive errorless periods on threemeasurements: individual Say-sounds, individual Say-letters, and groupSay-sounds. Following the addition of the first four letters (m, d,
s, a) the 'teachers determined that most of the students could handlea larger addition of new letters. Subsequently, four new letters (as presentedin the Distar Curriculum Guide) were added following the student's masteryof all previously presented letters.
The Write-letter work sheets were designed to show the stimulus foreach'letter on the left-hand column. Four pages were attached for studentresponies. Page one had one line of sample responses and one line oftrace responses. to be made by the student. Beginning on page two thestudents had three review pages of all previously presented letters (seeResponse Packet--Appendix). Following mastery of the firstfour letters'the students received packets to work on for the next tournew letters. At the beginning of the period, after students were seatedquietly, the teacher provided them with Write-letter Packets. Each student
17
wrote the responses indicated by the teaching frame; after completingeach line he raised his hand and the teacher corrected that line and recordedthe correct and error responses in the corresponding time slot on the event
sheet. The student erased all errors and repeated those responses until they
were correct.
In conjunction with the Write-letter period, the teacher took one-minutesamples of Say-sounds and Say-letters from each child using a stop watch anda double bank-counter (Figure 8). The teacher presented a Stimulus Sheetcontaining.only the letters the child was working on (see Appendix), and thestudent pointed to each letter and said the name, or sound, of that stimulus
letter. The teacher then recorded correct and error responses on the student'sevent sheet. (See Appendix, Distar Say-sound and Say-letter Sample Plan Sheets).
Sullivan Reading
The Distar Reading Program was chosen as the primary tool for teachingthe initial 'ii.eps.of reading because of its emphasis on the beginning sounds
and the blending,process. , Sullivan Pro rammed Reading was chosen as a cowlplement to the Distar Program because of its emphasis on sight words and studentinvolvement in the program, and because of its easy adaptability to measuringtechniques. A student's placement in the Sullivan Reading Program wasdetermined by hit,performance in Distar (completion of Book A) and on theSulliivan Probes (see probes secticn). When working in a Sullivan book thestudent was required to stop at the end of each page and raise his hand sothat the teacher could correct the completed page and record correct anderror responses on the student's event sheet. The student then read aloud
to the teacher those fremes in which errors occurred. Corrections were made
by the student and checked by the teacher. At the end of each period
the last frame was dated and the book was put in the student's desk. (See
Appendix, Sullivan Sample Plan Sheet).
Duringthe Sullivan Reading period ore teacher worked with students onWrite-letter exercises while the other teacher took one-minute oral readingsamples.
SRA Reading Lab
The,SRA,Reading Lab IA was used with those children who had completed Book Cof the Distar Reading program. Students in the SRA program, as in Distargroup Say-sounds, worked in two sections. During section 1 the students (44)assembled at the back table and each child first read a passage silently andthen orally read one-minute samples of it to the teacher. The passages werefrom the- lab booklets that students were working on during Section 2. TelOcrstook the oneeminute oral reeding seoples daily for each child, and recordedthe number of words read on a double bank counter. The correct and errorscores were then transferred to the event sheet. Correct responses weredefined as appropriate phonetic imitations of the stimulus words; errorresponses were inaccurate phonetic imitations and repeated words. DuringSection 2, the Write-letters period of SRA Reading Lab, the teachersgave each child the work booklet from the level he was then working in.
Is
Figure 8
MECHANICAL AICS FOR PREC,SION TEACHING
r,-IA`
r,.
)
7
Bank Countert 2,
1) .
' . I .4 11 '
I. ,:i)It.
---------Stop Watch
The teacher instructed the st4dent to "read to yourself the story thatis on the front of this booklet. After you have read the story, raiseyour hand. Then I will start you on the questions." (See Appendix, SRASample Plan Sheet). For the questions, the teacher gave the child hisResponse Marking Sheet (see sample in Appendix) on which he respondedto the questions on the back of the lab booklet. He was instructed toraise his hand when he completed the answers and the teacher would thencorrect his work with him. The teacher went over the error responseswith the student and instructed him to "correct your errors, then raiseyour hand to call me." At the end of the period the total numbers ofcorrect and error responses were recorded on the student's event sheet(Figure 9).
SRA Basic Reading Series
During the afternoon reading period (2:15-2:45) the SRA Basic ReadingSeries was used to develop silent reading and comprehension skills. The
series begins with Book A and each book has an accompanying workbook. All
students began in Book A and proceeded as far as they could go throughthe series, which ends with Book F. This reading period was dividedinto two fifteen-minute periods. For the first fifteen minutes all studentsread silently; one teacher took one-minute oral reading samples from each studentwhile the other teacher gave assistance to the other students. During the
second fifteen minutes the students made responses in their workbooks, raisingtheir hands after two pages to request teacher correction. After the teacher
corrected the pages he recorded the correct and error responses on the eventsheet.
Presentation Procedures--Math
Suppes and Sullivan Math
Patrick Suppes' Sets and Numbers series, published by Singer/RandomHouse, was the foundation for the math program. Supplementary materials weredrawn from Sullivan's Programmed Math Series (Book 4-Multiplication, Book 5-Division), and from teacher-made Basic Facts Sheets-Multiplication. The Suppes
math series was chosen because it provided comprehensive coverage of bothtraditional and new math skills, it lent itself to continuous measurement, andit was being used by the elementary schools of the Tacoma School District.The procedures for responding to the Suppes math material were the same as
those used for the Sullivan programmed reading materials. Numerals, rather
than letters written by the student, were used to determine a student's rateof correct and error responses. Following the completion of Suppes Books K, 1,
and 2, students were placed in Sullivan Book 4-Multiplication. Presentation
procedures for this series were identical to those used with Suppes. Be-
ginning with Sullivan Book 4, teachers began taking one-minute oral samplesfrom students on the basic-math facts in multiplication only (see samplein Appendix). In addition, fifteen minutes of the 8:30-9:30 period wereset aside for students working in Suppes Book 2 to write the basic multiplication
20
Subject materialand movementcycle (write.letters)
71*. t- AsOtte,wr 3nftrt,- Points 'saved 'rum
a541F---------previous work
Teacher contact, L4..'.4',... , ; 1 lic..21: r_... _ .. ......... ..._....,
The oneminute say-,
7-7'.. -)--5/1,it 4------- word sample
'
1/4"- f.:____-..-....--.---.10.............4 7 NOWNIcamwaIm.eommim
time
Book Number_t_0(3k_3.....- .....
I .1110 'Number of correc7.7 --21L::
Sontingency and SCO Number of errorscontact code. ,
.
s .
See p.46 for 1c-...............---.....i ....aml.wwweallis.. . ...1101w. wmasso....../LitaelsrliiIMP
example, c-i P - i__.........._____
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One-Minute . '
, ..;
sample............
,
i
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.........9........_..........Total correct1.....-........-.....i.--.....4 4--
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(\CTotal errors........___ _..........;
:2)4--_______,.. , Actual time spentworking: Will be, .
, .
i..1...4 '___...12_:___L2_; used to plot on
i--1 .______16-cycle graphpaper.
-----+
S'''Cis.........z.......--1,--o-.
Subject material I , ;
SupreSAllcitk , '
Contingency,and . , 0 0 ,
',3 i 46.........a ---i
contact code. ,a1 .,..-,
See p.46. for htr"---",---", -'---",-"1-6-"'""explanation 11
Book number"' 0k- Z---1 '
LT1r--.-^+1.--1 C) 1 C-1
1 ' 1
----------'Recess costs 1....3.
11.--17 c c; : I
---"-, 21three points ,
1 ! ---i,. 1 ,........_ _____.1
,
1,1! _____,...2..--, Points spent for,..........._,,...._ 1
I min=1 pointfree time.
.111111....k.O.;11.11'' 1 i
I Li):TOM,
i
1 4 IeI r-t1
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.
Points earned
Sample Event S'hiatFigure 9
,-........,.......:H.
1, i
-hii
1 I
1
1 0--;
,.......! 07
; .1 i=;:: spent1 tel.I..0
i ..!!
4-1 :----,
6. 72=227:-.~.,...4=nr.r- z.=Zral,L=zati.=Utr31,
I
1
1.1....,........ _____ po i nts :saved,
I......_ 1._,_____I .........J1
0
facts. During this time the teacher presented multiplication sheetsto a student and set a timer for fifteen minutes with instructions forthe student to complete as many problems as he could before the timer
rang. The student's correct and incorrect responses were subsequently
graphed on the six-cycle graph paper.
Academic Materials--Placement
Baseline Measurement Conditions
The first experimental condition in this program involved taking baseline
measurements and it consisted of two phases. During Phase 1, academicstimulus probes were administered to each child so that his academicskill levels in the Suppes Math Program and the Sullivan Programmed Reading
Series could be determined. Tne probes were made up of items drawn from
the material in these programs. No teaching was allowed during thePhase 1 condition, and the child was given no reinforcement--teacher social
approval or disapproval. Probes were not corrected during the day so that
the students were not aware of their correct and error responses.
In Baseline Measurement Phase II, the students were placed in theSuppes and Sullivan Programs according to their. performance on the
probes. The individual teacher-pupil contact initiations were held constant.That is, the teacher intervened after a given number of responses in order to
minimize student errors. This was done by stamping the picture of a handwith the word stop across it, and by using this picture to cue the childafter a specific number of responses determined by the teacher prior
to the child's placement in a book. The hand cued the student to raise
his hand. The place in the book where the hand picture was used variedaccording to where new skills were to be introduced, and at these pointsthe teacher had to teach the new skill before the child could continue.Recording procedures called for the teacher to correct responses on eachcontact, and to enter the correct and error responses on the event sheet.The program time on which correct and error response rates were calculatedwas the time during which the child had actually made responses. The
time during which teachers initiated contacts was calculated as off-program rime and was not considered when calculating the student's rateof responding. Baseline measurement Phase II continued for at least five
days, after which time trend lines were analyzed; if correct and errorresponses had stabilized, the program was maintained. If trends wereunacceptable, changes were mad-, (see Trend Analysis).
Probes
The rationale for the probing procedure is that, theoretically, the bestway to determine student placement in academic material is to samplestudent responses to that material. Decisions about such questions ashow large a sample to use, and what percentage of correct responses determinesbook placement, are arbitrary, and they depend upon such factors as teacherphilosophy and the time and materials available. In this program every
tenth page from the instructional materials was used for probes, and
22
a student's book placement was at the point in the material where hebegan to show an error ,'ate of 5%.
The probes were comptled from Suppes and Sullivan material and wereadministered at thebeginning and end of the school year. One hour a dayfor three days of the first=week of school was set aside for.probes7-a,halfhour for reading and a hale hour for math. The students were instemctsd,to respond to every question and told that no teacher aid would be given.A timer was set for thirty minutes, and when it rang the probes were,collected and stored for later correction and evaluation:
StudtinttABook Placemente
1. Aletar Reading -.All students were administered an alphehet recogni-tion, wrjiiiiiiiiirilY171g test to determine their placement in Book A or I) oftheetinalr series. Book C focuses on blending and all students were requiredto.prebress through it before beginning the SRA Reading lab.
2. Sullivan Reading - Book placement in the Sullivan program was deter-mined by theleint at which the student made 5% errors on the Sullivan readingprobes. if 5% errors occurred in the middle of a boo*, a student wai startedatilthe beginning of that book in order to simplify administrative procedures.
(In,:J1
3. SRA Readinv Lab - All students began at the beginning of, thejlab kitand proceeded through the material at their own rate.
4. SRA Reading Series - All students began in Book A and proceeded throughadditional books at their own pace.
5. Suppes Math - Book placement in Suppes was determined by the pointat which the student began making 5% errors on the math probes.
7 N
Student Evaluation Procedures
Group Evaluationril.,
4, iThe Wide RangeAchievement Test was used for pre-post evalyation.Of theexperimental and control classes, and was administered before interventionprocedures in thejall and again in the spring after termination,of the project.Two important indicators gained from the WRAT test are: the student's meanpercentile of change.in classroom ranking from the pre -test to the posttest,and the student's mean grade change from pre-test to posttest.
An evaluation of these mean changes provided information concerning the'd" change in performance in terms of grade level and percentile rank. This
information indicates that while the experimental classes were makingj,significant grade change (more than one year's growth during the schoolyear), the control classes made less than half a year's growth or grade
23
change during the school year (see Results sectian). That these changeswere attributable to instructional procedures and. not to innate studentabilities can be determined by comparing the intelligence scores (on .
Stanford-Binet tests) for the control and experimental classrooms, taken fromthe placement tests administered by Tacoma Public School psychologists. The
results from these test scores show the experimental classes had a meanseoeiof 72.3, while the control classes had a mean I. Q. score,of
769.0not,,aisLionificant difference.od bh,
Individual Evaluation-
if oindividual evaluation for students in the experimental group was a contin-
uous process and required daily charting of data. On FrAday.afternoons theexperimenters from '..'...e University of Washington analyzed the week's data-and
-fo:,made rations for changes based on the trends ofc,those,data. For example,
iuwibe aftstudent;made a high rate of responses but..manyTerthosa-rtsponses:wereh ,arrors, the.eituation was often.cliagnosed as,a:program problem, and,a,change
to less difficult materials, or to individual instruction on a particular.con-cept, solved the problem. It was important to identify such situations quicklyso that .the studentexperienced success in his academic endeavors. Other dataobservatiltos showed that when &child's error rate .was stable'or,Oowly.rising,and hts,correct response rate was on the decrease, an intervention wilth rein-forcementsAelther adding points to the program, or enriching the,ac4edule)was sufficient to reverse the correct trend (see Continuous measurement).Daily individual assessments were not,made in the contn3t clawaoms.
i
Continuous MeasurementN )01, ;.) It, :11 ri#4! hui i, f. . , ,..ir
For effective student placement an4,continuous eiraluation701 ohetiAMCtheprogram is meeting its objectives, the teacher needs feedback to let him know
"fleowlhiMstildents are)orogressing4 rflintagsmprnject the.majormOcd for test-ing the effectivenetsc,of,students.!-IplatmmemPand subseqdent-prd§ressiyas,.toexamine their correct and error rates on a weekly basis.
Because measurement of behavfai.- provides essential information forplacement and for decision making on what actions will be mostafffective,inenhancing continued learning, it has been suggested that "measurement ofbehavior le the critical factor in teaching" (liering& PhiAlips, 1971, in press).
I .
,,,-Continuous measurement of academic performance is.greatly. enhanied if the .
mcademWmaterials used by students,are programmed or semi-programmed, for'Almemtlnaterials are presented in a way which,requires active responding on thepart of the student, Active responses may.behdivAded into moyement cycles(say sounds, write letters, write numerals, say words, etc.) which, when counted
,m,over-timei-are.readily plotted on six-cycle graph paper as rate ofperformance. Other advantages of programmed instructionliare,that its step-by-stepppresentation of material facilitates the analysisjo,fiproblems, it providesimmediate feedback, and it allows far- self- pacing by,tihe.student.
,r r;,1
24
Taking continuous measurement involves several distinct and neceitarysteps. First, terminal behaviors must be established so that a child'sOroOess towardthose objectives can be determined. in'fhis-program; forexample, a terminalobjective in readinviviat3/4that a student had to beable to say thename and sound of all' the letters in Ditar Books A and.813before he bdgah'werk'in the SRA Reeding Lab. The second step is totikifbaseline.'date '(the initial measyr'imentfef a behavior) sd that latermanipUlations of vartablesiOaterialll time spent working on materials,reinforcementi, elf.) can 'be,anielyieefot their effectiveness. The thlr4step it to deterntine what reitiforceft Will be effective.. After takingi''!bShc iii dateind analyzinethe child'ii'iresponses, the teacher must evedatehow the am Pi porferlaintand then .determine what changes or manipulatfons(curricular-fhangetend/er reinforcing contingenciasYwril'best elicit accurateand efficient responding from the child. Finally theteacher mUst evaluatethe effectiveness of the manipulation which occurred following baseline.POY'ltas reatinlit is ImPetative that-only one:cdnditton eta time bechangidrotherWite, 1 is"iMpetsibleft.evaluate whether a given manipulatedvaiolablvias the deterntining4acterN!4i any,perfOrmante change. If thisprocedureit'folloWed it it pokflblerafter seVeral sesiotis, to comparethe-ntudentat.baseline response!rate'data with.the'nem response eato-and.thento evalkree the effect 'Of 'the dhange introduded into.thelearning.environment.
Contincidei'mea46eement based on.etsponse rate "enables the eether to makecoMOirttons of'perfOmancefor the salogindiVidual-avdifferent,ttmet4' ),regetdits* of the.YestiOnse period as long as the responses ore comparable"(Marini g:Phillipe,11Min press). 'The value of this' is that instruction.Is truly inctividuallte4 for the chils progress it being Compared only'to hit.oWn past perfeeMance. " 13'-'
1ContfnuoUshWasueeeeneai a Diagnostic Tool
ol
The printai.*funetionof any educational diagnostic tool i'ito
the teacher.in designing en educational' prOgram.Which'witl meetIthe need*"Orthe individual ttudent(haring 6.Lovitt, 190, p. 36). SeVtedt'asOcts-of,..dontinuous measurettenelliake!thisidiagnostic tooliparticularly .
suited to achieving that goal. The first is direct assessment of obsetvablebehaviors, a procedure that permits the teacher to immediately and relevantlyprogram instructional materials in aunctional'setting2'..:The seCondY,diagnostic characteristic of continuous measurement is reliability.Sinte'lhe measurements ate' Made well en extended 'time period ind'inVolvemodriValuations, the Oportunity ftlf.'behaviorto stabilize is'inhei.entfNPthe prefecture. The third diagnotttcally sound characteristic of '
1.1"
cOntinuoui Measurement is validity 4 because continuous measurement t-ci
is tAin'on day-to-day activities'it provides performandeinformitionw'concerning discrete tasks; this is the type of informetiona teachitrequires in order to design individually relevant programs.
I I t'l ; i
v I ;10 , .01 CI I
25c.
:
Rationale 'for 'Rate --,I, d.
. I Throughout' this ;program; rate'(of movements-per-minute) was the. unitof measureient 'and't II was always cftulateci for both' correct anderror esp'ons'es: Rate ;was uged because it best enables the teacher 'totinterpret the threecritircal,diimerilons of a pilpil's academic' performance:
Freqe.ien* '-'howitnany eight and wrong :answers; ,(b) Quality whbtAthecorrect to error ratio 1 s;. and - (c) Time - how, .long ,tic took to. perform ftthetash.:" (Lovitt; Sthaaf, S, Eaton, 1970, p. ,18) Cdrrect and .-,..error rates give the teacher all !three of these pieces' of information...,
- ''Foryinttance,..irate tells the teacher therequency of responses, and theP' thee needed to do them..'. In addition, wheniboth correctand error rates .1
.; 'are taken the- teacher. is provided with al tivir a ratio or percentage -:-'''measure for 'comparing the :two. . I Or.
its ,1ithe' two-necessary elements 4then one uses rate'as.aibaste,measurement
.Jatiertmovement cyclegrandvtime. Movement cycles are behaviors perforrrtbmancoliwhict have threedistinguishing characteristics.:1, Fitst,theycareactions which haiie a,dif Init. beginning and end; second; they are t.actions' whichre*Irepeatmibleil iend/thi rd, they are ':.wh ith are ;underthe students It. tmintrol Moveisent ;Cycle. Is a specific ;act iein whichcan be counted. The task for educators who wish to measure rate isto _separateacademicirierformances.. .19to2besic i ts which start.andstop. Examples 'Of bsome bas c 'Movemen t °idles 'are: say, 'word4, say, :1 etter ;say number, write letter, write number, etc. however,- -count ing movementeyelet *Wi thout 'record ine the time' i in which' !they occurred MOO I d .y laidvery 1 Ittl ef. useful 1 nforma t For example, if Ron writes 50, :wordscorrectly and Doug writes 200 words correctly_ it.wouldisuperficiallyappear that Doug is four times better at word-writing than Ron. however,if Doug wrote his 200 words in.; twentrmiutee and Ron wrotet-hts.:50omordsin five minutes, then they were both writing at a rate of 10 words permintate..,;The fact that the:movement cyble:ls enderWstuderitis controlmeans thatithe teacher tan,'through manipulation of environments; .
4 Contingencies*which will depend the student's behavior, heipiithe 'Studentma 1 nta in , increase, orldecrease the rata: latwiwh ch he performs, the behavior
oldbeingseoUntedi.
Evaltraton Procedures: TrendlAnalysis ; .
I.1 4
yj I . c , , !,, I .. f f 0
s of trend, line was used for.:evaluating allaplotted data in I ;this program. The procedure fornestablishing. trend lines 1st as follows:tr.For anyliven: group of data ploti., one must divide the data..3ototwocequalparts,tand then find thi'median., end midriiddle point, of.: each halftai f Thesetwo° points are then connected L., One finds, the median point by counting e
from thertop or bottom to: the center ;horizontal position of,the,ciata,.,.0
The mid-middle point is located by counting from each side to thecenter vertical position of the data (Figure 10). The interpretiveinformation yielded by a trend line is basically descriptive--it tells
26
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you whether the student's performance is decreasing or increasingor whether it is holding constant. This information gives the teachera sensitive indicator of a student's past and present performance rates,and enables him to make sound decisions on curriculum material or reinfercemmetchanges in the student's program.
When the experimenters in this program analyzed trend line directionand made phase change decisions based on that analysis, they followed thegeneral, rule-of-thumb guidelines shown in Figure 11.
Close analysis of trend line. acceleration (i.e., movement, either upor down) can be a sensitive indicator of stAent performance, and oneof the tools utilized by the experimenters to determine trend acceleration(positive or negative) was the Acceleration Finder, a clear plasticstrip produced by Behavior Research Company (Figure 12). To determinepositive acceleration (up) the Acceleration Finder is placed on thegraph so that its XI point covers the median-midpoint of one side ofthe data (Figure 13 ). To determine negative acceleration (down) theAcceleration Finder is placed identically but the plastic strip isturned over (Figure 14).
After the Acceleration Finder is correctly placed on the data, it is read'by following the line which covers the trend line to the arrow head and thenreading that figure. Positive acceleration is indicated with an (X) before thenumber while negative acceleration is indicated with a (4-) symbol. Such ananalysis of performance calls for a minimum of five data plots and can be thebasis for making phase changes. But the analysis of the effects of phasechanges calls for a comparison of pre-phase change trends with post-phase changetrends. On the Tacoma Project these comparisons were made on the QuarterlyReport forms and included a description of Median, Trend, and Range (Figure 15).
Comparisons of pre- and post-phase change trend lines tell the educatorhow much effect a given phase change had on a student's performance over time.When using trend lines a comparison of pre-phase change projected medians withpost-phase change actual medians provides the answer. For example,if a trend line had a X1.5 positive acceleration for a three-weekperiod, the median each week would increase In the following manner.Putting the median of the first week's data at 1.7 movements/perminutes/per day (for a beginning point), then the second week's medianwould be (1.7 x 1.5) or 2.55, and the third week's (2.55 x 1.5) or 3.8.A projection of this trend into a fourth, fifth, and sixth week would yieldthe following medians: fourth week (3.8 x 1.5) or 5.7, fifth week (5.7x 1.5) or,8.5, sixth week (8.5 x 1.5) or 12.7. However, if a phase changehad been instituted following the third week, and three additional weeks'data were collected with a first week median of 2.0 and a x3.5 positiveacceleration trend line, the fifth and sixth week medians would be asfollows: ,fifth week, that is, the second week of phase change (2x 3.5)or 7.0; sixth week, the third week of phase change, (7.0 x 3.5) or 24.5
28
Flyure 11Rule -of -thumb guidelines fc.r implementing phase changes
Trend Direction
1. Correct rate accelerationwith error rate
accelerating.
2. Correct rate accelerationwith error rate deceler-ating.
3. Correct rate accelerationwith error rate holdingconstant.
4. Correct rate holdingconstant, with errorrate accelerating.
5. Correct rate holdingconstant, with error ratedecelerating.
6. Correct rate holding con-stant, with error rateholding constant.
7. Correct rate deceleratingwith error rate acceler-ating.
8. Correct rate deceleratingwith error rate decelerating.
9. Correct rate decelerating,with error rate holdingconstant.
*Chart line direction
*1
AV.
Possible Prugram Change
1. No change would be initiated for one weekunless one of two things occurred: 1) cor-
rect rate decelerated or 2) error rate main-tained acceleration.' See 1 4 for type of
change to make.
2. No change.
3. No change.
. A cost response contingency (points aresubtracted for too many errors) constructedfor error rates.
Depending on the desired rates of both dimen-sions (correct and error), the correct ratereinforcement schedule might be enriched,
while error rates might be ignored.
Five possible treatment alternatives can be
considered; 1) lower teacher contactschedule, 2) additional practice, 3) place-ment in lower program, 4) enriched rein-forcement schedule for correct responding,5) combination of all.
29
Figure 12
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Figure 15
Summary Chart of Phase Charge Effects
Sample
Rules: 1. Same signs (x or +) are divided.2. Different signs (x,-t or 4-,x) are multiplied
Rate Description
Median Trend RangePer Per
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C #.5-* c): / C t toshs
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Figure 16
Effect of phase change based or protected trend 'ina analysis.
I so a a a a a
(Figare16)L Yhe ralatiOnshTp!*etween the projected trend line and theactual trend line, can be analyzed by dividing the smaller trend accelerationnumber (x1.5) Into -thelarget 03.5), i.e., x3.5/x1.5 or x2.33. This is thedeviation of the post-phase change trend Tine from the projected pre-phasecnangetiend line.
,,rie .1 , =, ."1,
Phase chanqa effects were summarized quarterly on the Tacoma Project andrecorded ontRe'Classroomlwartirly Report forms developed,at the ExperimentalEducaticIA Unit Iriguii 15).
Contingency Management' ,1:,
. .
AfierbiSefine 'data.haVe.been collected, trend lines have been analyzed,and the 'deciltaisto thange thaterials or establish ..sequences for responseshas been reached, the teacher who is using a token .inforcement systemis then faced with the problem of determining payoff schedules and establishingitem costs. A haphazard establishment of payoff ratios and costs ..tan'leadto situations in which some students are never earning enough. pants tobuy items, while other students are able to deplete the istore" withina day or two. To prevent such occurrences, and to provide a situationwhich the students consider equitable, the expetimenters used the followingformulas for establishiAg'peinv4arnieg ratios and for determining pricesfor, reinforcement items:)0
;
I
1. Establishing Point-Earning Ratiosa = The Subject's mean rate (movements-per-minute)b = Total sessiontiMe '
c = The ekinkted number of responses -per session, or (a) times' (b)
The humbe+bf fittruiWimaVallable as a consequence''e o'Rit16,"or114-41V1ded by'(d)' 4
'''tifiiiiiplepupilis''Mean4ate of respandiAg in a session'of ten''" mminutes is': fifty.' The numberjof minutes available at,- 1, .
r.6 consequehie is 20.
'
1149f'b =041SessTOM time = 10
AV 't0 = 500 responsesd = Time available = 20 1.
e = Divide 500 by 20 = 25:1;'c )(1,11,.";,(-;,
114 ,
'if the Subject earns one 'point for every 25 responses, and Hi point equals 1
minute Of ftee't4Me, the Subject has earned enough :to pay for the free time.ir;1
. :(; p .';.
n101JF,Ji" kel .
. . ,
35
2. Determining cost .value,,pr number,of,points, required to "purchase"
aratea...,: ,r1 f-;:' o, %,- 4.
a' Tke Subject's mean rate (movements-per-minute) 1. '4. '.0
.
b = Theaverage,session time J ,, -v,i .f,j.,
c = The expected number of responses per session, or (a) times,Ab)d = The minimum number of sessions you want the Subject to work before
U, he is ahle,to "purchase" the desired consequence.,.:, ,,i e ma The numb otof respqnses expected, or (c) times 1.(4)11
,:.;..
f = The ratio desired (e.g., 5:1, 10:1, see #1) to obtain item. Aig = Desired "cost" of the item, or (e) divided by (f).
,.t.,, fl . lit
Example: The Subject's mean rate ii-50, the session time is 10,k ., minutes, the number of sessions before payoff is 10, and
. the desired ratio has beendetermined through usingformula 1 to be 10:1
Solution:a = MeanAlate:1= 50
b = Session.time = 10
, ,,r1 .
c PI 50 tinier ,IQ = 500, . ,Jn daui, ,0
d = Number of;sessionv=,10 r,,, ,"!,f )
Si 0 e,in Number of responses* times d) = 5,000f = Desired ratio = 10:1g = 5,000 divided by 10: The purchase price of the item should be
500 points. i;
Reinforcement contingencies used in this program were usually freeflee andniteglis or games which were knqwn to be extremely interesting to the
students, such as c4r models. When a student pyrchased,free time, ,a timer
(set for the number of minutes purchased) waLpleceCen.his,,desk. The
student,thennwent,to6the p0,141ties area where,heeceqd engagelkAateveractivity)ha6chose,,,Wrives!building rnedels,.play,ing?pop,i, doing puzzles,painting, listening to records (with a head set),,00.playing with a car
set. When the timer rang, the student immediately returned to his seatfor further academic work. Students were allowed to spend miptsJor timeonly during those academic periods in which they were earning -points. The
cost for time always remained at the fixed ratio of.1 point for 1 minute,and a student always determined how many poirktA.ofotikis.-t9g0 hp would spendto buy time during a point-earning period. o J.,
. Di
When trend line analysis of a student's performance data indicatesthe need Ifer a program.chansewtheyteacher has several cps rses of act ion
avabblia. Ale may manipulate:leaching preceduresi(contact4requency, etc.)or the programed material, or he may manipulate the arranged event (those
happenings which arc contingent on a pupil's behavior). An arranged
event, for example, occurs when a pupil receives X number of points forcorrectly solving X number of problems. An illustration of the contingencymanagement procedures used in this project is found in the following case
36
study of one of the students. This study has been reported in theApril, 1971, issue of Educational Technology (Haring, 1971).
...Juanita was puton.a,fixed ratio schedule of token,reinforce-ment contingent upon the number iifteslionses written'Which were,correct the ftrst tithe. Por'ivery five correct'written numbers Juanita recelifedOhe Point. One poiOtequalled one minute of free time. ReceU for fifteenminutes beginning at 10:30 a.m. cost twenty points.Candy, jacks, and other small items could also be purchaiedby any member of the class at a predetermined pointvaluer The teachers determined the ratio schedule. [Juanita]determined how and for what her points would be used.The'iliernative prograM Wthe child did not haVe pointsto attend recess was Suppes Math....
During the [next] fourteen days [Juanita] was subject to a'5:1 fixed ratio schedule contingent upon correct writenumber responses...[her] pads* correct response was 1.5responses per; minute. DUrliv,ibeaecondlphase'debeillineMeasurement riven she waij.woriiing:in a book, the mediai;correct rate had hien 4_ correct responses per minute.Althougb correct: reppOOte r44 during the : first fourteen
days ,of tbeiexperimental COPd0On ofifi.Xedfratie jokerreinfordemni showed slig11001tiveaOdeferatiOn,it6eteachers determined thatfa,second experifilintal conditionshould be instituted as an attempt to raise the medianlevel of correct responding...iTiberefAre, following thefourteen days of baielinedatal one condition was changed.The points necesrm,to buy recess were feduded to 10.This ded, in fatti4alse the median 140 of COri4Cinresirncling to 2.4 correct responses per minute. itdrameAlcally changed sf.dpe of the beit fitting s'trai'ght'
. .
line projected througHlthe next]. seventeen days' ofGI , yr
:ferOnt1434, :Codi* tOntici"Codes'. -6 1.?:. (b - , ,
In order to keep track of the point- earning ratios and the teacheroni- (r.t' ;
contact tenedb.les for,eactl..atudent, a contingindy cbdiegiysteM'Waiused.
The code Wa-i'Placed'direitly-Under'theacideMic 'subject tttli'.6614heiivejitsheet, enab1104:the i*Oidrielquickly.diterinine aetach Contact":if tHe'itucl4WWWW"a OdInt,earnini Catfhgency,'and howiaanyhe had earned. The number of points earned was calculated and enteredon the event sheet to the 'live of the'Correci cbltannIFlobre gri=
The cedes used onSystem developed at theand were interpreted in
the project were baied on the'tontIngeaWCodingUniversity of Viashington'ExPerimerital Education 'Unitthe following manner:
37
4-01. 500
.,v1
9 .
'The 5 speci!le0:001-initiated contact.The number undee15,1h this case,'10"is'written'vertically,and means thae'the student must make 10 responses before
raising his bend:. .
. :;
12.
. ., .rtr;..)
1;',W, interpreted the same.as in exiiple 11. ThalPcater that the student must cOlitlete 1 page before
raising his hand.'
03. 51416
0'An this example the 5'ind 10 mean the same as In example 1.
following'the 5 Means that the teacheris giving'pints to the child foeitierect response. The 6under the l'tells'the teachei to give' the child l'pointfoeeviry 6 correct rispenies, a611'achethile. 1.'The'ls In this example tndfcateSilto the teacher that the
pup1TwilripecIfy how and wheW dueinga point-earningsession he Will cash in his eaenid points..
evIlesva:and Otscuse6W-.-IC))
Test Selection and Adminitt'On: Wide Pante RchieveleftTesi... ")11)
The Wag was aeieciid as the means forliaking a comsiar1iOnC9Vatrdents'academic performance inithe,.experimental and cO!ntrol.cfasses. Detiemining
factors in the selection were the following: a) teit administration time isshort; b) no special skills are required for administration; c) both readingand math are tested; and d) the test has been i4ndarillzekt..':JLIJ,.'1.
The WRAT WaS administered,tO all ctasies (expdfiental 'OW control),by-theextierhiekers during the week of dubber 15, 19/0, ii0eduring'the week of May 20, 111t,follewing,pr9je4jermination. ihe testwas administered and,scored as directed.by "the WRAT histrucifoli'manual:'pm p.0).1 '
Results were compared on a Oassi60 basis airryielded ori-pOst
mean for each subjectaeea. The differences between thete means were-determined and gave the mean growth (or lack of growth) in each subject
arefOor,aach claaarocim'Oppendlxg).m-.3.:
,"!
; bra
38
Results and interpretation
Each classroom's pre-post grade standing for each academic areatested was determined by finding the class mean score (xi = pre-score,i2 = post-score) on the WRAT. The tests were administered eight months apart. Thedifference between these means (R2- R1) gives the number of months'grade change (up or down) that the class made. According to this method,if a class advanced eight months (.80) then the class had been advancingacademically one month for each month's work. The chart (Appendix E)shows that the students in the McCarver classroom (as a group) advanced1.40 (ten months + 4 months = 14 months), or 6 months (14-84) morethan was expected, in the subject of reading. By the same methodof calculation, the Edison I classroom regressed (as a group) byone month (8-9= -1) over the same eight month period in the subjectof reading (Appendix E).
This chart also shows that in the subject of spelling thereis no significant difference between the experimental and control classes. Inlight of the fact that spelling was not formally taught in the experimentalclasses, it becomes even more clear how effective the experimental pro-cedures were. It also indicates that very little transfer carried overfrom reading, suggesting that if progress is desired in a specificsubject, then that particular subject will have to be taught in a structuredand emphasized manner.
A standard t test (Edwards, 1967) was used to evaluate the pre-test,post-test differences between the control classes and the experimental classesfor both reading and math on the WRAT. The t test analysis was performedon both the grade placement change, and the percentile change. Gradeplacement change for the experimental classes for both reading and mathwas significant at the .005 level. The percentile change for bothreading and math was significant at the .05 level (Figure 17).
Discussion
An evaluation of individual rate changes paired with the variablesof curriculum, time of day, and contingency management provides a sensitiveindicator of the effectiveness of instruction. Teachers need this informationfor developing effective individual programs. Administrators, however,need more gross group measurements in order to make their decisions. Forthe administrator's purpose then, classroom comparisons with such toolsas the WRAT can provide the information necessary for determining whattype of instructional materials and methods are achieving the most effectiveoverall results.
A comparison of the experimental classes with the control classeson the Tacoma Project by the method of mean growth shows that in gradegain for reading, the experimental classes averaged 11 months gained
39
r
E1.3
O ""'L. a.
mmI.ca
V00
Mm
m.04.4
O 0764'
Figure 17
WRAT Reading, WRAT Math
I a
Experimental Grade:Placement
a.
b.
T = 2.6533
df.=44
p< .005
c.
Experimental Grade Plicement
I = 3.4338
df.=44
p< .005
Experimental %ile change Experimental %ile change
T = 1.7016
df.= 42
p< .05
a
d.
T = 2.1129
df. =49*p.05
- .
a. Comparison of experimental and control class grade level gains in reading.
b. Comparison of experimental and con.irgl class percentile OA in reading.r,
c. Comparison of experimental and febntro.1 class grade level gains in math.
d. Comparison, of experimental and control class percentile gains in math.
while the control classes averaged a26month decrease. In math theexperimental classes achieved a mean gain of 14 months. The controlclasses made a mean gain of 2 months. From this information it is;easyto see that the experimental classes made significantly more progressin reading and math than did the control classrooms.
Evaluation of Suppes Math and Sullivan Reading Performance
Introduction i?'
,Selection, of Sullivan and Suppes was based on evidence (Haring et ai1970 thatl the performance of children on these programs showed a refillilly smallerror ratoJuon so, these two Pedgrams are atibeWonly a crude,approxi-mation of the objective to achieve-An errorless program. An analysis of .
each chi id's performance by im.anepm.was carried out to examine the. rateof error by book for each program. , :-
Computer analysis of the Project's data was made for the luppetMath Program and for the Sullivan Reading Program. For comparative ,
purposes morning work. (a.m.) was analyzed separately from afternoonwork (p.m.), and baseline data (SuO#Ws) weri-analyzed separately-fromintervention data. Each student's' Correct aneerror rates were evaluatedby finding the mean, standard devUition, median, the minimum responsemode, and the maximum response mode (range). These measures were thentaken on the experimental classes as-i'droup.
Using the mean in conjunction with the standard deviation provides.a .
fairly accurate interpretation of where the data Oats arecioccurringespecially0 the standard deviation is a relatively low;ftgure..When the standard deviation is high, however, the probability,Ao tbatthe mean is being pulled up or down by a low number of atypicalplots.In such instances the imedian is probably a moraccurate indication ofwhere data plots are occurring.
-
s! :,
Analysis of Charts in" the Appendix ,,rti.; ; , II,
.1. Chart A(pages 1-8): Suppes Book 1, a.m., p.m., and Suppes Book 2,a.m., p.m.
Results: These charts provide a comparison of a student'scorrect and error responding rate between morrighg and afternoon performance .
for Suppes Books 1 and 2.
For Book 1, the correct rate mean-median measurement was higher in
theumorning forfgighLof-the students, no different for one,,andAltgherin the afternoonjai-four of the students (eight students hadno-afternoonmath, so no comparison can be made for them). However, thcoverall H
41
class mean-median was higher for the afternoon. The reason for this is thatthe eight students who did betleliethe morning tended to respond at,OnlYa slightly lower rate In the afternoon. The students with the higher efter!1%,(1..,noon responding .nate,however, tended to respond at a much higher rateAn this tzafternoon than.hthe morning. ;;,, tro;- ::1
1, , el ; .
A morning afternoon comparison for Book 2 shows seven students respondingat a higher morning,:ratewand film students responding at a higher efliernponrate. Again, the .Clisi-iien-mid4in correct respondinfrate it-itightlyhigher for the afternoon. The error responding rates for both Suppes Booked,' ,
and 2 were slightly lower for the class average during the afternoon session:srl ,
, .!! *comparison between.Books,1 and 2 responOing rates (morning: 40 efteflIP01)
shows that 4,52.88.0 the students increas4their correct ratesvp.whiles.1 ,...-decreasing,thetryorror.:rates,-144.9.-st of the students:showed, An .1:11WAIr4 incorrect eterror rates, c) 33.3Vaf the stutiente,hataMcreascin,both.1,corrects and errors, and d) 4.7% of the students had.a decrease in correctraXeand an increase in error rate (Figure 18). The class mean correct respondingrate for Booksnd 2 changed from 3.6 to .6; while the mean error rate.changed from 0.1,4 o.0.06) (see Appendix D ,charts)
InterpretstignAf.Aftranalysis of indixidjia,i,,student mean correct anderror responseratesoAqmoaing morning ppd. aftermon,performancelchon Book 1, shltwagthat.tbere were no significant differences between themorning session enCthe,afternoon sessionwokicomPegison O.-students'morning and afternoon correct and error rates on look 2 'shows thatthe error rate for Book 2 was significantly lower (p.<:.05) for
the afternoon seselonodOith no significant difference in correct respondingrates (Figurefi9)::,4heselfcomperisons lead toythe conclusjon thatthe students performaCesswello i.e., made as .many responses, in theafternoon as tin-the morning4An addition, a comparison. of Suppes Bookmorning and afterpoonicorrectand error responsebrates toiSupOssLBook 2 mornlingfenCefternoon correct and error response mates showsw,that student correct response rate for Book 2 did not, differ significantly ?1,,o,
from that for Book 1. The afternoon error rate for Book 2 was, however,significantly lower (p (.05) (Figure 20). This indicates thatalthough the material was more complex, students were maintaining theinccorrect responses while decreasing their error responset. 4..0. AO
. lewlb pr)ry,s,;c ht 4. 1 .11Discussion. The optimum learning situation is condition (a) in which
correct response rate is increasing, error responses are. decreasing and thematerial is becoming moreicomptexand difficult. Condition (c),gin ;I:which erroentesponse rateuisidetressing while there is aoable orslowly decreasing correct response rate, is acceptable when material !
level is increasing in complexity.!.. .
The effecitilVelleSs.,of the precimion.teaching techniques used, TIstral .
Project meth p r O g r e m As; demonstrated ; h i the fact that 85.3%. ( 101" 0f), AtifintY-64'
students met theirequirementsof conditions (a) or (c). in condition (b)
42
Errorlecrease
i
1
t
!
;
i
iError
increase
t
I
I
1
Fig.:re 18
suppes BK1-DK2Trend Directions
Correct Increase Correct Decrease
1,
.11,
52.3%
9.5%
1 ,'I
;
I,
!i
--+- ii
1
33.3%
....db. .0.1.010. 1
4.7%
....v. ....
Student performance trend directions ir- Sunpes Matn
J
7-
Corrects PM
Corrects PM
Figure 19
Morning-Afternoon Comparison of
Suppes Correct and Error Response Rates
SUPPES BK-1
Corrects A.M.
Errors A. M.
T = .50237
df
= 25
Not significant at .05 level
Corrects A.M.
T.468628
df
31
T = .91459
df = 25
Not significant at .05 level
SUPPES BK 2
Not significant at the .05 level
Errors A.M.
IErrors PM
T - 1.72533
df = 31
Errors PM
*p
.05
Afternoon Suppes Math B.ok 2 showed a significant lowering of error rate.
Table
I
.14O
.W.P.A
.WA
4WatiM
cgth,
Figure 20
Com;:arison between Suppes 8K-1 to BK-2 morning- afternoonCorrect and Error Responses
4
. 11,
4
;;-
I
Suppes 1W1corrects
AM PM
df tt 28
N. significantest
at :05 level
0 o
.02 Ut.e)
0
I.
T = 2.1082
-dfu.28
1,
.25218 1= 28
Nut sigmificent' at .05 level,
ti It
Suppes;JIK-1
errors
I PT.3.7395
df'
p <.05
r
.-.14
Error respos rates fbr 'look 2Aboth AM anJ ,I) decreased toa isioniftcht degree':SR' r
2.
students show an increase in correct and error rates; in condition (d) they show adecrease in correct rate and an increase in error rate. The three students whosework fell into these conditions--9.5% (2) in (b) and 4.7% (1) in (d)-- had borderlinesituations which were not significantly different from condition (c).
2. Chart B (Pp. 9-29) Sullivan Books 1-10, First and Second Sessions.
Results:A comparison of first session means to second session means forthe ciass averages on Sullivan Books 1 through 6 shows that the mean correctresponses were higher in the first session for Books 1, 2, and 6, and thatthe error responses were higher in the first session for Books 2, 3, 4, and 5.There were no differences for Book 6. Analysis was. not made beyond Book 6 becausenot enough students advanced beyond it to warrant a comparison. This comparison offirst session to second session shows that providing a second half-hour of workimmediately following a half-hour session produced no consistent changes in rate.The conclusion, then, is that these students can and do work for long periods of timeat a high level of performance.
A between-book comparison of correct and error response means for the firstsession shows that the correct rate went up on the even numbered books and inan inverse relatimiship the errors went down. For the second session no suchrelationship is evident. During this session (the second session) the correctresponses tended to increase steadily as the error response rate increased slightlyand then held steady for Books 5 and 6. From these results it seems that the booksin the Sullivan Programmed Reading series increase in difficulty in an uneven way.For example, a teacher might find that increases in correct rates are consistentlyhigher in the even numbered books.
A between-book comparison for individual students shows that as the studentsmoved into more complex material (higher book numbers) a) 21.7% of the studentsincreased their correct rates while decreasing their error rates, b) 24% of thestudents made an increase in correct and error rates, c) 44% of the students hada decrease in both corrects and errors, and d) 10.3% of the students had a decreasein correct rate accompanied by an increase in error rate (Figure 21).
Discussion: The Sullivan Write-letters period was for one hour in the afternoon,divided into two half-hour sessions for purposes of evaluating the effects oftime on response rate maintenance. No clear differences in correct respondingrates exist between the two sessions for the two classes. However, the decreasein error rates was significant during the second session for four of the six workbookcompared. It would appear, then, that the extended work period did not create fatigyor disinterest in the work, but instead resulted in a maintenance of correctresponding rate with more student attention being directed towards eliminationof error responses.
3. Chart C (Pp. 30-39) - Suppes Baseline and Intervention
A standard t test (Edwards, 1967) was used to evaluate the relationship betweenBaseline correct -.error rates, and Intervention correct-error rates. The effectof Intervention on correct rates was not significant at the .05 level. However,the effect of Intervention on error rates was significant at the .005 level (Figure tiThe significant change in error rate can probably be attributed to the fact that
most phase changes (intervention)wero instituted for the purpose of reducing errorresponses.
46
ErrorDecrease
Errorincrease
Figure 21
Suilivan--All BooksTrend Directions
Correct Increase Correct Decrease
21.7% 411%
24% 10.3%
Sullivan First half-hour performance to Secondhalf-hour performance trends.
4.+uaL.I-
Figure 22
Baseline-intervention
Suppes Baseline.
Corrects
T= .29889
df II 21
Not significant at
.05 level
Suppes BaselineErrors
Ti.4.0221
df .. 21
* Fit: .005
Individual Academic Historiesof
- xE2erimeniil.Classes
Acaderac'Case Summaries on Sullivan, Suppes and SRA Material,
1. June1T.beganSullivan Book 1 on 9/28/70 with a correct Write-letterVespecarIlgrets: of 5.0 letters per minute. Her error rate was .1 letterspai?thinute.' At termination the was working in Book 6 with a correct rate of5.5 'letters perrefinate and en' error rate of .02 letters pet minute. Junestarted in Suppes Math Book 1 on 9/21/71 at Winitial rate of=14numberscorrect per Minute, and :04errors peminute: ltermination'she was workingon the latte'rpart of BoOk'2 and was responding at a 9.1 per minute correctrate with a .00 errorrate. At the end of the school year JunaWas workingon basic multiplication and division facts. The SRA reading program wasstarted on 1/11/71 with June in Book A; her initial correct reacting rate was40 words per minuts;'Whd'her error rate was 5 words!per minute. At terminationshe was reedihg 51 cori.ett Words'perminite, with 6 errors in Book C. June'scorrect rate trends continued to risewith an increase. in material difficulty,where her error rates decreased.
2. Rbbert 0. began Sullivan Book IA on 1/18/71 with a correct rate of5.1 Tiareirper itnute and an error rate of .06 letters per minute. Robertstarted in Suppes Hath Book 1 on 9/28/70 at initial rates of 4.2 numbers correctper minute and .2 errors' Per minute. At termination he wan on the latter partof Book 2, hi was responding at a f.5%per minute correct rate end a .03 perminute error rate. 'Atthec4ind ofthescool year Robert was workihg on basicmultiplication and diViabn facts. The SRA reading program was started on1/11/71 with Robert in Book A at an initial correct reading rate of 43'wordsper minute. His error rate was 3 per minute. At termination he was reading ,96 correct words per minute, with 0 errors in Book C. Robert's correct ratetrends continued to. rise with an increase ih material difficuity;lwhie hiserror sates 'decreased: rf 1
, , t: ":1 , ., ;;
3. tougt,.began Sulliiran'Book I on 10/19/71 with a correct respondingrate or .5 letters per minute. His error rate was .35 letters per minute.At termination he was woirklhg in Book 7 with a correct rate of 8.3 lettersper minuti and an error rite of..2 letters per minute. 'Doug'started in.Suppes Math took 1 On 9/21/71 with initlit rates of 4.6 numbers correct perminute and 'errors per minute. At termination Doug was working on SullivanMath Book4 (Multiplication).atia corrbdt responding rate of 5.3 and an 'errorrate of.00.';Atthe end of 'the school yearDoug was working on basicmultiplication and divisicfacts. The SRA "reading program was eterte on IA1/11/71 with Doug in Book 'Viand his 1114001 correct reading rate was,56uper:iminute. His error rate was 6 porminuto...:. Aftermination he Was !reading63 correct words per minute, with 0 errors in Book D. Doug's correct ratetrends continued to'rise with' an Increase:En Material difficulty, while hiserror rates.decYeased. %
49
4. Clara M. began Sullivan Book IA on 10/5/71 with a correct respondingrate CirTrietters per minute. Her error rate was .14 letters per minute. Attermination she was working in Book 9 with a correct rate of 8.6 letters per minuteand an error rate of .15 letters per minute. Clara started in Suppes Math Book 1on 9/28/71 with an initial rate of 4.1 numbers correct per minute, and an errorrate of .1 per minute. At termination she was on the latter part of Book 2responding at a 6.0 per minute correct rate and a .04 error rate. At the end ofthe school year Clara was working on basic multiplication and division facts.Clara's correct rate trends continued to rise with an increase in materialdifficulty, while her error rates decreased. The SRA reading program wasstanted on 1/11/71 with Clara in Book A and her initial correct readingrate was 49 per minute. Her error rate was 7 per minute. At terminationshe was reading 71 correct words per minute, with 0 errors in Book D.
5. Gary W. began Sullivan Book 2 on 9/28/70 with a correctresponding rate of. 5.0 letters per minute. His error rate was .34letters per minute. At termination he was working on Book 10 with a'correct rate of 8.6 letters per minute and an error rate of .08 lettersper minute. Gary started in Suppes Math Book 1 on 9/24/70 with an initialrate of 4.8 numbers correct per minute, and a .1 error rate per minute.At termination Gary was working on Sullivan Math Book 4 (Multiplication)at a correct esponding rate of 6.2 and an error rate of .03. At the endof the school year Gary was working on basic multiplication and division.facts. The SRA Reading program was started on 1/11/71 with Gary in Book Aand his.initial correct reading rate was 67 per minute. His error ratewas 4 per minute. At termination he was reading 82 correct words perminute, with 0 errors in Book E. Gary's correct rate trends continued torise with an 4ncrease in material difficulty, while his error ratesdecreased.
to6. Robert M.begenSullivan Book I on 2/17/71 at a correct Write-letter responding rate of 7.0 letters per minute. His error rate was .2letters per minute. At termination he was working on Book 10 with a correctrate of.8.5 letters per minute and an error rate of .06 letters per minute.Robert started Suppes Math Book K on 1/28/70 at initial rates of8 numbers correct per minute and .17 errors per minute. At termination,he was in Sullivan Book 4 and responding at a 5.5 per minute correctrate with a .06 error rate. His multiplication and division skills wereat grade level at the termination of this project. The SRA readingprogram was started on 2/25/71 with Robert in Book A and his initialcorrect reading rate was 45 per minute. His error rate was 3 per minute.At termination he was reading 100 correct words per minute, with 0 errorsin Book F. Robert s correct rate trends continued to rise with an increasein material difficulty, while his error rates decreased.
7. Gregg E. began Sullivan Book IA on 2/25/71 with a correct Write-letterresponding rate of 7.0 letters per minute. His error rate was .48 lettersper minute. At termination he was working in Book 8 with a correct rate of6.0 letters per minute and an error rate of .15 letters per minute. Gregg
50
started Suppes Math Book I on 1/28/70 at initial rates of 8 numbers correctper minute'and errors per minute. At termination he was in 'SullivanBook 4, responding at a 5 per minute correct rate and a .06 error rate.His multiplication and division skills were at grade level and re-entry intoa regular classroom situation was projected for fall term. The SRA readingprogram was started 2/25/70 with Gregg in Book A and his initial correctreading rate was 55 per minute. His error rate was 5 per minute. At tarmina-tion'Gregg was 'reading 70 correct words per minute, with 1.1 errors inBook F. 'Gregg's' correct rate trends continued to rise with an increasein material difficulty, while his error rates decreaied..
8. Stty H. began Sullivan Book IA on 2/2/70 with *correct Write-letterresponding rate of 2.5 letters per minute. Her error rate was .35 lettersper minute. At termination she was working in Book 5 with a correctrate of 4.0 letter* per minute. At termination she was correctly reading40 word* per minute with 1.5.errors per minute, Betty *tar* Suppes MathBook I On 2/i/70 at initial rate* of 5 numbiri terrect per minute and 1.4errors per minute., At termination she, lei *sullivan 'Book 4' reapindingat.a 5Rer,flifitite'COrect'ree and's. 0 error rate. Her MultipTication'llinddiVialOn:skillreie'at Ode level. ..) - !,,
L),(' ' 'ri9: 9eiVeri2e 0':"'s&rief1W tiA0as Math BOOk 'on' 9/24/76 it ij ailr -. _rate of 3.5 correct per Minag Ad .42 ermis. Attermipailerilie** ,,,working On-dia.:letter Part OY'llioOk 2 and was resPOIndine at a 6.7 per,i4ndt. 'correct rate with a .01 error rate. Clarence began the SRA Readingprogram on 1/11/71 in Book.A with,an initial correct reading rate of 31words per minute and an etl.ifr'4ti'of'4,words'PerAinute. termfridtionClarence was reading 43 6YPeo1.491er mi'nute, With:5'error ratein Book C. ,
. ,
10.RonS.:begansullivan8Cokion10/1wh4/76 it'atO rrect Write-letter respOnding' rate of 2.1 letters per minute; "Pis 'error 'rate was.07 letters per 'minute. At terminatiowRon '44.1(ing 'in Book 3 with a s'
correct rate of 4.1 letters per minute and an error rate of .03 lettersper minsote., Ron started In Suppes Math Book ion 9/29/70 at initial, rates
.
of .6 numbers correct per minute and .`.16'errc4s 'Per'Minute. At-tiholhatlonhe was working on the...latter:part of** *104as responding at a 7.2 V:per4ifiiiite cop -eat a'.01 error rate. icon began the SRA 4ading)J ) jpro ram on.1/f1/71fn,Sook.A:withen'initiaicorrect reading raWof 41wolp'per Minute and an eer'orr'ate of'6 words per minute. At tetWriationRon was reading,52 cFirr4clifords Per 1414e with a 1.7 error rate InBook C.
II. Alfred-B. began 'the Uptivan'pre-reader on 1/8/71 with a';,
correct Write-letter responding rate of LS litters per minute. ''Alfrid's 'error retemas .12 letters,per,minute. At termination Alfred was, workingin Book 3 'Wlihe correct rate of 6:1 letters per minute and:an eerldi::rite-.of .04 letter perr.MOute.:,Alfred Suppes Mith BOok!ron 'Y;9/24/7Q,at rates of 4.1 numhers correct per minutf,"iiiir.frerriirt''per minute. At termination he was working on the latter part of'Book 2 and was responding at a 5.2 per minute correct rate with a .02
51
error rate. The tRA reading program was started on 1/11/71 with Alfred
in Book A. He had an initial correct reading rate of 32 words per minute
with an error rate of 2 words per minute. At termination Alfred wasreading 48 correct words per minute, with 0 errors in Book B.
12. Coe N.started in Suppes Math Book K on 9/24/70 at initialrataZIT3.0 correct per minute, and .4 errors per minute. At termination
Coe vis in Book 2 and was responding at a 5.1 per minute correct ratewith a .05 error rate. Coe began the SRA reading program on 1/11/71In Book A with an initial correct reading rate of 28 words per minute
and an error rate of 6 words per minute. At termination Coe was reading39 correct words per minute with a 0 error rate in Book B.
13. Debbie S. began Sullivan Book IA on 1/4/71 with a correctWrite-letter responding rate of 3.0 letters per minute. Her error rate
was .12 letters per minute. At termination Debbie was working in Book 2with a correct rate of 3.5 letters per minute and an error rate of .04letters per minute. Debbie's initial Sullivan reading rate was 55correct words per minute with '2 errors per minute. At termination she was
correctly reading 45 words per minute with 0 errors per minute. Debbie
started Suppes Math Book K on 1/26/70 at initial rates of 4 numbers correctper minute and .04 errors per minute. At termination Debbie was inSullivan Math Book 4 responding at a 3 per minute correct rate and a.04 error rate.
14. Jackie S. began Sullivan Book IA on 1/4/71 with a correctWrite-letter responding rate of 4.5 letters per minute. Her error rate
was .2 letters per minute. At termination Jackie was working in Book 3 witha correct rate of 3.0 letters per minute and an error rate of .15 lettersper minute. Jackie started Suppes Math Book K on 9/23/70 at initial ratesof 3 numbers correct per minute and .2 errors per minute. At termination
Jackie was in the latter part of Book 2 responding at a 2.5 per minutecorrect rate and a 0 irror rate;
15. lobby R. began Sullivan Book IA.on 1/4/71 with a correct Write- letterresponding rate of 3.5 letters per minute. BObby's error rate was .1
letters per minute. At termination he was, working in Book 3 with a correctrate of 5.5 letters per minute and an'error rate of 0 letters per minute.lobby's initial Sullivan reading'rate was 40 correct words per minute with0 errors per minute. At termination he was correctly reading 55 words perminute with 0 errors per minute. Bobby started Suppes Math Book K on
1/26/70 at initial rates of 3 numbers correct per minute and .2 errorsper minute. At termination he was in the latter half of Suppes Book 2responding at a 3 per minute correct rate and a .05 error rate.
16. Julie H. began Sullivan Book IA on 1/4/71 with a correct Write-letterrespoWW7ate of 3.0 letters per minute. Her error rate was .15
letters per minute. At termination Julie was working in Book 3 with a
correct rate of 4.0 letters per minute and an error rate of .05 letters
52
per minute. Julie's initial Sullivan oral reading rate was 45 words perminute correct, with 3 errors. At termination she was reading correctly 50words per minute, with 0 errors. Julie started Suppes Math, Book I on10/12/70 at an initial rate of 3 numbers correct per minute with 4errors per minute. At termination she was in the latter half of Book 2responding at a 3 per minute correct rate and a 0 error rate.
17. Rob':r t B. began Sullivan Book IA on 1/4/71 with a correct Write-letterrespoiang rate of 3.5 letters per minute. Robert's error rate was 105letters per minute. At termination he was working in Book 3 with a correctrate of 5.5 letters per minute and an error rate of .02 letters per.minute. Robert's initial Sullivan reading rate was 40 correct wordsper minute with 0 errors per minute. Robert started Suppes Math Book K9/23/70 at initial rates of 3 numbers correct per minute and .16errors per minute. At termination he was in the latter half of Suppes0bok 2 responding at a.4 per minute correct rate and, a .04 error rate.
18. Arvel M. started Suppes Math Book Kim 941/70 at Initial rate, ;
of 2.rilliars correct per minute and .12 errors per,fanute. Atmination'he was in the latter half, of Suppes Book 2 responding at 0.1per,minute correct rate andJa .05 error rate.
19. Patrick C.started in Suppes Math Book K on 9/24/70 at initial ratesof 1.5 correct per minute, and .15 errors per minute. At terminationPatrick was in Book 2 and was responding at a 3.5 per minute correct ratewith a .05 error rate. Patrick began the SRA reading program on 1/11/71in Book A with an initial correct reading rate of 30 words per minute.At termination Patrick was reading 46 correct words per minute with a 2error rate in Book B.
20. Juanita A. began Sullivan Book IA on 1/4/71 with a correctWrite:TiiieTTesponding rate of 40 letters per minute. Juanita's errorrate was .12 letters per minute. At termination she was working in Book 2with a correct rate of 2.5 letters per minute and an error rate of 0letters per minute. Juanita's initial Sullivan reading rate was 24correct words per minute with 3 errors per minute. At termination shewas correctly reading 30 words per minute with 0 errors per minute. Juanitastarted Suppes Math Book K on 9/28/70 at initial rates of .7 numberscorrect per minute and .4 errors per minute. At termination shewas in the latter half of Suppes Book 2 responding at a 5.5 per minutecorrect rate and a 0 error rate.
21. Steve N. began Sullivan Book 1 A on 3/15/71 with a correctwritirraWF responding rate of 3.2 letters per minute. Steve's errorrate was 1.6 letters per minute. At termination he was working in Book 2with a correct rate of 4.1 letters per minute and an error rate of 0letters per minute. Steve's initial Sullivan reading rate was 27 correctwords per minute with 5 errors per minute. At termination he wascorrectly reading 36 words per minute with 2 errors per minute. Stevestarted Suppes Math Book K on 10/26/70 at initial rates of 2.3 numberscorrect per minute and .17 errors per minute. At termination he was in thelatter half of Suppes Book 2 responding at a 5.1 per minute correct rateand a .02 error rate.
53
22. Georgene W. began Sullivan Book IA on 1/4/71 with a correctWrite-letter responding rate of 2.3 letters per minute. Georgene's errorrate was .06 letters per minute. At termination she was working in Book Iwith a correct rate of 40 letters per minute and an error rate of 0letters per minute. Georgene's initial Sullivan reading rate was 18correct words per minute with 8 errors per minute. At termination she wascorrectly reading 31 words per minute with 1 error per minute. Georgenestarted Suppes Math Book K on 2/2/70 at initial rates of 1.3 numberscorrect per minute and .12 errors per minute. At termination she was inthe latter half of Suppes Book 2 respondingat a 2.1 per minute correctrate and a .03 error rate.
23. Gary W. began Sullivan Book IA on 1/4/71 with a correct Write-letter responding rate of9.5 letters per minute. Gary's error rate was .25letters per minute. At *ermination he was working in Book 2 with acorrect rite of 4.1 letters per minute and an error rate of .07 lettersper minute. Gary's initial Sullivan reading rate was 23. correct wordsper millifte with 6 errors per minute. At termination he illas correctlyreading 41 words per minute with 2 errors per minute. Gary started SuppesMath Book K on 9/21/70 at an initial rate of 1.2 numbers correct per minuteand ..21; errors per minute. At termination he was in the latter half ofSuppes Wilk 2 responding at a 3.6 per minute correct rate and a .04error'rate.
tri : i
.:t I,1. 1:s
Iti:o;
54
DISCUSSION AND CONCLUSIONS
Results
The results presented in the preceding section enable us to evaluate theeffectiveness of three important instructional objectives of the TacomaProject: the systematic arrangement of instructional cues in order to promoteefficient development of academic skills and to establish a replicable program;the use of contingency management; and the measurement of performance whichis based on continuous collection and examination of data. Data relatingto the second and third objectives provide direct evidence of the Tacoma!Project's effectiveness in significantly changing student academic behavior;data concerning the first objective yield indirect evidence of success..
Evaluation of systematic arrangements of instructional cues. Thecomparlsonsof student performance in reading, spelling, and math on the WRAT pre- and'Posttests show that the experimental classes made significant academic growth1p the two subject areas (reading and math) which had been programmed toprovide a systematic arrangement of instructional cues. More direct evidence ofthe effectiveness of the programmed materials was the consistently low rate oferror responses made in material which was increasing in complexity. Students'achievement of errorless learning was frequently shown on the graphs; studentswho achieved errorless learning were usually able to maintain it.
Evaluation of contingency management. Comparisons of students' performanceduring baseline conditions and after Intervention. show that students madesignificant decreases in error responses following the implementation ofreinforcement contingencies.
Evaluation of measurement procedures. 'Comparisons of morning and afternoonperformance in Suppes math, of session oheand session two in Sullivan programmedreading, and of perfOrmance in Suppes Math Books 1 and 2 provide a comprehensiveanalysis of student performance, the information for which would not havebeen furnished by any method other than continuous measurement. ForAnstance, the
,,JSellivan graphs revealed that students fin the. Tacoma Project performed as wellduring the second half of the period as-they did during the first half--informatiqnthat contradicts some conventional notions about students' fatigue and shortattention spans.
Discussion
In the Tacoma Project, investigators applied the techniques of precisionteaching in classrooms for children who had been labeled mentally retarded.
'"These techniques included: systematic arrangement of instructional cues, thetechnology of programmed learning, careful management of reinforcement contin-gencies, and accurate, continuous measurement of performance in order to evaluate
'4'the total instructional process. The Project has shown that such instructionmadel-iignificant difference in students' academic performance. Indeed, it hasclearly demonstrated that this particular population of students was capable of
55
exceeding society's expectations, i.e.,a higt percentage of the students(30) were ready to be transferred to regular classes after their year's. experienceIn a program of systematic intervention.
Although the discussion so far has concerned improveastudent performance,the investigators have little doubt that the techniques used in the Projectenabled the teachers to become more efficient and effecti44.0i,their work.The behavior of a child in a classroom is controlled by thetontingenciesoperating in that environment; the child in turn operates on the environment tobring about gratifying events. The student knows, for instance, that if hecompletes his math her;ean go outside for recess, but that if he often jumpsout of his seat during'math, he cannot. The teacher who consciously manages thecontingenclet of the environmentothe events that are antecedent and consequentto behavior and that influence it - -can modify student behaviors, thereby in-
creasing the rate of desirable ones 400 diminishing or extinguishing44disirableones. By:pinpointing behaviors, by continuously measuring their occu ?Pence, bycharting and analyzing data concerning those behaviors, the teacher is 'able toassess the effectiveness of his contingency management. It is through the use of
- these techniques that a teacher can make objective educational decisions and tefreed from reliance on hunches, guesses, and other subjective, possibly Inaccurate, judgments about a student's progress. In classes for children withacademic and social response deficits - -children who already bear labels concerningtheir expected performance- -such objectivity is especially important.
It is not surprising that a systematic application of principles of rein-forcement Would result in-fincreaked academic acitievement. Thiehis beendemonstrated in many stodtes. The significance of this study Steles from theattention to all details involved in the application of this principle in the naturalsetting, the almost infinite number of decisions which are required of the teacherto insure that each child"ie'reta4VingAtildttructional program and .ea.... i ronment
for learninethat is best'slaitedto hlta[;,;FUrther, for the sake of 601a very complete description'athi proildures involved throughout Mt Included.
0: .. ;
Although the success of dentfrigency management is graphically demonstratedby the Tacoma Project, the stteie 6,1 the project was not limited to the practiceof such manageMent by experimenters" n a special class. It included the contin-uous trainingfbUregular classroom teachers who learned to use the procedures ofcontinuous recording, charting and analysis of data in addition to the prihilplesof contingency management and the application of such principles in theirclassrooms.
The ultimate aim of theteacher who manipulates contingencies is to buildand strengthen in children those behaviors that are appropriate to theclassroom. Among such behaviors are those that will eventually give the childthe skills to manage his own environment. Teaching self-management skillsis, therefore, an important part of the strategy of contingency management. Thechild in the example we mentioned earlier - -the child who knows that if he workson his math he can earn recess - -is the one who is to some extent clohtrolling:
it's educational environment, and he can work as the teacher's partner inestablishing the conditions under which he learns. The teacher who makes
Str'
decisioni which enhance a student's self-management skills knows that an un-desirable behavior can be eliminated simply by strengthening a desirable behaviorthat is incompatible with it. He knows, too, that the selection of appropriatecues which evoke the desired behavior is required. Finally, he knows that arelatively minor modification of an environment can bring about a large improve-ment in performance. With this knowledge, the teacher can arrange conditions sothat each child learns at his optimum pace. The experimenters believe thatsuch conditions were amply demonstrated in the Tacoma classrooms.
This project also revealed that such widely used programmed materials asSullivan and Suppes did produce an unwarranted rate of errors. Whether or notit is indeed possible to produce error-free instructional programs--or for thatmatter whether or not error-free instruction is necessary or desirable- -remains an important question. The critical point here is that'commerciallyprepared programs have many irregularities in format, sequence, increments ofinformation, skill required, and response'expectations. These irregularitiesexist in spite of every effort on the part'itif the teacher to supplement the
instruction and are the most important source of errors in the child's performance.The analysis of correct and error rates indicated that excessive errors inthe performance of these children did produce lower correct performance ratesand slowed progress toward the instructional objectives.
To summarize, the academic performance of students as well as the efficiencyand effectiveness of teachers can be improved through technology. A teacherwho can use the procedures of precision teaching (precise pinpointing ofbehaviors, continuous measurement of rates of occurrence, graphic display of.data, and analysis of data) can accurately assess the effects of classroomvariables, control them, and consequently be effective in his manipulations ofthe classroom environment. For the teacher willing to make the commitment,precision teaching guarantees him the professional role of making data-based,functional decisions which, because of their objectivity, clearly enhanceand protect the individuality and the capabilities of his students.
57'
Addendum
Ten weeks after the 1971-72 school year began, David Krug made a site visitto the Tacoma School District lor three reasons: .to gather data for the;:'follow -up study; to determine Informally teachers' opinions of the academic andsocial progress of the eight' Pioject students who were placed in regular.classet; and to deterMine to what extent the experimental :classrooft teachersWere still using precision'teaching techniques they had been trained to use duringthe two yeiri of the Project:
Follow-up. Results obtained from' follow-up tests - -which evaluate students'ability to generalize academic gains they have made in the experimental conditionto other settings --will be'described in detail in the follow-up report.;
, :. .
informat'evaluation. In informal talks, the teachers who are now working withstudents transferred from the experimental classes unanimously, made favorablecoMmen4 about students' behavior and academic performance. For example, onesixth grade teacher, who hai two of the boys in his Oassrodm; said: "Gregand' Bob are holding their own academically. In fact, in multiplication theyare abeadof the rest Of'the class. They present no problems. behaviorally.", .
fAnothEr teacher said abduCthe student in her class: "No problem, Clara isdoing"mist'grea:0" These comments were typical of the'respOhies from all theteacheirs'ihte0Viewed:' Such Informal reactions are not Presenied'as proof thatstudents' academic and behavioral gains in performance, achleithdrIn theexperimental classes, have been generalized and maintained in other settings.That. infoisiation will have to COMO' from the tests to be adiOnistered:thlt. yearHowe4er,'t4 obiervations and Information' are cited to iilOW dietstudent adjastment4.-as perceived by'the student's' teaCheri=-his so. far been Aunreserved 'ssuccist.
Precision' teaching techniques.The two experimental classioom teacher fromthe Tacoma School' District were Mary O'Leary and Susan Soli'. 'Mary O'Leary is'continuing; to*ch in a'self-contained Special Education classroom and' is
training student teacherf in the'' procedures and techniques of pricisiOnteaching. in'additIon, she is'sharinOer expertise with the other SpecialEducation teachers in her school building. Susan Soli is working with theTacoma School District's Special Education Administration staff as a trainingconsultant toSpecial Education teachers. In this capacity she is trainingteachers to use precision teaching procedures and techniques.
This initial follow-up site visit suggests three tentative conclusions:
1. Students have been able to maintain the gains they made in the experimentalcondition and to transfer these gains to new settings.
2. Students have also been able to generalize to new settings the behavioralimprovements they achieved in the experimental condition.
3. The Tacoma School District Administration is using productively thetraining and experience gained by the experimental classroom teachers duringthe Project's two years.
58z
References
Birnbrauer, J. S., Wolf, M. M., Kidder, J. D., & Lague, C. E. Classroombehavior of retarded pupils with token reinforcement. Journal ofExperimental Child .Elychology? 1965, 2, 219-235.
Edwards, . L. Statiifical methods. New York: Holt, Rinehart and Winston, 1967.Frey, R. M. Reading behavior of public school brain-injured and non
brain-injured children of average and retarded mental development.Unpublished doctoral dissertation, University of Illinois, 1960.
Haring, N. G., & Lovitt, T. C. Operant methodology and educational tech-nology in special education. In N. G. Haring & R. L. Schiefelbusch(Eds.), Methods in special education. New York: McGraw-Hill, 1967.
Haring, N. d., & Phillips, E. L. Educating emotionally disturbed children.New York: McGraw-11111,1962.
Haring, N. G., s Phillips, E. L. Analysis and modification of classroombehavior. Englewood. Cliffs, N.J.: Prentice-Hall, )971, in press.
HarTiii71171., Berman, M. L.; & Varnum, S. Special education instructional materialsand media evaluation center. Final Report. Experimental Education Unit, ChildDevelopment and Mental Retardation Center, University of Washington, 1969-1970.
Hulten, W., & Kunzelmann, H. Charting procedures and conventions.Unpublished manuscript, Experimental Education Unit, Child Developmentand Mental Retardation Center, University of Washington, 1969.
Kirk, S. A. Research in education. In H. A. Stevens & R. Heber (Eds.),Mental retardation. Chicago, Ill.: University of Chicago Press, 1964.
Kunzelmann, H. Data analysis. Unpublished manuscript, Experimental EducationUnit, Child Development and Mental Retardation Center, Universityof Washington, 1969.
Lovitt, T. C., Schaaf, M. E., 6 Eaton, M. F. Curriculum research: Adirect and continuous approach. Unpublished manuscript, ExperimentalEducation Unit, Child Development and Mental Retardation Center,
--University .of,Washington, 1970.Martin, G. L., & Hulten, W. J. Program for IS-DOES plan sheet. published
manuscript, Experimental Education Unit, Child Development and MentalRetardation Center, University of Washington, 1970.
-1411-rigo, A. R. Program for teaching data collecting on the event-sheetdeveloped at the Experimental Education Unit. Unpublished manuscript,Experimental Education Unit, Child Development and Mental RetardationCenter, University of Washington, 1970.
59
Final Report Certification
Project No. 572167
Grant No. 0EG-0-5-572167-4270 (034
Contract Officer,, 11) Project Director
Date Date
APPENDIX A
SUMMARIES OF INDIVIDUAL SKILLS ACQUISITION
Enterini Behaviors
1. Say Letters (Distar)Could recognize:
Robert MGreg EBetty HGary W
Clara MDoug D
June TRobert D
Clarence F
Ron S
Arvel MAlfred B
Coe II
Bobby R
Julie HGary W
Julie W
Jackie S
Juanita A
Debbie 3
all letters
a,b,c,d,e,f,h,k,l,m,p,r,t,wa,b,c,d,e,f,m,s,t,yall letters
all letters
a,6.d,e,f,g,i,k,l,m,p,r,s,t,u,w,yall letters
a,b,c,d,e,f,h,i,l,m,o,s,t,y,z
a,b,c,d,e,f,g,k,m,r,s,t,x
s,f,a,r,m,e,bh,n,u,s,o,c,f,a,i,r,t,g,lm,d,e
h,n,s,o,c,f,a,i,t,l,m,e,e,o
all letters
Behaviors at Termination
I. Say letters (Distar)Could recognize:
all letters
all letters
all lettersall letters
all letters
all lettersall letters
all letters
m,d,a,s,e,f,r,i,c,o,n,a,h,u,b,j,o,w,x,y,zm,d,s,a,e,f,r,i,t,ahu, gon1,w,k,u,p,b,y,s,c,d,k,y
m,d,u,s,e,f,r,i,t,h,u,c,o,n
all letters
m,d,a,s,f,r,i,c,o,n,t,a,h,ug,l,w,l,k,o,u,em,a,c,f,r,i,d,c,o,n,t,h,u,g,l,w,k,p,u,t,o,y,wszall letters
m,a,s,e,f,t,n,t,h,u,g,o,w,k,o,u,p,y,
m,c,o,n,i,t,a,h,u,g,l,w,i,k,u,p,e,b
m,a,s,e,r,i,d,f,c,o,n,t,h,u,g,l,w,y,x,p,z,k,m,um,a,s,e,f,d,r,i,c,00n,t,h,u,g,l,w,o,p
m,a,s,e,f,d,r,i,c,o,n,t,h,u,
Entering Behaviours
II. Say Sounds (DistarCould recognize:
Greg EBetty HGary 1/
Clara M
Doug BJune T
RobertClarence F
Arvel 11
Fred BCoe M
Julie HGary 1/
Julie 11
Juan1ta ADebbie S
READIMG SKILLS
a,b,c,d,e,h,k,l,m,p,r,s,t,y,za,b,e,k,l,m,s,ta,e,m,s
a,b,c,d,e,f,m,y,s,ta,b,d,e,h,k,l,m,n,p,r,s,t,za,b,m,pa,b,d,e,h,k,l,m,p,r,s,t,wa,d,f,h,m,s,t
a,b,c,g,m,s
m,e,d,a,f,c,e,d,o,h,i,c,n,t,s,fn,p,d,h,w,o,l,g,n,t,the,f,a,u
Behaviours at Termination
11. Say Sounds (Distar)Could recognize:
all sounds
all soundsall sounds
all soundsall sounds
all soundsall sounds
all sounds
m,d,a,s,e,f,r,i,t,con,ahug,lusk,o,u,b,j,q,w,x,y,zm,d,s,a,e,f,r,i,tahu, gon, 1,w,cup,b,y,s,c,d,k,ym,d,a,s,e;f,r,i,th,hu,oneall soundsm,d,a,s,f,r,i,c,o,n,t,a,h,u,g,l,w,i,k,o,u,emac,fri,con,th,u,g1,w,k,p,u,j,x,o,you,w,zall sounds
mase,fri,n,th,u,g1,w,k,o,u,p,y,jmase,d,r,i,c,o,h,u,g,l,u,s,i,k,b
mase,rid,f,con,th,a,g1,w,y,x,o,z,k,m,u
mase,f,d,r,i,con,th,u,gl,w,upmase,fr,i,d,con,th,u,g1,w,k,o,u,p,y,j,x,ou,z
READING SKILLS
Entering Behaviors
CorrectRate
ErrorRate
Behaviors at Termination
ErrorRate
ite Letters(Sullivan) BK#
Write Letters(Sullivan) Ski
CorrectRate
Robert M IA 7.0 .2 10 8.5 .06Greg E 1A 7.0 .48 8 6.1 .15Betty H IA 9.0 .06 5.2 .05Gary W 2 5.0 .34 10 6.1 .08Clara N IA 3.0 .14 8 8.6 .15Doug 0 1 4.5 .35 7 8.3 .2June T 1 5.0 .1 7 5.5 .02Robert D IA 4.0 .9 3 5.1 .06Clarence F IA 5.0 .12 2 4.5 .13Ron S 1
Arvel N no rates2.1 .07 3 4.1 .03
Fred 8 IA 3.8 .12 3 6.1 .04Coe N 1A 3.0 .05 1 2.9 .06Bobby R IA 3.5 .to 3 5.5 .00Julie H 1A 3.0 .15 3 4.0 .05Gary W IA 2.3 .06 1 4.0 .00Julie W lA 4.5 .9 2 4.0 .05Jackie S IA 4.5 .15 3 8.0 .00Juanita A 1A 2.7 .2 2 1.0 .00Debbie S IA 3.0 .12 2 3.5 .04
READING SKILLS
Entering Behaviors
CorrectRate
ErrorRate
Behaviors at Termination
Oral Reading(Sullivan) BK#
Oral Reading(Sullivan) BK#
CorrectRate
Error
Rate
Robert M IA 55 3 10 130 0Greg E IA 55 6 8 95 2Betty H IA 35 4 5 65 0Gary W 2 45 2 10 85 0Clara M IA 50 1 8 95 0Doug B 1 40 2 7 65 0June T 1 24 3 7 50 0Robert D IA 65 0 3 120 0Clarence F IA 25 0 2 40 0Ron S 1 35 0 3 45 0Arvel M no ratesFred B IA 35 0 3 55 0Coe N IA 20 0 1 40 0Bobby R IA 40 0 3 55 0Julie H IA 45 3 3 60 0Gary W IA 18 8 IA 31 I
Julie W no ratesJackie S no ratesJuanita A no ratesDebbie S IA 55 2 2 45 0
READING SKILLS
Entering Behaviors
CorrectRate
Error
Rate
Behaviors at Termination
Oral Reading(SRA) BK#
Oral Reading(SRA) BK #
CorrectRate
ErrorRate
Robert M A 45 5 F' 108 0:keg E B 61 10 E 72 4Betty o A 55 2 E 70 0Gary W A 67 4 D 82 0Clara M A 49 7 D 71 0Doug B A 56 6 C 63 0June T A 40 5 C 51 0Robert D A 63 3 C 96 0Clarence F A 31 4 B 43 0Ron S
Arvel HAno rates
41 6 B 52 0
Fred B A 32 2 B 48 0Coe N A 28 6 B 39 0Bobby RJulie H
Ano rates
45 2 C 95 0
Gary W A 33 5 B 75 2Julie WJackie SJuanita A
Ano ratesno rates
40 4 C 80 0
Debbie S A 50 4 C 110 0
MATH SKILLS CHECK LIST (95% Accuracy)
Skill Presentation --I EnteringOrder Behaviours
name Robert S.
Behaviours AtTermination
Book K:
I. Bigger - Smaller
2. I's to two
..1110.110.1
..
3. Larger - Shorter
4. i's to three
5. Matching Shapes
6. /Ps to five X
7. Counting Pennies
,..
Book I:
1. Union of Sets .2. Adding l's 1-5
WIIN
11.
3. Difference of Sets
4. Subtracting #'s
5. Adding Ps 6-10
01
......=1=6. Tens and ones
7. Humber Sentences
Y....liar3. Geometry:
=1a. Measurementb. Construction
Math Skills Checklist (95% Accuracy) Robert S.
Skill PresentationOrder
EnteringBehaviours
Behaviours AtTermination
1. Addition of #'s
2. Difference of Sets
3. Subtraction of i's
4. Add 6 Sub
5. Tens 6 Ones
.11....
6. #'s 11 to 19
IMMO MME
7. 100's 10'sand ones
8. Less than X
9. Regrouping InAddition
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
=1111.4.1
1Nam.alw.eam.mx.11..amamMsII.4./.1..-
14. Multiplication
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Name June T.
Behaviours AtTermination
Book K:
At. Bigger - Smaller
2. #'s to two
3. Larger - Shorter
4. #' to three
5. Hatching Shapes
6. Ps to five
111.......... .17. Counting Pennies
Book I:
1. Union of Sets
2. Adding Ps 1-5
3. Difference of Sets
4. Subtracting #'s
5. Adding i's 6-10
6. Tens and ones
=1.1......m.....11..N.Er
7. Number Sentences
mi110.11.11..... AFIN.......G. Geometry:
a. Ileasurement
b. Construction
Math Skills Checklist (95% Accuracy) ARSE T.
Skill PresentationOrder
EnteringBehaviours
1. Addition of #'s X
2. Difference of Sets X
Behaviours AtTermination
X
X
3. Subtraction of i's X X
4. Add & Sub
5. Tens & Ones
X X
X
6. #'s 11 to 19 X
X
X
7. 100's 10'sand ones
X X
8. Less than X X
9. Regrouping inAddition X
10. Geometry X X
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
arMillawm...=ar
X.......
X
X
X
X
15. Area
X
16. Word ProblemsX
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
Book K:
I. Bigger - Smaller
EnteringBehaviours
Name Robert M.
Behaviours AtTermination
MMMMIY=MV.MIMIM.wIIII...mININImM..II.......I.I1PM1.=INMwO....I...
2. Ps to two
x x
x
3. Larger - Shorterx
4. i's to three x
5. Matching Shapes
6. #'s to five x
7. Counting Pennies
Book I:
x
1. Union of Sets
.........y.....M..111.11110.110.111y1M11.
2. Adding i's 1-5
3. Difference of Sets
Yax
x
x
4. Subtracting i's x
5. Adding #'s 6-10
6. Tens and ones
x
.11.-
7. Number Sentences
Qom.. 111111On
x
x
8. Geometry:a. Measurementb. Construction
Math
tliiinTiien
Skills Checklist (95% Accuracy)Robert M.
Presentation Entering
BehavioursBehaviours At
Termination
1. Addition of #'sX
2.
1111.111....IMArl....1111110.....,..
Difference of SetsX
3. Subtraction of PsX
4. Add & SubX
5. Tens & OnesX
6. Ps 11 to 19X
7. 100's 10'sand ones X
8. Less than
9. Regrouping inAddition X
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
aw.X
15. Area
16. tlord Problems
"-
MATH SKILLS CHECK LIST (55% Accuracy) Name Clarence F.
Skill PresentationOrder
EnteringBehaviours
Behaviours At
Termination
Book K:
I. Bigger - Smaller
X
2. is to twoX X
3. Larger - ShorterX X
4. i's to threeX X
5. Matching ShapesX X
6. Ps to fiveX X
7. Counting Pennies X X
Book I:
1. Union of SetsX X
2. Adding #'s 1-5
3. Difference of Sets
4. Subtracting #'s
5. Adding Ps 6-10
X
X
6. Tens and mew,-X
7. number Sentences
8. Geometry:a. tWasurementb. Construction
X
X
Math Skills Checklist (95% AccuraCy)Clarence F.
Skill PresentationOrder
EnteringBehaviours
Behaviours AtTermination
1. Addition of #'sX
2. Difference of SetsX
3. Subtraction of #'sX
4. Add £ SubX
5. Tens & Ones.X
6. #'s 11 to 19X
7. IOU's 10's
and ones X
B. Less than V9. Regrouping In
Addition X
10. Geometry
II. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
15. Area
16. Ubrd Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill Presentation
OrderEntering
Behaviours
Name Patrick C.
Behaviours AtTermination
Book K:
I. Bigger - Smaller X
2. #'s to two X
3. Larger - Shorter X
. #'s to three X
5. Matching ShapesX
6. /Ps to five X
7. Counting PenniesX
Book I:
1. Union of SetsX
2. Adding #'s 1-5X
3. Difference of SetsX
4. Subtracting #'sX
5. Adding #'s 6-10
6. Tens and ones
7. Number Sentences
8. Geometry:
a. Measurement
b. Construction
Math Skills Checklist (95% Accuracy)Patrick C.
Skill PresentationOrder
Entering Behaviours AtBehaviours Termination
1. Addition of #'sX
2. Difference of SetsX
3. Subtraction of #'s
4. Add & Sub
5. Tens & Ones
6. #'s 11 to 19
7. 100's 10'sand ones
8. Less than
9. Regrouping InAddition
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplicsation
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
Entering
Behaviours
Name Robert D.
Behaviours AtTermination
Book K:
I. Bigger - SmallerX
2. #'s to twoX
3. Larger - ShorterX
4. #'s to threeX
5. Hatching ShapesX
6. i's to five
7. Counting Pennies
X
X
Book!:
1. Union of Sets
2. Adding i's 1-5
3. Difference of Sets
4. Subtracting #'s
5. Adding Ps 6-10
....... - 110....
6. Tens and ones
7. Number Sentences
8. Geometry:a. Measurementb. Construction
Math Skills Checklist (95% Accuracy) Robert D.
Skill PresentationOrder
EnteringBehaviours
Behaviours AtTermination
1. Addition of #'s X
2. Difference of Sets X
3. Subtraction of #'s X
4. Add & Sub X
5. Tens & Ones X
6. #'s 11 to 19 X
7. 100's 10's
and onesX
8. Less than
-5. Regrouping InAddition
10. Geometry
11. Regrouping in Sub
11.X
12. Fractions
X
X
Omr.=0.11.41. 11..
13. Equations
X
14. Multiplication
15. Area
16. Word Problems
".
X
X
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
Name Doug B.
Entering Behaviours AtBehaviours Termination
Book K:
I. Bigger - Smaller
2. rs to two
3. Larger - Shorter
4. #'s to three
5. Matching Shapes
6. #'s to five
7. Counting Pennies
Book I:
1. Union of SetsX X
2. Adding #'s 1-5
3. Difference of Setsx
4. Subtracting rs
5. Adding rs 6-10
6. Tens and ones
7. Number Sentences X
8. Geometry:
a. Measurementb. Construction
Math Skills Checklist (95% Accuracy) Doug B.
Skill Presentation
OrderEntering
BehavioursBehaviours At
Termination
1. Addition of i's X
. Difference of Sets X
Subtraction of i's X
. Add g Sub X
Tens g Ones
6. i's 11 to 19
7. 100's 10'sand ones
X
X
X
8. Less thanX
9. Regrouping InAddition
X
10. GeometryX
11. Regrouping in SubX
12. FractionsX
13. Equations
14. MultiplicationX
15. AreaX
16. Word Problems
MATH' SKILLS.ChECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Name Juanit,
Behaviours AtTermination
, Book K:
I. Bigger - Smaller
2. i's to two X
=m11.11=sublil
3. Larger - Shorter
4. Ps to three
1 5. Matching Shapes X
. i's to five
Counting Pennies
Book 1:
. Union of Sets
1,2. Adding i's 1-5
....aMYomif
3. Difference of Sets
Subtracting is
5. Adding i's 6-10
Tens and ones
Number Sentences
x
Geometry:a. Measurementb. Construction
x
Math Skills Checklist (95% Accuracy)Juanita A.
Skill PresentationOrder
EnteringBehaviours
Behaviours AtTermination
1. Addition of
2. Difference of SetsS
3. Subtraction of Ps
4. Add & Sub
5. Tens t Ones
6. is 11 to 19
7. 100's 10'sand ones
8. Less than
9. Regrouping :nAddition
10. Geometry
11. Regrouping in Sub
...101=111111Mmlpallw
12. Fractions
13. Equations
t
14. Multiplication
15. Area
16. WOrd Problems
Math Skills Checklist (95% Accuracy)
Skill PresentationOrder
BK-2
Arvel M.
EnteringBehaviours
Behaviours AtTermination
1. Addition of #'s X
2. Difference of Sets X
3. Subtractionof #'s
X
4. Add s Sub X
5. Tens b Ones
6. i's 11 to 19
7. 100's 10's and ones
8. Less than
-9. Regrouping In Addition
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Arvel M.
Behaviours AtTermination
Book K:
1. Bigger - SmallerX X
2. is to twoX
3. Larger - ShorterX X
4. i's to threeX
5. Matching Shapes
6. is to fiveX
7. Counting PenniesX
Book 1:
1. Union of SetsX
2. Adding is 1-5X
3. Difference of SetsX
4. Subtracting isX
5. Adding O's 6-10X
Tens and onesX
Number Sentences
8. Geometry:a. Measurementb. Construction
Math Skills Checklist (95% Accuracy)
314111FicientationOrder
BK2
EnteringBehaviours
Julie H.
Behaviours At
Termination
1. Addition of O'sX X
2. Difference of SetsX
3. Subtractionof O's
4. Add t Sub
X
X
5. Tens S OnesX
6. O's 11 to 19X
7. 100's 10's and onesX
8. Less thanX
9. Regrouping In AdditionX
10. GeometryX
11. Regrouping in SubX
12. FractionsX
13. Equations
14. Multiplication
15. Area
X
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy) Name Julie H.
Skill PresentationOrder
EnteringBehaviours
Behaviours At
Termination
Book K:
I. Bigger - Smaller
2. 1's to two
3. Larger - ShorterX X
4. Is to three:X X
5. . Matching Shapes
..ms...rr.amisliI..........rvm.MN..,6. 1's to five
X X
X X
7. Counting PenniesX X
Book I:
1. Union of SetsX X
2. Adding Is 1-5X X
3. Difference of SetsX
4. Subtracting IsX
5. Adding Is 6-10X
6. Tens and onesX
7. Number SentencesX
8. Geometry:a. Measurementb. Construction
XX
Math Skills Checklist (95% Accuracy)
Skill Presentation EnteringOrder BK-2 Behaviours
Pehaviours AtTermination
1. Addition of /Ps X
2. Difference of Sets X
3. Subtraction Xof Ps
4. Add S Sub X
5. Tens & OnesX
6. i's 11 to 19X
7. 100's 10's and onesX
8. Less thanX
9. Regrouping In AdditionX
10. GeometryX
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Name Jackie S.
Behaviours At"Termination
2. O's to two
4. i's to three
5. Matching Shapes
X
X
X
X
6. O's to fiveX X
7. Counting PenniesX X
Book I:
1. Union of SetsX
2. Adding O's 1-5X X
3. Difference of SetsX
4. Subtracting isX
5. Adding is 6-10X
6. Tens and onesX
7. Number Sentences
8. Geometry:a. Measurementb. Construction
X
X
Math Skills Checklist (95% Accuracy)Robert B.
Sk PresentationOrder
BK-2
EnteringBehaviours
Behav ours At
Termination
1. Addition of S's
2. Difference of Sets
3. Subtractionof
X
4. Add s Sub X
5. Tens s Ones
6. Ps 11 to 19
X
X
7. 100's 10's and onesX
8. Less than.X
9. Regrouping In AdditionX
10. GeometryX
11. Regrouping in SubX
12. FractionsX
13. Equations
14. MultiplicationX
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
Book K:
I. Bigger - Smaller
EnteringBehaviours
Name Robert B.
Behaviours At
Termination
X X
2. I's to two X
3. Larger - ShorterX X
4. Ps to three X X
5, Matching Shapes X X
6. i's to five X X
7. Counting Pennies X X
Book I:X
1. Union of Sets X
2. Adding Ps 1-5X X
Difference of Sets X
4. Subtracting Is X
5. Adding is 6-10 X
Tens and ones X
7. Number Sentences X
8. Geometry:a. Measurementb. Construction
X
X
1 Math Skills Checklist (95% Accuracy)
Sall PresentationOrder
Robert B.
BK-2
EnteringBehaviours
Behaviours AtTermination
1. Addition of i's X
2. Difference of Sets
X
3. Subtractionof i's X
4. Add t Sub X
5. Tens X OnesX
6. N's 11 to 19X
7. 100's 10's and ones
8. Less than
9. Regrouping In Addition
10. Geometry
X
X
X
X
11. Regrouping in SubX
12. Fractions X
13. Equations
14. Multiplication X
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy) Name Richert B.
Skill PresentationOrder
EnteringBehaviours
Behaviours At
Termination
Book K:
I. Bigger - Smaller X X
2. I's to twoX
X
3. Larger - Shorter X X
4. Ps to three X X
5. Matching Shapes X X
6. Ps to five X X
7. Counting Pennies X X
Book I:
1. Union of SetsX
2. Adding Is 1-5 X X
3. Difference of SetsX
4. Subtracting PsX
5. Adding Is 6-10X
6. Tens and onesX
7. Number SentencesX
8. Geometry:a. Measurementb. Construction
X
X
Math Skills Checklist (951 Accuracy)
Skil PresentationOrder
8K-2
Greg E.
EnteringBehaviours
Behaviours AtTermination
1. Addition of l's XX
2. Difference of SetsX
Subtractionof I's X
4. Add t SubX
Tens t OnesX
6. l's 11 to 19X
7. 100's 10's and OflOSX
Less than X
9. Regrouping In Addition X
10. Geometry X
11. Regrouping in Sub X
12. Fractions
13. Equations X
14. Multiplication X
1
15. Area X
16. Word Problems
MATH SKILLS CHECK LIST (55% Accuracy) Name Greo E.
Skill PresentationOrder
Entering BehavioursBehaviours AtBehaviours Termination
Book K:
I. Bigger - SmallerX X
2. O's to twoX X
3. Larger - ShorterX X
4. O's to threeX X
Matching Shapes
6. is to five
7. Counting Pennies
Book I:
1. Union of SetsX
2. Adding is 1-5 XX
Difference of Sets XX
4. Subtracting isX
5. Adding I's 6-10X
6. Tens and onesX
7. Number SentencesX
8. Geometry:a. Measurementb. Construction
X
X
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
to
Enteringbehaviours
Behaviours AtTermination
Book K:
. Bigger - Smaller X X
. I's to two X
Is to three X
Matching Shapes X X
1 6. to five X
Counting Pennies
Book 1:
1. Union of Sets
2. Adding Is 1-5
X
X
Difference of Sets
Subtracting I's
5. Adding Is 6-10
X X
X
X
6. Tens and ones X
7. Number Sentences
8. Geometry:
a. Measurementb. Construction
f Math Skills Checklist (95% Accuracy)
Skill Presentation
Order
1
2. Difference of Sets
. Addition of i's
Alfred B.
EnteringBehaviours
Behaviours AtTermination
X
X
3. Subtraction of i's
1
4. Add S Sub
. Tens £ Ones
. i's 11 to 19
100's 10'sand ones
. Less than
Regrouping InAddition
10. Geometry
11. Regrouping in Sub
1.Miiiill
12. Fractions
13. Equations
14. Multiplication
.m.mireow....11
15. Area
I16. Wird Problems
Math Skills Checklist (95% Accuracy)
Ski PresentationOrder
EnteringBehaviours
JULIE W.
Behaviours AtTermination
1. Addition of Is
2. Difference of Sets
3. Subtraction of S's
4. Add i Sub
. Tens 6 Ones
1 to 19
100's 10's
and ones
8. Less thanX
9. Regrouping InAddition
10. Geometry
11. Regrouping in Sub
12. Fractions
X
13. Equations
14. Multiplication
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (552 Accuracy) Name JULIE W.
Skill PresentationOrder
EnteringBehaviours
Behaviours AtTermination
Book K:
1. Bigger - Smaller X X
2. O's to two X
3. Larger - Shorter X X
i's to three X
Matching Shapes X X
. O's to five X
Counting Pennies X
Book!:
. Union of Sets X
. Adding l's 1-5
Difference of Sets
4. Subtracting O's
5. Adding O's 6-10
6. Tens and ones
Number Sentences
X
...MOIN.1.11.=1MMY
X
X
X
Geometry:a. Measurementb. Construction
X
X
Math Skills Checklist (95% Accuracy) Bobble R.
Skill PresentationOrder
Entering
BehavioursBehaviours AtTermination
1. Addition of X
. Difference of Sets X
3. Subtraction of S's X
4. Add Sub
5. Tens $ Ones
6. P's 11 to 19
7. 100's 10'sand ones
8. Less than
X
X
X
X
9. Regrouping inAddition
X
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
15. Area
Word Problems
X
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
Entering
Behaviours
Name Bobbie R.
Behaviours AtTermination
Book K:
I. Bigger - Smaller
2. is to two
3. Larger - Shorter
4. i's to three
5. Matching Shapes
' 6. i's to five
7. Counting Pennies
Book 1:
1. Union of Sets
2. Adding is 1-5
-.11111......E0.4=1MMI110.11.YOM1111.
X
X
X
X
X
X
X
X
Difference of Sets
Subtracting Ps
Adding #'s 6-10
Tens and ones
Number Sentences
X
X
X
X
X
Geometry:a. Measurementb. Construction
Math Skills Checklist (95% Accuracy)Betty H.
Skill PresentationOrder
EnteringBehaviours
Behaviours AtTermination
1. Addition of 1's
1111=1MM.111....=...111.2. Difference of Sets
Subtraction of Is
. Add & Sub
x
x
x
it ..1Tens S Ones x
6. I's 11 to 19
x
x
7. 100's 10'sand ones
x
. Less thanx
Regrouping InAddition
10. Geometry
11. Regrouping in Sub
x
x
12. Fractions
13. Equations
14. Multiplication
15. Area
16. Word Problems
x
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Name Betty H.
Behaviours AtTermination
Book K:
I. Bigger - Smaller
2. Ps to two
3. Larger - Shorter
X
X
X
4. Ps to three X X
5. Matching Shapes
6. i's to five
7. Counting Pennies
X X
X X
X X
Book I:
Union of Sets X X
2. Adding is 1-5 X X
3. Difference of Sets X X
Subtracting is
5. Adding Ps 6-10
6. Tens and ones
X X
X X
X X
Number SentencesX
u. Geometry:
a. Measurementb. Construction
X
XX
X
Math Skills Checklist (95% Accuracy) Gary W.
Skill PresentationOrder1111111 Awe
1. Addition of i's
EnteringBehaviours
Behaviours AtTermination
X
2. Difference of Sets
3. Subtraction of VsX
4. Add b Sub
5. Tens t Ones
6. H's 11 to 19
7. 100's 10's
and ones
X
X
6. Less than
9. Regrouping In
Addition
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Name Gary W.
Behaviours AtTermination
Book K:
1. Bigger - Smaller
2. i's to two
3. Larger - Shorter
X X
X
X
is to three
5. notching Shapes
6. #'s to five
X
X X
X
7. Counting Pennies X
Book 1:
1. Union of Sets
2. Adding I's 1-5
3. Difference of Sets
4. Subtracting #'s
X
X
X
X
5. Adding i's 6-10
6. Tens and ones
7. Number Sentences
X
X
8. Geometry:a. Measurementb. Construction
Math Skills Checklist (95% Accuracy)
Skill PresentationOrder
Debbie S.
1. Addition of i's
EnteringBehaviours
Behaviours AtTermination
X
2. Difference of Sets X
3. Subtraction of i's X
4. Add 6 Sub X
5. Tens 6 Ones X
6. i's 11 to 19 X
7. 100's 10'sand ones
X
8. Less than X
9. Regrouping InAddition
X
10. Geometry
11. Regrouping in Sub
12. Fractions
13. Equations
14. Multiplication
15. Area
16. Wbrd Problems
1..mW=.NonlMiMmMMIMIm..alim..MI=DMMM
.
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
Book K:
EnteringBehaviours
Name Debpjq S.
Behaviours AtTermination
I. Bigger - Smaller x X
2. i's to two X X
3. Larger - Shorter X X
4. to three X X
5. Matching Shapes X X
6. i's to five X X
7. Counting Pennies X X
Book I:,
1. Union. of Sets X
2. Adding Ps 1-5
3. Difference of Sets
4. Subtracting Ps
5. Adding Vs 6-10
X X
X
X
X
6. Tens and ones X
7. Number Sentemes X
8. Geometry:a. Measurementb. Construction
X
X
MATH SKILLS CHECK LIST (952 Accuracy) Name C. Norval
Skill PresentationOrder
Entering
BehavioursBehaviours AtTermination
Book K:
1. Bigger - Smaller X X
2. S's to twoX
X
3. Larger - Shorter X X
4. I'S to three X X
S. Matching Shapes X X
6. l's to five X X
7. Counting Pennies X X
Book 1:
1. Union of Sets X
2. Adding Vs 1-5 X
3. Difference of Sets X
4. Subtracting O's X
S. Adding l's 6-10 X
6. Tens and ones X
7. Number Sentences X
8. Geometry:a. Measurementb. Construction
X
X
Math Skills Checklist (95% Accuracy) Coe N.
Ski PresentationOrder
EnteringBehaviours
Behaviours AtTermination
1. Addition of Ps X
2. Difference of SetsX
3. Subtractionof Is
4. Add t Sub
5. Tens $ Ones
X
X
6. l's 11 to 19
7. 100's 10's and ones X
8. Less thanX
9. Regrouping ?:1 Addition X
10 Geometry X
11. Regrouping in Sub X
12. Fractions
13. EquationsX
14. Multiplication
15. Area
16. word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Name Gary W.
Behaviours AtTermination
Book K:
I. Bigger - Smeller
2. Ps to two
3. Larger - Shorter
X X
X
X
X
X
4. O's to threeX X
5. Matching ShapesX X
6. Is to fiveX X
7. Counting PenniesX X
Book I:
1. Union of SetsX
X
2. Adding 1's 1-5X
X
3. Difference of Sets
X
4. Subtracting 1's
5. Adding Ps 6-10
6. Tens and ones
7. Number Sentences
XX
8. Geometry:a. Measurementb. Construction
X
X
XX
Meth Skills Checklist IPA Accuracy) Gary W.
Ski I PresentationOrder
EnteringBehaviours
iebariteurs AtTermination
1. Addition of Is X X
2. Difference of Sets X X
3. Subtractionof Is X
4. Add SubX
5. Tens S OnesX
6. II to 19
X
7. 100's 10's and ones
X
8. Less than
X
9. Regrouping In Addition
10. Geometry
NMINNIMMINIMME.M.011ftl.
X
11. Regrouping in Sub
12. Fractions
X
13. Equations
14. Multiplication
15. Area
16. Word Problems
MATH SKILLS CHECK LIST (95% Accuracy)
Skill PresentationOrder
EnteringBehaviours
Book K:
I. Bigger - SmallerX
2. Is to twoX
3. Larger - ShorterX
4. i's to threeX
5. Matching ShapesX
6. I's to fiveX
7. Counting PenniesX
Book I:
1. Union of Sets X
2. Adding i*s 1-5X
3. Difference of Sets X
M. Subtracting i's X
5. Adding S's 6-10X
6. Tens and onesX
7. Number Sentences
8. Geometry:s. Measurementb. Construction
XX
M "AI Skills Checklist (95% Accuracy)
Skill PresentationOrder
R. Mottley
Entering Behaviours AtBehaviours Termination
1. Addition of I'sX X
2. Difference of SetsX X
3. Subtraction
of Is
4. Add t Sub
X
X
5. Tens t Ones
6. l's 11 to 19
7. 100's 10's and ones
X X
X
X
8. Less thanX
9. Regrouping In AdditionX
10. GeometryX
11. Regrouping in SubX
12. Fractions
13. Equations
14. Multiplication
X
X
X
15. AreaX
16. Word ProblemsX
Xi
Overview of Academic Mererial Oranization
yAntecedent Condition
Type of Respohse
Materiels
Reinforcement
Procedure
Critari In
Probe testing
Written and Oral
Reading & Math
Probe materials
None
Reinforcement
When a response
re+. accelerated
a high accurate
rate, reinforceme
was changed to a,
leaner schedule
Begin in Book A
Written graphemes.
Oral graphemes,
and words.
DISTAR
Reading
Program
Points
Book placement
dependent
an Probe performance
wSullivan Books
1-10
Points
If the high
accurate rate was
maintained, the
.reinforcement
schedule was
phased out.
-Begin with first lab
bocklet
wSRA Reading
Lab
Points
Begin with Book A
n
SRA Reeding
Series
Basel reader
and Workbook
Points
Book placement dependent
on probe performance
Write numbers
Supper Math
Program
Points
Return to regular ciaisroom
Teacher and peer
reinforcement
cn For Change
Program
Curriculum
When Pt star
to
Book B was complete'
a student was
nt
started in the
Sullivan Programed
series.
When Distar
book C was
completed
student moved
into the SRA
Lab Ain Supper
Book 2 was
completed a
student began
Sullivan book 4..
Multiplication.
The Antecedent Condition column shows
where in the material the student began
working.
The Type of
Response column indicates what movementcycle was measured.
The Materials column indicates the material
the student is working on.
Reinforcement Rrocedure.refers to relaigaTiused,
and the Criterion For
Change columns indicate the type of
program changes In reinforcement schedules
or curriculum that could
be made.
PLAN SHEET i
FOR:_______
LOCATION:
MANAGERS:
TARGET
ApilinpoInted
by:
Pupil 0 Date
NO
ItANAGER
noADVISOR 0
PROGRAM
(Title pius details
Time (Wend Dates)
Distar
Writing
Date:
Time: to Indiv. Inst.
Writing
EANTECEDENT
MOVEMINT CYCLE
ARRANGEMENT
011M
M01
0.01
1...1
1110
1111
110.
1.1.
111.
Presentation CrIter-
ia,i.e. who, what
how)
Teacher presents
stimulus sheets.
Teacher records begin-
ning and ending time on
event sheet.
Students
follow examples given
in teaching frames.
Students raise hand whe
ready to begin and at
the end of each page.
Students will write
small case letters.
Teachers will correct
work upon completion
ostimulus sheet at
student's desk.
.
Each letter is recorded
as one correct or error
response.
E
SUr1EQUENT
(Record: how long
(By whom Ratioor
(Presentation
by wham, how)
Interval)
criteria, i.e.
who, what, how)
Write Letters
Date:
.app. size of
letters
2.
3.
legible
letters must be
touching lines
as provided in
each frame
Error--other than
above
=0.
0*
PLAN SHEET I
FOR:
LOCATION:
MANAGERS:
TARGE1
A,
Pinpointed by:
Pupil
:Date
M.:
--MANAGER
ADVISOR I
PROGRAM
ANTECEDENT
MOVEMENT CYCLE
IARRANGEMENT
.....r
nmot
term
g
SUBSEQUEN1
(Title plus details
(Presentation Criteria
Time (s) and Dates)
(who, what, how)
Distar Book A
Date:
Time: to
Group Instruction
Reading
a.
Teacher will begin
when students are
quietly seated at study
table.
Teacher will
provide verbal stimulus
and children will make
individual or group
verbal responses.
b.
Teacher will count
correct and error
responses on counter.
She will time each
response beginning
immediately after pro-
viding stimuli.
Stimuli will be indi-
vidually directed
questions.
(Record: how long
by whom, how)
Say Sounds
Correct as deter-
mined by stimulus
sheet.
Error--other than
above
(By whom. Ratio or
Interval)
Date:
1:1
One error is equal
to loss of one chip
One correct is
equal to one chip
One shaping chip
equals one point
(Presentation
criteria, i.e.,
who, what, how)
.
111111
11.
r*.
.,...
........r.
,«,..,.,.......
..
...ow. ......
WV
,-tatrbtogrnattooknfiat.,...111......m
.24matuuta...
,....,..
........,,,, -
rka
......,
arow
.,.... ay.
-.-,,....
yo.- .............Y
IP.
wO
rr...
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.. . .
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..1114,14111M*
...
*a ....
'dr"I
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W.I...
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-....
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tro.........
II - r-
..
fterk.
'irlr".0
on...-......
ow...
-
.111.1....1.1111,..
w...r....
rap....u.nra
Fr-e-!IL
Yr.,
.......
....
.
lirrE1111/..
.....
--......
e ar.,.
.....
..«
...,
.
..
.31'6..
rx.Y
./
.............
.. lik"-......r...........
41-*-01'
Tw
oleil,
py15I
-...........
'11-11r.
At
,
a
iv-_I
*A--
ill.-E
rlt
....wow
-4, IF-40.1t1.1401.11...16rne......
-CV
-0
di' ar- -. Ir
_ 0
111-
..*
IF-11r- .
Itv
-r- ----,--
40100.ar
.. I 11... ......,.....e.
-14...
aIn.
.
.;1
.....v..v......
ao........0...
.s..
v.....................n. ..
u
.r..n.
..
............
,................
..
0.4M........-m
....ww
ww
ww
.............
...............................................
...
......____....
......
p.....
-.....................j
.-.,....
____............,.
.4...ow
.4.....
.,.........,....../...
e.larry,... III..
Is
64 11M..
0.1.....,.........4o
--..............p.....
40,..**sw
..11111.110.
...................
..........d.
VP15:"
-.,
, ..e..... m
......s..............w.r.....
..........
/_
PLAN SHEET #
FOR:
LOCATION:
TARGET
Al ]Pinpointed by:
Pupil
I]
Date
MI ]
MANAGER
I]
DI I
ADVISOR
I]
MANAGERS:
PROGRAM
(Title Plus details
Time (s) and Dates)
Distar Reading
Date:
Time:
to
E
ANTECEDENT
MOVEMENT CYCLE
ARRANGEMENT
Presentation Criter-
ia, i.e. who, what
how) Teacher presents
stimulus Sheet. Stu-
dent points to each
letter and says sound
for stimulus letter.
Teacher takes 1 minute
sample using a stop
watch and double bank
counter. Correct and
error is recorded by
teacher on event sheet.
(Record: how long,
by whom, how)
Say sounds
Correct--enuncia-
tion of sound for
Error--other than
above
E
SUBSEQUENT
By whom Ratio or
Presentation
criteria,
i.e.
who, what how)
Interval)
.1. M
M.
IM(t
eNIM
MA
TI1
V11
141N
t41,
0t11
111,
Mpm
rpo
l
r n
sa
cir
oki
.ash
wa.
rnn
t a.
Sr
iTh
c
e,.h
I..
.v4.
.141
)14P
.
..1
.o.
. c+
h..
i.r
dIE
h3
1w
sh.
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tyt
cL.
nv.
5 k
Ilw
shi
0
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sd
r6:
14ih
c0t t
orn
if it
ho
s'a
cI.
dr
nth
a ce
r+
hs
clm
fh .C
1E
lmal
f
1
ifr
aal
eri
ene-
oc
AiE
cgr
v)a
o r
fo
ths
PLAN SHEET /I
FOR:
LOCATION:
MANAGERS:
TARGET
Al Pinpointed by:
DI )
Pupil
[ I
Date
MANAGER
I]
ADVISOR
i]
PROGRAM
ANTECEDENT
MOVEMENT CYCLE
ARRANGEMENT
Title plus details
Presentation Criter-
Time (s) and Dates)
ia, i.e. who, what how)
Distar Book A
Date;
Time:
to:
Group Instruction
Reading
a.
Teacher will begin
when students are
quietly seated at study
table.
Teacher will
provide verbal stimulus
and children will make
individual or group
verbal responses.
b.
Teacher will count
correct and error
responses on counter.
She will time each
response beginning
immediately after pro-
viding stimuli.
Stimuli will be indi-
vidually directed
questions.
(Record: how long,
by whcm, how)
Say Sounds
Correct as deter-
mined by stimulus
sheet
Error--other than
above
(By whom Ratio or
Interval)
Date:
E
SUBSEQUENT
(Presentation
criteria,
i.e.
who, what, how)
One error is equal
to loss of one chip.
One correct is
equal to one chip.
One shaping chip
equals one point.
'E
rror
";.
:Correct
1404111
11%
.111
;
4.T.0
314.
j
Score=
Error
Correct
Err
or
Distar Group Say Sounds Recording Sheet
013
2T
.EO
I Time. Wafts
corm'
T
1
:sTcolmerestm 0/1
Err9r
Correct
Error
.E.=
%or
T.C.alkilk
OlLf
1
T.c.-0
Time=qb
assc
ore= 20
Not
es:
PLA
N S
heet
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ate
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EX ex LX Ex ox /7X Ix ox Ex ix )x 7X ox LX b 9 b 9 ti E L
9X /7X IX EX /7X X 9X ",c:X LX f/X X 7X /X /IX
L E ,,. 9 b e
0 7x Tx 75x (.1. IX C;X OX EX 717X
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MULTIPLICATION NAME
DATE
5 7 9 2 8 9 5 6 7 9 5 8 7 6x2 x5 x3 x 1 x7 x3 x4 x0 x6 x2 x0 x4 x3 x2
8 6 8 6 7 '7 3 8 9 F 8 2 9 8
x0 x3 x0 x4 x0 x7 x2 x0 x4 x 1 x7 x2 x0 x3
7 4 9 5 7 6 7 6 3 9 4 3 6 5
6 x3 x4 x0 x 1 x2 x5 x'/ x 1 x8 x0 x2 x0 x9
4 7 9 2 5 9 2 4 5 3 2 7 4 8x8 x5 x3 xq x6 x6 x8 x7 xq x8 x9 x5 x9 x3
5 3 2 6 9 2 6 9 4 2 7 3 8 4x7 x9 x8 x9 x4 x8 x8 x6 x5 x9 x4 x9 x2 x7
3 5 8 6 7 8 3 7 7 9 7 5 7 3x8 x6 x9 x4 x4 x7 x9 x5 x3 x8 x5 x8 x4 x9
8 6 6 8 7 3 8 41 1/ 5 6 4 7 6x3 x8 x9 xi/ x6 x9 x5 x9 x7 x9 x9 x9 x8 x7
MULT I PL I CAT I ( N i\i At\AF..,......_ _ ..W.......
[D,,:, T E
7 7 0 6 4 q 7 re ? 6 7 4 3
x 0 x0 x6 x2 x0 x0 x2 xO 6 x6 x? x0 x3 x01
1
1 0 ,... 5 R 6 41 9 1/ 0 ,'D 2 6 un I
1 x9 xc5 x0 x4 x3 x3 xO x 1 2 x2 x6 x0 x 1 x31
1 -) 7 6 1 4 H ,n 2
x"), x5 2 x 1 x8 x.. 1 xO x2 x7.... ...N. =MOM so&
0 4 7 c; 4 2 7 6 2 8,x 10xli x 1 xO x3 x2 x2 x 1 x_ x
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to'S
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2,..1 -I I
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0 5 6
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2 6 3 n R 6 /I 6 7
x2 x 1 x2 x2 x 1 xO x34 x5 x0 x2 -' x5NA.. 0 ..... MEI..
6 0 n,., 1 1 2 0 13 0 z 1, ,1 -7:,
x0 .9 x 1 xO x 1 xO x2 xO x3 x 1 x2 x2 x 1 .-)
4 0 0 5 1 4 2 ,_:-) 6 0 1 .':, 2 4
x0 x4 x5 x0 x4 x 1 x2 x2 xO x6 x5 x 1 x4 x2
3 0 7 1 6 2 5 2 4 8 0 1 7 2
x3 x7 xO x6 xI x5 x2 x4 x3 x0 x8 x7 x 1 x6
MULTIPLICATION NA 'AE
PATE
5 0 4 8 7 9 3 2 5 6 4 8 7 3
xl x3 x3 xl x2 x0 x5 x5 x4 x3 0 x0 x2 x5
5 6 q 6 2 4 5 3 2 7 5 4 8 3
x2 x2 x0 x2 x4 x5 x"' x2 x7 x0 x4 x3 x0 x5
5 703 2 6942 606 4 5
x3 x0 x3 x2 x6 x2 xG x2 x6 x0 x8 x0 x.5. x0
0 2 7 4 2 4 7 3 0 5 8 3 6
x2 x7 x2 x3 x2 x4 x3 x0 x0 x5 x3 x0 x6 xP
806474', 3 7 5 3 200x0 x9 x2 x2 x2 x3 x0 x5 x2 x2 x2 x0 x3 x0
0 8 2 0 5 2 0 3 6 8 6 2 0
x9 x0 xE x5 x2 x7 x2 x3 x6 x2 x0 x3 x4 x4
9 8 4 7 6 3 8 5 4 0 2 4 3 5
x0 xt x3 x0 x3 x5 x0 x4 x0 x2 x3 x3 x5 x0
6 3 5 4 0 9 I 9 2 7 3 6 4 5
x2 x5 x3 x12 x9 x0 x3 xl x7 x2 x6 x3 x5 x4
APPENDIX C
SAMPLE GRAPHS--STUDENT PERFORMANCE
_
PLAN SHEET #
2FOR:
LOCATION:
EXPERIMENTAL CUOITION: A
TARGET
ApPinpointed
by:
Pupil
(:3
MO
.---MANAGER n
ADVISOR
MANAGERS:
.
Date
PROGRAM
(Title plus details
Time (s) and rates
Programmed Reding -
Sullivan and Assoc.,
Webster Division,
McGraw Hill Rook
Company,
Book
Daily from
to
;beginning
1970.
E
ANTECEDENT
MOVEM-ENT CYCLE
ARRANGEMENT
(Fresentation Criter-
(fRecorl: how long,
ia,i.e. who, what
by whon, how)
how) The teacher
bre-.
C.=write lv.ttter,
sents the book to the
. Recordej (for
child on the first day
FITTi
of tht- program.
She
ddates the page on
an
by tr
teacher on
which the ...Mild
(Afler
first dily,
the child 41.ts his
bockCorroz.t..a,,rr7,rrint,
from his desk, dates
Ijiie-r7-wriller
in
the rage, ard bc7ihs
response lo the
workin2.)
Ityr-
question stimulus
teacher says, "Do
erec.ented by the
answers and raise year book.
hand to call 1-e toad-. Error,--opnoslie of
er.
Raise your hand
---
above.
when you see the hand
drawn in your hook."
(every _TespOneS
are pre-counteJ by
the teacher. Each
responses are marked
by a hand drawn on
the page.) The teacher
will only go to the
Child after he has
number of responses.
(By whom Ratio
or
Interval)
Experimnntal Con-
dition: A.
Period oi noh-
reinforcement,
numter of
pupil rcsporec
the followin
E
SUBSEQUENT -,mmormm=ow
(Presentation
criteria, i.e.
whA
how)
Atret a
num!)er uf r(_;rn7e
comnletec
Ito
Popil
l'c
and
work with
rho to!,:her
'to!rct
error, then
your hdnd, to :III
me."
1000500 500
1
CALENDAR WEEKS
8
GRAPH 17-1
... t- fi eS I
MI . rs MO)
12 le
100WO
500S BK
LA
K2
S6
z ezrzc .5zwz..t .1z1---A----
I z07.---
Ii ao *6,
$K3
a
4a
a
NadduxTRAINER ADVISER MANAGER
0 10 20 30 40 50 60 70 80 90 100 110
O'Leary, Blumhoff SUCCESSIVE CALENDAR DAYS Robert R.
120 130 140Write Letters
PROTEGE AGE LAKE MOVEMENT
Graphs 17-1 and 12-1 (Sullivan) Are examples of situation in which an increaseerror response trend is reversed by lowering the teacher contact code.More frequent teacher contacts not only allows for additional teaching,but also tends to curtail student guessing and carelessness.
f
<I
0013$300 dK 2 (Pre)
500
GRA,4 12-1
CALENDAR WEEKS
4 8
100150
41. 40 tt 4 - 4 0 1442 1 ite. Vsl - ... c . caw. 11.11.1 a!
4.,;-.
ieE? 16 20 .,
;:I
1
KAT-
i 1 i
10 ...e, -- - -0- -- j .1
1a-o 1&-- AL- 41' 4.0---11 11' , e--5
pi;
.0010-1
M
a
m oak
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140Majdux Lenry , 3,,,,),,ff SUCCESSIVE CALENDAR DAYS
MIMEO ORIS1R *MOM* ',maw jai
ti
Write e Let t er2.7
Graphs 17-1 and 12-1 (Sullivan) Are examples of situation it which an in-creasing error response trend is reversed by lowering the teachercontact code. More frequent teacher contacts not only allows foradditional teaching, but also tends to curtail student guessingand carelessness.
1000500 200
M
BK #2100
50
10
at z 5
...eg
1 z .5W
t. 06
.01
.005
.0010-1
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140Soli SUCCESSIVE &LENDAR DAYS Clara SAy WordsMaddox
1 TRAINER
CALENDAR WEEKS
4
GRAPH 05-14
( 1.0 e 1/i04 01,.1 0 00. JO 1.
15 II*. - es 113t0/1
12 16
BK3 (BK6
BK5
BK7 l BK8
0
---414 .466 ma m ma eila 0
ADVISER MANAGER PROTEGE AGE UkEL MOVEMENT
Graph 05-14 Is a students Sullivan Programmed Reading one-minute Say Word graph.When a teacher makes decisions concerning the students Write Letterresponse rates, he should first consult this graph so that he can deter-mine the students ability to read (sight-word recognition) the material.
8 II
topal
m.elm
4
0
2
0
24
;!!
1000500
100so
CALENDAR WEEKS
4
GRAPH 19-2
Stab. 00 4 40C4011.1 0 OtT v. r.. n
014 1/51 aa 55 III.)
12 16
500
5
BK2
51455
BK3
.0010-4
2!V2,
to0010
4
0
0
0a
0o0A
04
ft
a
1!
0I- *6 . I .. L. 5 . .,F0 10 20 30 40 50
,60 70 80 90 100 110 120 130 140 4
0x
..u,AAH, Cagazujilymhof SUCCESSIVE CALENDAR DAYS vBetty H. Sull. Write LettersTRAMP AOSIMiR MAMAGEP PROTEGE AGE LAPEL MOVEMENT 3
..,
Graph 19-2 (Sullivan) illustrates the implementation of a contingency arrange-ment in a reading program of points and models (reinforcement). Again,the result is an increase in positive responses with an accompanying errorresponse decrease.
Typical Plan Sheet for SRA
Reading Readiness
PLAN SHEET I __L
FOR:
8E41 W
TARGET
LOCATION: Lister. School
PROGRAM
(Title plus details
Time (s) and Dates
fu
ANIPinpointed
by:
Pupil 0 Date
2 -2
5'?o
HO
MANAGER 0
ADVISOR
cs1
MANAGERS:
E
ANTECEDENT
MOVEMSNT CYCLE
ARRANGEMENT
E
SUBSEQUENT
(Presentation Criter-
ia,l.e. who, what
how)
SRA Readiness
Teacher presents
Program
material to pupil.
Pupil writes one
page
Date
Feb. 25, 1970
and calls the teacher.
Pupil calls teacher
Time - 10:50-11:30
by raising hand and
sitting quietly.
Letters
,pl
3.4-
70at
ilded
i
Add
edit
(Record: how long,
by whom, how)
Write letters
Correct:
letters
of approximate sizel
and structure in
comparison to
stimulus letters
Error:
letters of
a different size
or shape than
stimulus letters
(By
whom Ratioor
interval)
Teacher checks woriq
and student correctr
errors before go-
ing to next page.
(Presentation
criteria, i.e.
who, what, how)
CALENDAR WEEKS
,-?...-x....-.....,---
Nib....IIma !NI
-, YID Oa* 4t .0 eitell
t-";;..
Plan fl
*a .4.:
1
Ala my a, MA 1 AA
#
.0010 -4
_A 1_
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140Allon Maddox O'LearyTaw* ADVISIA MNACAR
SUCCESSIVE CALENDAR DAYS Betty H.
0r.14oaa
SRA Write Latta;Mita ant 101. DIOVIIIINI
Graphs 19-29 and 21-5 (SRA Reading Lab 1A) Illustrate that a student who isworking in the individualized environment of the precision teachingprogram will (if properly placed, and managed) gravitate to a patternof errorless responses.
3RAPH 21-15
CALENDAR WEEKS...... U
.... .1 3 *ovalas In *MEP
,,sue;'°-
4 8 12 HS1000 i -.i BKE f---200 BKF vacation
1
D : 0 0* ! 1i
M nOP e *. *# 0 1
50I
.01
.005
.0010
At a
0
!1
f
!I3
,
tI
10 20 30 40 50 60 70 BO 90 100 110 120 130 140 ca..
WI lie11. %I.__ Sri Words_ icmionor AGE Witt MOVEMENT -
t.SUCCESSIVE CALENDAR DAYS
&emu' %%Pow;
3raphs 19-29 and 21-15 (SRA Reading Lao IA) 111w,trate that a student who is work-ing in the individualized environment of the precision teaching program will(if properly placed, and manacled) nravitate to a pattern of errorless responses.
EXPERIMENTAL CONDITION A
PLAN SHEET #
FOR:
Ja 4
mIT
A
Typical Plan Sheet for
Suppes Math
11.4
.ph,
46- /0 /
TARGET
AD4Pinpointed by:
Pupil
[]
Date /-24P-140
MANAGER [
]
ADVISOR
]
LOCATION:
Lisr
ia.
PROGRAM
m[ ]
DI I
MANAGERS:
4fie
"'Obit/
0 /11002y
E
ANTECEDENT
(Title plus details
(Presentation Criter-
Time(s) and Dates)
ia, i.e. who, what
how)
The teacher pre-
Sets and Numbers
sents the book to the
(Rev. ed.), Patrick
child on the first day
Suppes and Joanne'
of the program.
She
Suppes.
,dates the page on which
the child begins. (after
Book level
/<
.the 1st day, the child
Daily from Apuoo
gets his book from his
to AP 90; beginning
desk, dates the page,
2-17
,and begins working.) The
1970.
teacher stays with the
child until he makes the
first three responses.
She helps him with any
Error =
opposite
errors he makes by teach-I of above.
ing the sequence required
by the response.
The
MOVEMENT CYCLE
ARRANGEMENT
(Record: how long,
by whom, how)
M.C.= write numbers
Recorded for 30
minutes between
AD: 00 and 69: 30 by
the teacher on the
event sheet.
(By whom Ratio or
Interval)
..5"
pupil
write number
responses equal
the following
subsequent.
Correct = appropriate 3-4-70
number written in
Teacher determined
response to the
fixed ratio
stimulus problem
schedule 5:1 for
presented.
correct responses.
teacher then says, "Work
until you see the hand-
then call me." (Every
jr- responses
are
precounted).
The teacher;
allows pupil initiated
contacts to occur.
Responses must be
correct the
first time to
receive points.
E
SUBSEQUENT
(Presentation
criteria, i.e.,
who what, how)
The teacher comes
to the child and
corrects his work
with him.
The
teacher teaches the
frames where error
responses occur.
She then says, "Cor-
rect your errors,
then raise your hand
to call me."
3-4-70
Child decides how
points will be
used.
Recess
20 pts.
1pt =
1min. of ft
4/16/70
Recess= 10 pts.
CALENDAR WEEKS
10050
f
AS
A
.1
.05
.0010.1
0 10 20 30 40 50 60 70 80 90 100 HO 120 130 140
GRAPH 03-7
tttttt tCyta-* oft ok JO os SW c "AO WAS
12
0 iiS.
4.
AA46 AY MIA Mae
16
RA AL MA*
Allan Maddux SalleI TRAINER ADVISER MANAGER
SUCCESSIVE CALENDAR DAYS .:une
Z.00i04
0
;
!!
fia
4101
0
1s.
Orr
4'1
Write Numbers
PROTEGE AGE .A{El MOVEMENT
,Graphs 01-6, and 03-7 Suopes Math illustrate two students who worked for a lonaperiod of time without an extrinsic reinforcement system in effect.The day to day fluctuation in correct rate is probably more a functionof inconsistentcy in material difficulty than student motivation.
1000
GOO 5450AK 42
100so
.01-,005
1;41W.
S
NEM
CALENDAR WEEKS
41 1_
GRAPH 01-6
.
8
llf.1110 11, $$ t1110
-90 I19 611.11 41.10)
..10e
q _A
Vacation
&& &A MAI IA a A A
ti
4
2T 0
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140gni i
ADVISER MANAGER
Graphs 01-6, and
SUCCESSIVE CALENDAR DAYS
03-7 Suppes Math illustrate twoperiod of time without an extrinsic re
The day to day cluctuation in correct
of inconsistentcy in material d;f:ficul
Alf redPROTEGE
a
a
a
ait
wl
>
Write iiikabersAGE LAKE MOVEMENT
students who worked for a longinforce.nent system in effect.,ate is probably more a functionty than student motivation.
1000moo
GRAPH 05-7
CALENDAR WEEKS
rye4
OOOOOO
et. alt. . .400,11 t.t. O!IW.1, 0 0. e
12 16
so
K)
.05
.1-.045
.01-.006
Fall term
SKK i 5t4
(/'--
le.-0<-1 ?10
1
IAA
1. . A
771:tiels
f----BK-2
04
60
A
AY MA 04 A
.0010-4
O 10 20 30 40 50 60 70 80 90 100 110
Allon Maddox SoliMud* ADVISER MANAGER
SUCCESSIVE CALENDAR DAYS Clara M.
1
MED
120 130 140
A)goau.0
4
P;.
O
r40
Write Numbeis
PROTEGE AGE LAEE MOVEMENT *Suppes Matti
Graph 05-7 is a representative example of the resulting effects of a contingencyinstituded phase change. On 10-12-70, following a 2 week trend of risingerrors and falling corrects, the student was out on points. For the nexttwo weeks the students corrects stabilized, and the errors began toapproach zero.
On 10-26-70 the student was allowed the opportunity to buy models. Place-ment of this added contingency (called an "Add On") resulted in a steadyincrease in correct responses and a decrease in error responses to thezero level. It is noteworthy to observe that these trends occured con-current with an increase in material difficulty (placement in book 2 on11-10-70).
1
1000600
50
GRAPH 08-2
CALENDAR WEEKS
t
12
10I CIA66.1..1.0 ern ',JO ea*
.at 45.01
16
KKK500
5
Models51455
001I
.0-1
i1
0 10 20 30 40 50 60 70 80 90 100 110 120 130 1401
i Maddux Soli Krug SUCCESSIVE CALENDAR DAYS Pat C.; e,
TRAINER ADVISER MANAGER PROTEGE AGE UMEL MOVEMENT
Suppes Math
ears.
AA
a
IV
25
ai
:10
3;
gi11z.
Write Numbers
Graph 08-2 Depicts a situation in which a reinforcement contingency did not effectcorrect and error rates. In such a situation one of two possibilities isoccurring. Either the reinforcement is not a reincorcement to that child,or the material is too difficult. Usually if the student is making responsesthen it is a material problem, and more teaching must take place. On 11-30-70the teacher contact code was chancing from every five problems to every twoproblems. The next two weeks show a resulting decrease in errors to zeroand a steady increase in correct responses.
4
CALENDAR WEEKS
ew4
GRAPH 14-3
eo 04.0.0 5. OS 44.0
011. . am* 55141tO02
BK 01
100-i50'
55(55 14
2
514
(-Recess contigency
A
.01-.005
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ata
.... i
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11i-----.---------111-11--11. . 4 .-,_
,:s
a,
A
of
AA AO AAA A AAA AAA 04
Ima
0
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140Write Numbers ZMaddus
ADVISER
Lea ryMANAGER
SUCCESSIVE CALENDAR DAYS Juanita A.PROTEGE AGE LABEL MOVEMENT iTZ
Suppes Math
:Graph 1h-3. Illustrates a situation in which a teacner code change on did notsubsequent'y signifcantly effect correct and error rates wnich bac also beenresistant to a positive reinforcement contingency, Therefore, on4/15/70 a negative contingency was instituted, Beginning on 0-at daterecess would cost 2C points. If the stuuent didn't earn enough pointsto buy recess then she would have to work un math during the recessPeriod. 45 a result of this contingency the student's error responsesfluctuated around zero and her correct responses ',how a positive trend,
104:
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onir.
forv
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GRAPH 14-2
CALENDAR WEEKS
.; ,....;ir ,..., ...,-
I2 16
it...,.. #####
*Os US-I 1.10 mob.
;717,7
m,a,s,d
100
g 105
a
2
.0010-i
0 10 20 30 40 50 60 70 80 90 100 HO 120 130 140
e
a- . . z
w,sh
Maddux Solie,Krug
TRAINER ADVISER MANAGER
SUCCESSIVE CALENDAR DAYS Clara M. Say Sounds
PROTEGE. AGE LAPEL MOVEMENT
Graphs 14-1 through 14-7 illustrate typical student performance in DISTARGroup say-sounds, say letter, individual say-sounds, and writeletters. Group say-sounds has the "floating floor" whereas theother three measurements were one-minute samples.
10C)C),, 514600
0
Error Cont
IC)C)'`1:1
dd
r,i60
GRAPH 14-1
CALENDAR WEEKS
12
*1.4%.0% SSVo 0004 ...I .f. JO 0.sea 0114 40400
1 J4
,
16
V 10zz 5
ear t-
z .6w2w0 .1X .06-
.0I-.006
.0010.
/17,;,d.add
t
" 4
-.Ai
1/4 A
/117-00
11:30add
5,h,u add
P, $1 w
add.
I
a;
0
MadduxTRAINER
10 20 30 40 50 60
addsvo
I-"'.
70 80 90 100 HO 120 130 140O'Leary,Blumhoff SUCCESSIVE CALENDAR DAYS Juanita
ADVISER MANAGER PROTEGE AGE LAKE
Graphs 14-1 through 14-7 illustrate typical student performance in DISTARGroup say-sounds, say letter, individual say-sounds, and writeletters. Group say-sounds has the "floating floor" whereas theother three measurements were one-minute samples.
I I
4!
a
0p.
C
I
.10!,0
40V
Say Sounds
MOVEMENT .."3.
XXVM
two
10060
g 10
r 1
.06
Al
.006
CALENDAR WEEKS
JSKA200
M
OMIIMMM.
GRAPH 14-4
AM AA AY Aft A
110
al
all 444444tukt Oaf* Li Will IN. **In a.'. 011.11
12
1,c
o9n //-7.7ta,h.0
101
411116 a& La
F11.w,sh
MM AIM&
2
1
0
Wit
ii1P.001'*0 170
14 1 * 1, A
i F0 10 20 30 40 50 60 70 80 90 100 110 120 130 140a
Maddox Solie,Krug SUCCESSIVE CALENDAR DAYS Clara M. li
:
TRAINER ADVM4A MANAGER PROTEGE AGE LAMSay Sounds
MOVEMENT
Graphs 14-1 through 14-7 illustrate typical student performance in DISTARGroup say-sounds, say letter, individual say-sounds, and writeletters. Group say-sounds has the "floating floor" whereas theother three measurements were one-minute samples.
V
1000 a5001
100-1
50
g "j
z
3S .1
.05
.01-1
.006
0-4
GRAPH 14-5
CALENDAR WEEKS
ti-.
4
I toaf.
se. S*11 I, * IlltI
12
/1;176,v
MIA
e,b r/(1-Fri
v,er
oo,v.440 A1
UA
AAA am SAM
Mr
,464
04
a
0
04
I.
O. I ,
4 ,-110 20 30 40 50 60 70 80 90 100 110 120 130 140Msddux Soli
TRAINER ADVISER MANAGER
SUCCESSIVE CALENDAR DAYS Doug B. Say. Sounds
PROTEGE AGE MEL MOVEMENT
Graphs 14-1 through 14-7 illustrate typical student performance in DISTARGroup say-sounds, say letter, individual say-sounds, and writeletters. Group say-sounds has the "floating floor" whereas theother three measurements were one-minute samples.
CALENDAR WEEKS
4
500
1Nowelm
.01.005
.001-0-i
_
GRAPH 14-6
12-;.
si...4 ma t*9 ep 011.07 Ms t
yt
16
s,dr,i ig,l,
w,sh
M loboPse
ay, MM A. ml MM
a-
0 10 20 30 40 50 60 70 80 90 100 110 120 130 140SUCCESSIVE CALENDAR DAYS
TRAINER ADVISER MANAGER
29OS20MO4
X
a
O
1
0
4
1
. 0
F
Clara Mt_ Write Letters:PROTEGE AGE EL MOVEMENT
Graphs 14-1 through 14-7 illustrate typical student performance in DISTARGroup say-sounds, say letter, individual say-sounds, and writeletters. Group say-sounds has the "floating floor" whereas theother three measurements were one-minute samples.
CALENDAR WEEKS
...).--4.
1 K s
5,v
GRAPH 14-7
),.....::. . .
8.p,ch,c,b rifiii,i
y,er "---(.) . x .
v
"y wh,qu,z,i:t
% lko
100so
.05
.0010-1
tlagittx
(1,80.4040 ****** 041,06.0 -1 0 I.,* 410 ,*44 DM - C." 0os 011.17
,
.0.'10..
,)-..0,,00......
12 18
MY AY ss* *au Am AK siwk
WO
0-.
-
r
0 10 20 30 40 50 60 70 80 90 100 110 120 130Soil
TRAINER ADVISER MANAGEP
1
SUCCESSIVE CALENDAR DAYS
ayirstoa "0 an
1.4'
i,
Pil.1'.0
F3.
140 40X
Doug B. Write Letter. 12,PROTEGE AGE EASEL MOVEMENT 77t
.!
Graphs 14-1 through 14-7 illustrate typical student performance in OISTARGroup say-sounds, say letter, individual say-sounds, and writeletters. Group say-sounds has the "floating floor" whereas theother three measurements were one-minute samples.
L
SUMMARY BY VARIABLE
Suliivan Pre-Probes
Sullivan Post-, r
11va
rPos
t-
DAYS
WAN
Sr. DEV.
IThD
IAN
MIN
.
MAX.
Alfred
red B.
correct rate
error rate
4 2.5
1.4
2.3
1.1
4.5
5.1
5.0
5.0 .7
10.00
Alfred B.
correct rate
2 i.0
5.6
9.0
5.0
13.0
err rate
3.7
1 .0
3.7
3.0
4.5
Ron S.
correct rate
error rate
9 1.7
1.1
1.2
.6
3.5
1.13
1.15
.4o
3.00
Ron S.
correct rate
3 8.1
2.4
7.0
6.5
11.0
error ra
.6
.2 .7 .4 .8
June T.
June T.
An/ e
M.
Arvel
M.
DAYS
M-:AN
T. DEV.
MIDIAN
FUN.
ttAX.
4 6.1
1.4
6.1
6.1
8.0
1.0
.29
1.0
.6
1.3
3
10.5
4.7
11.0
5.5
15.0
.3
.4
.3 0 .8
4 2.4
1.2
2.7 .6
3.5
3.57
3.66
1.70
.4
0.5
3'
7.0
3.0
7.0
4.0
10.0
3.7
2_2
3.3
16
6.3
Robert
M.
Robert
Clarence F.
Clarence
AYS
:1EAN
ST. DEV.
MKDIAN
MIN.
MAX.
4 4.7
1.8
4.0
3.0
4.5
3.76
3.76
2.15
.50
9.0
2
13.7
3.8
13.7
11.0
16.5
.05
.5
.4
.6
4 4.3
1.5
3.9
3.0
6.5
4.12
4.03
4.0 .80
10.0
3
11.3
3.2
10.0
9.0
15.0
1.6
2.0 .5 4
4.Q__
SUMMIT BY VARIABLE
VA&WLE
Juanita A.
Juanita A.
correct rat
error anis
correrrinitir-
Gary W.
Gary W.
correct rate
error rate
error race
correct rare"'
error re
0AYS
55
52
%/FAN
3.3
.86
5.3
.86
4.6
.92
14.0
.5
iT. DEV.
2.5
.68
.9
.68
1.7
.52
4.2
.4
:iialAN
2.5
.80
5.5
.80
4.0
.9.
14.0
.5
.N.
1.1
04.0
02.7
.5
11.0
.2
t'.
.
7.0
1.90
6.5
.9
6.5
.0
17.0
.8
Coe N.
Coe N.
Jackie S.
Jackie S.
'SS
44
55
AN
3.6
4.05
5.3
.65
6.0
4.72
8.9
1.6
T. D
EV
.73
3.15
1.5
.23
4.1
2.72
7.i
1.4
'IEDIAN
3.9
3.7
5.0
.75
5.1
3.5
6.0
1.7
..,IN.
2.5
.8
4.0
.30
.8
2.1
3.0
.2
..ut
4.0
8.0
7.5
.80
11.5
8.0
2:.0
3.9
Julie W.
Julie W.
Bobbie R.
Bobbie R.
-.....
5DAYS
;EAR-
3.5
2.5
6.0
2.5
4.2
1.7
6.8
1.7
Sr. DEV.
1.6
1.7
5.0
1.7
2.6
.82
2.8
.8
MEDIAN
2.7
2.7
4.9
2.7
5.5
1.60
5.7
1.6
MTN.
2.2
.60
1.4
.6
.2
1.0
4.8
1.0
6.2
5.3
13.5
5.3
6.5
2.8
11.0
2.8
SUMMARY BY VARIABLE
Robert D.
Robert D.
Patrick C.
correct rate
errol-71
Patrick C.
77FFEErn e
error r;
correct rate
error rate
correct rate
error ra, e
oAYS
73
52
M:.AN
2.0
2.29
6.2
2.7
2.3
3.92
6.0
6.2
Sr. DEV.
1.2
3.30
3.3
1.0
1.0
3.98
.77
8.1
%. DIAN
1.7
.2.30
5.0
2.1
2.2
3.2
6.0
6.2
y
.7
4.0
.40
10.0
3.6
10.0
2.1
4.0
1.1
3.5
.1
9.0
5.5
65
Doug B.
Doug B.
Betty H.
Betty H.
AN 'S
42
51
AN
4.8
5.3
12.5
.9
7.0
1.2
30.0
1."
t. DEV
.77
7.14
6.3
.5
3.7
00
0
!.DIAN
4.5
1.95
12.5
.9
7.5
1.2
30.0
1.2
:UM.
4.3
1.3
8.0
.5
3.0
1.2
30.0
1.
AX.
6.0
6.0
17.0
1.3
'2.0
1.2
:-C
... Q
1-,
....I
.
Julie
H.
Julie H.
Robert M.
Robert M.
DAYS
55
52
2EAN
2.8
.32
4.1
.3
7.6
.25
12.5
.2;
ST. DEV.
1.5
.14
2.1
.1
1.5
.21
4.9
.2i
MEDIAN
.7.10
2.4
.1
5.5
.10
4.0
.1
nis.
5.0
.50
7.5
.5
9.0
.40
16.0
.4
MAX.
.------4
SUMMARY BY VARIABLE
Sullivan Book IA, AM
VARIABLE
Alfred B.
correct
Ron S.
--riz-Zr rate
June T.
Clarence F.error
orrea rate
errOi rate
rate
correiT-Fite
error TSEE-TZFF.Ef-ialte
PAYS
43
16
6_,; AN
4.6
.025
3.4
.3
4.5
.72
4.6
.16
ST. DEV.
2.0
.050
.5
.1
1.1
.77
1.0
.31
..trDIAN
4.0
03.5
.1
4.5
.6
4.2
.05
94.
3.0
02.9
02.7
03.7
.7.5
.1
3.9
.2
6.
Robert D.
Coe N.
Jackie S.
Bobbie R.
01S
15
67
5.r
.AN
3.9
.22
2.2
06.6
.18
4.5
.26
:. DFV.
1.3
.40
.3
02.3
.14
1.0
.,8
"EDIAN
3.8
02.3
07.3
.20
4.5
.20
,IN.
1.8
01.9
03.0
03.0
.:0
LAX.
6.5
1.2
2.6
08.6
.4o
5.5
.50
Robert B.
Robert M.
Gregg E.
Class Average
--,
SAYS
514
8:-LI:Ali
4.5
.04
8.4
.09
8.3
.65
4.7
.36
Sr. DEV.
.84
.05
3.5
.13
2.5
.30
1.3
.46
MEDIAN
4.5
06.5
08.0
.70
5.0
.11
MIN.
3.9
04.5
05.o
.10
1.8
0.1..
_...
6.0
.10
5.o
.40
12.0
1.0
SUMMARY BY VARIABLE
Sullivan BK 2A,
AM
V.
Ron S.
June
rate
T. error rate
Clarence F.
coFFEET-Wite
arror-71t c
Robert D.
correct rate
error rate
rotrect
657TEET-Tate
err)F1
oAYS
10
95
17
,}FAN
3.0
.02
5.4
.50
6.1
.18
5.7
.12
ST. DEV.
.50
.04
.50
.50
2.2
.21
2.3
.27
41.DIAN
2.9
05.5
.60
5.5
:10
5.0
0..!Ii.
:.K.
2.5
4.0
0.10
3.0
U.5
01.2
lt1:8
0 .50
11:5
0i.0
--.
Doug B.
Jackie S.
Bobbie R
Doug B.
'AS
F.I.U.1
:. DEV.
3 4.5
00
.03
.05
7 2.6 .67
.01
.03
9 4.1
1.0
.10
6 5.4
1.1
.
EDIAN
4.5
02.8
04.0
.10
.10
5.2
.11;
MN.
4.5
01.5
02.5
0.
4.0
04.5
.10
3.5
.10
5.5
.20
7.0
--1";-
.2)
.Betty H.
Robert M.
Greg E.
'lass Average
.00
4
DAYS
15
10
10
..::A
N4.1
.15
6.8
.07
8.2
.42
5.1
.1/
ST. DEV.
1.9
.13
2.8
.18
3.4
.31 f
2.1
.28
MEDIAN
4.0
.10
6.1
0.30
.30
4.9
.02
:LEN.
2.1
03.8
04.5
.10
2.1
0,,.K.
8.5
.40
13.o.
......._____Az_
_-__Lc
a1.0
11.5
1.2
SUMARY BY VARIABLE
Sullivan BK 3 A, am
VARIABLE
'
Alfred B.
Ron S.
June T.
Clara M.
correlt rate
error rate
cozre:t rate
error rate
corre7F-Tite
error-MEEF---FoTTEET-Vite
0100
1~I.
1.11
0111
1016
0011
0013
.
error .:ett
0AYS
716
63
nEAN
3.4
.00
2.6
.01
3.7
.25
4.5
.000
ST. DEV.
.96
.00
.75
.05
1.9
.61
2.6
.00
m;:DIAN
3.7
.00
2.7
.00
4.5
.00
5.5
.00
..N.
2.0
.00
.90
.00
.5
.00
1.5
.00
..
.
4.5
.00
3.9
.20
5.5
1.5
6.5
.0C
Robert D.
Doug B.
Bobbie R.
Robert B.
,q*YS
13
65
3
:,:Ax
4.9
.74
5.6
.18
4.9
.00
5.6
.00
--. DFV.
2.5
.67
,.75
.21
.61
.00
.76
.00
-"JIAN
4.0
.06
5.5
.01
4.9
.00
5.5
.00
IN.
2.5
.00
5.5
.00
4.5
.00
5.0
.00
:AX.
11.0
2.0
6.5
.60
6.0
.00
6.5
.00
Betty H.
Robert M.
Greg E.
Class Average
'JAYS
23
11
7
EAN
4.0
.00
7.4
.02
9.6
.24
4.5
.19
ST. DEV.
1.2
.02
2.1
.04
1.9
.21
2.0
.43
MEDIAN
4.0
.00
6.5
.00
9.5
.02
4.4
0
ati.
2.0-
.00
5.0
.00
6.0
.00
.5a
6.5
.10
12-0
. _ _
___
__ _
._L
W_
__12.0__
SG__
t11
...a
__,_
2...4
1.._
-
SUMMARY BY VARIABLE
Sullivan BK 4 A, AM
VARIABLE
.
Ron S.
-June T.
Clara M.
%-otrtr-Pf-Fairr-ez-rol:-Thttr-e-E5rieTh..4.1
Doug B.
correct rate
eri.or rate
correct rat..,
error
caLe
..rro! r
..4
4r
o AY S
211
49
..tIAN
6.2
04.3
.18-
11.8
.05
7.6
.25
-=.T. DEV.
2.4
01.9
.25
5.7
.01
1.5
.26
.'DIAN
6.2
03.8
.00
10.5
.00
6.5
.0)
N.
4.5
02.1
.00
6.5
.00
6.5
.00
8.0
08.0
.50
20.0
.20
11.0
.7 i
Gary W.
Betty H.
Robert M.
Greg E.
.is
410
76
r-.AN
9.2
.01
6.5
.04
9.8
.10
12.0
.01
DEV
3.5
.08
2.0
.05
1.3
.11
8.0
.c4
"'DIAN
8.5
.01
6.5
.00
10.0
.10
10.5
.co
1N.
6.0
.00
4.0
.00
8.0
01.0
.00
-14.0
.20
11.0
.10
s
12.0
:30
24.0
.'0
Class Average
'DAYS
;EAN
7.9
.11
ST. DEV.
4.2
.18
MEDIAN
7.5
0
MIN.
1.0
0
:.PY
24-n
.70
-
SUMMARY BY VARIABLE
Sullivan BK 5 A,
am
VARIAB
June T.
Robert M.
Doug B.
Gary W.
correct rafr'error
ra e
corr c
VA e
O_
PAYS
15
76
2MEAN
3.7
.05
8.5
.17-
6.0
.18
12.0
.04
ST. DEV.
1.0
.064
1.8
.09
2.6
.18
.00
.28
.4r13ilui
3.5
.00
9.0
.20
5.5
.2'0
12.0
.40
'4 N.
1.8
.00
6.0
.00
2.5
.00
12.0
.02
'AX.
5.3
2.0
11.0
-..1Q
..co
.....
___,...12...11
.54
Robert M.
Greg E.
,10.0_
oAYS
86
',rant
7.5
.08
6.4
.01
.:T. DEV.
2.7
.14
2.1
.04
'IEDIAN
7.2
.00
6.5
.00
*IN.
3.7
.00
3.0
.00
:tax
12.0
.40
8.5
.10
t
.
Class Average
DAYS
MEAN
6.2
.25
ST. DEV.
2.8
.42
MEDIAN
5.5
.10
MIN.
1.8
0
mi.);
12.0
2 .3
___
_____
_,
-Mr
4
SUMNANY BY YAK ABLI
Sullivan iii(6 A, am
VARIABLE
Robert M.
Doug B.
Gary W.
Robert M.
correct rate
error rate
correct rate
error rate
correct tate
error rite
correCT Jeri
error rare
DAYS
55
83
MEAN
7.1
.12
6.5
.16
7.7
.17
36.
.20
ST. DEV.
1.9
.08
2.2
.08
2.4
.12
51.
.34
MEDIAN
6.5
.10
6.o
.20
7.5
J15
7.0
.00
m1 N.
5.0
.00
4.o
.00
4.8
.00
6.o
.00
10.0
.20
10.0
.20
12.0
.40
95.5
.60
,,x.
Greg E
,AYS
9
.AN
13.1
.02
c. DEV.
10.6
.04
MEDIAN
9.0
0-, IN.
7.0
0
:.AX.
40.0
In
Class Average r--
DAYS
MEAN
10.6
.12
ST. DEV.
10.5
.11
MEDIAN
8.0
.10
MIN.
4.0
..
0
MAT_
gl _ 9
4n
________-___
t1M
,P
it
SUMMARY BY VARIABLE
Sullivan BK 7 A
am
Robert M.
Doug B.
Gary W.
Robert M.
correct rate
error rate
correcir rate
error rate
coried rate
error thee
correct raret
error rate
OATS
46
;
512
mEAN
5.6
.02
8.0
.21
4.5
.14
7.7
.05
ST. DEV
1.7
.05
2.1
.14
.87
.08
1.9
.07
:.5-DIAn
5.2
.00
7.5
.25
4.0
.20
7.5
.00
mill.
4.0
.00
6.0
.00
4.0
.00
4.5
.00
8.0
.10
11.0
.40
6.0
.20
12.0
or
Greg E.
-,AYS
11
r_AN
11.7
.21
I. DEV.
3.5
.31
'EDIAN
11.0
.10
,.I14.
7.5
.00
lAX.
20.0
1.0
.
Class Average
AAYS
MEAN
8.3
.14
ST. DEV.
3.3
.20
MEDIAN
7.5
.10
MIN.
4.0
'
0
OWL
20.0
1. 1
-_
49.,M
T.T
oTtm
xrnm
moo
rrnm
i01.
1Mdl
t....,
1M70
11,1
.,11,
01..m
olin
,,A1,
,,,nn
e...n
r
SUMMARY BY VARIABLE
Sullivan BK8 A,AM
'ARIABLE
Robert M.
ir
Gary W.
Robert M.
Greck E.
correct rate -
erpor rate
correct rare
error rate
correct rate
error fire
correcf rare
error
YS
25
14
10
n'...AN
5.0
.10
4.5
.14
9.5
.07
8.4
.13
' Ir. DEV.
2.1
.15
1.0
.11
3.7
.11
1.4
.15
.':IIAN
5.0
.10
5.0
.10
8.5
.00
8.5
.05
3.5
.00
3.0
.00
5.0
.00
8.5
.00
AX.
6.5
.20
5.5
.30
2.0
.30
10.0
.40,
.
. ,YS
'-:AN
:. DEV.
-' DIAN
'.1N.
AX.
1.
.
Class Average
A'
--
1
DAYS
MAN
8.2
.10
ST. DEV.
3.2
.12
MEDIAN
77
.05
1IN.
3.5
0.,
20.0
_
.40
.___1
S.
SUMMARY BY
VARIABLE
1.
Gary W.
Robert M.
Greg E.
correct rate
error Ts e
corre%!
re e
error ra e
corr
ae
co
.c
a e
rror VT
,
DAYS
MEAN
sT. DEV.
MEDIAN
,,Lti.
-AX.
4 4.4
1.8
4.1
2.6
7.0
.10
.00
.10
.10
.10
7 6.4
1.1
6.5
4.5
8.0
,
.10
'
.12
.00
.00
...1%.0._
19
5.6
1.8
5.1
3.0
4.0
.17
.16
.20
.00co
oAYS
'rAN
-T. DEV.
MDIAN
%IN.
AAX.
.
Class Average
DAYS
MEAM
ST. DIEV.
MEDIAN
MIN.
5.7
1.5
5.8
3.0
8.0
.14
.14
.12
0
.;
..
1
.-----.....
4
In
SUMMARY BY VARIABLE
sPro
mon
egro
naM
ITA
MIT
IN
Robert B.
Robert B.
Greg E
Greg E.
correct rate
error rate
correct rate
error rate
correct rate
error race
correct rate
errol
10...
"WAYS
53
42
IliAN
2.8
.30
9.0
.-30
6.8
'.95
17.0
.95
ST. DEV.
2.3
.17
2.6
.17
4.5
.07
0.07
1.5
.20
10.0
.20
7.5
.,5
17.0
.95
nC.DIAN
1.1
.20
6.0
.20
1.2
.90
17.0
.9
%/IN.
6.5
.50
11.0
.50
11.0
1.0
17.0
1.0
V,,,X
..-............
IlAYS
T. DEV.
MEDIAN
`IN.
AX.
Class Average
Class Average
DAYS
NEM
3.1
3.1
6.9
1.3
ST, DEV.
2.3
2.8
3.4
.4
MEDIAN
2.8
1.7
6.4
1.!
MIN.
.6
.3
3.5
.7
8.5
10.5
12.2
1.9
SUMMARY BY VARIABLE
Sullivan BK10 -A. AM
VARIABLE
Robert N.
Greg E.
correct rate
error rate
correct rate
i error rate
correct Tat
errot rote
correct rare
error t
pAYS
mEAN
-)r. DEV.
%IrD/AN
.N.
vi
.
11
5.7
1.5
6.5
2.0
7.0
.13
.12
.10
.00
.40
9 5.2
1.3
5.5
3.0
6 ;
.27.
.16
.30
00 6n_
.1AYS
f. DEV.
1P.DIAN
xIN.
AX.
_
.
Class Average
nAYS
3EAN
sr. DEV.
MEDIAN
MIN.
-.
5.5
1.2
6.0
2.0
7.0
.20
.15
.20
0 An
_____
SUMMARY BY VARIABLE
Sullivan AM-Class Averages
VARIABLE
----
Class Averaa
BK-1
Class Average BK-2
Class Average BK-3
Class Average
correct rare
BK-4
errof
correct rate
error rate
correct rate
error rate
eorrent rate
error rime
0AYS
MEAN
4.7
36
5.1
.17
4.5
'
.19
7.9
4.2
.11
ST. DEV.
1.3
.46
2.1
.28
2.0
.43
.18
0:trDIAN
5.0
.11
4.9
.02
4.4
-0
:0
7.5
0mai.
1.8
02.1
0.5
1.0
AekX.
7.7
1.7
11.5
1.2
11.0
2.0
24.0
.70
Book
5Book 6
Book 7
Book 8
,1AYS
T AN
6.2
.25
10.6
.12
T. DEV.
2.8
.42
10.5
.11
'':DIAN
5.5
.10
8.0
.10
0nIN.
1.8
04.0
CAX.
12.0
2.0
i51.2
.40
Book 9
DAYS
:SEAN
ST. DEV.
MEDIAN
MIN.
.1...
......
..--.
......
......
.....I
m..'
......
'4'.'
......
...*'
'".*
*"."
.'".
SUMMARY BY VARIABLE
Sullivan BK1 - P.M.
Alfred B.
Ron S.
correflt rare
error rate
correct-Clarence F.
Patrick
correZT-YiTe
C.
error Y
correct rate
erre!' rate
in
error
DAYS
4
f
16
68
...JEAN
4.5
.00
3.1
.02
4.6
,.06
3.4
.01
ST. DEV.
1.3
.00
1.2
.06
1.0
.05
1.1
.03
.00
47DIAN
m1N.
4.0
3.5
.00
.00
3.0
1.0
.00
.00
4.9
3.0
.10
.00
3.5
2.0
.00
.:x.
6.5
.00
5.5
.20
6.0
.10
5.0
.10
Col N.
Jackie
S.
Bobbie R.
Doug B.
,...,1YS
66
f7
5
ZA
N3.0
.05
4.1
.05
4.4
1.5
.18
5.0
00 .00
% DEV.
1.1
.08
1.9
.08
4.5
.18
.63
.00
IEDIAN
f
2.8
.00
3.6
.00
2.3
.10
5.0
.00
.00
N.
1.8
.00
2.7
.00
7.0
.00
4.6
A.X.
5.0
.02
8.0
.20
.50
5.6
_Class Average
3.6
.03
DAYS
1.3
.05
MEAN
3.5
01.0
0Sr. DEV.
7.0
.20
MEDIAN
MIN.
.. -- .....
..
....... -- .
.. -.....
. - ..
SUMMARY BY VARIABLE
Sullivan BK2
B-PM
Alfred B.
Ron S.
Clarence F.
--66FFic
re
error
e
Patrick C.
ocseer
or r
correct rate
error rate
correct rate
error re e
OAYS
ARAN
ST. DEV.
MEDIAN
mIN.
-Ax.
8 9.2
1.6
8.7
7.5
11.5
.01
.03
.00
.00
.10
18 2.6 .83
2.5
1.4
4.0
.01
.03
.00
.00
.......10
4 4.3
1.2
4.2
4.0
6.0
.12
,.05
. .10
.10
.20
10 3.5
1.0
37
1.4
4.5
.00
.00
.00
.00
.00
Doug B.
Jackie S.
Juanita A.
Bobbie R.
2-.AYS
r:A
N
-,f. DEV
MEDIAN
MA.
Ma.
3 4.o
.5
4.0
3.5
4.5
.00
.00
.00
.00
.00
,5 2.7 .59
2.9
1.9
3.5
.o6
.o5
.01
.00
10
5 3.2
2.1
2.9 .70
12.0
.00
.03
.00
.00
.20
4 4.6 .25
4.5
4.5
5.0
4
.20
.14
.25
.00
.30
Robert B.
Class Average
DAYS
ma
ST. DEV.
MEDIAN
MIN. .
.
5 5.1
1.i
5.0
4.o
7.0
.06
.o8
.00
.00
.20
----
...----
3.5
1.4
3.2 .8
8.o
.01
.04
0 0 .20
"" L
xndM
.3nN
nn.y
n«m
i
ttl
SUMMARY BY VARIABLE
Sullivan BK 3B PM
VARIABLE
Alfred B.
correct rate
error rate
Ron S.
correct rate
error rate
Clara M.
Patrick C.
correct rate
error rate
l correct rate
error re
DAYS
MEAN
ST. DEV.
MEDIAN
MTV. .
7 4.4
1.8
4.5
2.3
7.5
10
.05
3.2
.07
1.1
.00
3.8
.00
.40
.20
4.0
.04
.06
.00
.00 .2
0
3 6.8
2.8
6.0
4.5
10.0
Dou
g B
.Bobbie R.
Robert B.
6
.03
3.8
.05
1.0
.00
3.7
.00
2.5
.10
5.5
!FAN DEV.
MEDIAN
M IN.
MAX.
5 6.9 .89
7.0
6.0
8.0
2
.16
6.7
.13
.35
6.7
.00
6.5
,30
7.0
2
.00
5.7
.00
.35
.00
5.7
.00
5.5
.00
6.0
.00
.00
.00
.00
.00
.05
.08
.00
,00
DAYS
MEAN
ST. DEV.
MEDIAN
MIN.
MAX.
Class
Average
VARIABLE
DAYS
21:".AN
ST. DEV.
N.
'!AX.
JAYS
:C DEV.
nEDIAN
MN.
DAYS
MEAN
ST. DEV.
MEDIAN
MIN.
MAX.
mcv
,xm
ont n
oole
MnI
niP
MA
INM
V.1
,1,2
11M
Tpu
lloom
ixin
nim
,
Ron S.
correct rate
error rate
2 5.5
.20
.0
.07
.20
5.5
5.5
.20
5.6
.20
SUMMARY BY VARIABLE
Sullivan BK4B
PM
Robert M.
i-orrect rate
4
12.0
2.3
12.0
10.0
14.0
Doug B.
Georgene W.
erior rile
error rate 'CRT& r a a
eiF3F-FFEIF-
-00
.00
.00
.00
.00
9 7.6
3.0
7.0
5.0
15.0
.48
.96
.10
.00
3.0
.10
.08
.10
.00
.20
Class Average
1114
.411
011k
11**
11...
.1...
..-
1
VARIABLE
SUMMARY BY VARIABLE
Sullivan
Bic 5 B
PM
Robert M.
'correct rate
error rate
Doug B.
Georgene W.
correct rate
error rate
correct rate
error rate
correct rite
error r:
Betty H.
oAYS
:T.AN
DEV.
\ff.:DIAN
.SIN.
AX
.
oAYS
'LEAN
DEV.
e'.EDIAN
ax.
7 7.8
3.8
6.5
5.0
16.0
.12
.13 ,1
C
.00 .40
6 6.2
1.4
5.7
5.0
9.0
DAYS
MEAN
ST. DEV.
MEDIAN
MIN.
SAX.
.25
.38 .10
.00
1.0
2 8.0 .07
8.0
7.5
6
.15
8.5
.21
1.5
.15
8.5
.00
6.5
,30
10.0
.01
.04
.00
7.
o6,
C
VARIABLE
SUMMARY BY VARIABLE
Sullivan Bk 6 B
PM
Robert M.
Correct rate
error rate
Doug 8.
Georgene W.
correct rate
error rate
correct rate
error rate
1 correct rate
error r.
DAYS
MEAN
ST. DEV.
MEDIAN
MIN.
MAX.
4 6.2
1.1
5.7
5.5
8.0
.00
.00
.00
.00
.00
5
12.1
4.2
13.0
7.0
17 n
8
.14
5.4
.14
1.5
.10
5.7
.00
3.0
3C
7.0
OATS
MEAN
ST. DEV.
MEDIAN
MIN.
\AX.
DAYS
MEAN
ST. DEV.
MEDIAN
MIN.
MAX.
Class Average
17,:r
3,8 'Jr
3.0
SUMMARY BY VARIABLE
Sullivan BK 7 B PM
VARIABLE
Robert M.
correct rate
error rate
Doug B.
correct rate
error rate
DAYS
MEAN
sr. DEV.
MEDIAN
MIN.
Ma.
45
5.8
,00
5.2
.02
2.4
.00
.90
.04
4.6
.00
5.0
.00
4.5
.00
4.0
.00
9.5
.00
6.5
1C
Georgene W.
correct rate
error rate
5 4.1
.06
1.0
.05
4.7
3.0
.00
5.0
correct rate
error ra
DNYS
vCAN
-;C. DEV.
vEDIAN
YIN.
gAK.
:JAYS
*thAN
ST. DEV.
MEDIAN
*ITN.
Class Average
0
1111
11J.
1
SUMMARY BY VARIABLE
Sullivan Bk 8B PM
VARIABLE
Georgene W.
correct rate
error rate
correct rate
error rate
correct rate
error rate
correct rate
error r
DAYS
5
MEAN
4.9
.AO
ST. DEV.
1.7
.07
MEDIAN
5.0
10
MIN.
2.3
.00
MAX.
7.0
i2C
DAYS
mEAN
St. DEV.
MEDIAN
'4IN. .
DAYS
MEAN
ST. DEV.
MEDIAN
MIN.
MAX.
.........
SUMMARY BY VARIABLE
Sullivan PM - Class
Averages
.44
correct rate
error rate
*We.
correct rate
error rate
Ale
-3correct rate
error rate
8Ae-44
correct rate
error r,
DAYS
WAN
-,t". DEV.
;41DIAN
.-Al.
...ii
SC 13
3.5"
AO
7.0
BR
-.
Jo Amr 0 0 .20
.
3.s. li.
3.2
a8
9.0
b
.01
.04
o 0 ZO
6
464
1.q
4$9, . il t
/0.0
,46-
.09 0 0 .30
9 .1 3j 7.0
5.0
/54
127
6-1
.10 0 0
,;-,.
DEV.
MDIAN
IN.
ux.
-1,4
Z4 65 S. 0 0
.13
23 .10 0
1 0
7.5
3.9
4.5-
3.0
11. 0
,/2 /3 /0 0 .44,
,...
__J'
.
)AYS
*IAN
ST. DEV.
SDIAN
;FN.
:,.
.
es Book 1
- Baseline
correct rate
error rate
SUMMARY BY VARIABLE
es Book 2 Intervention
Su..es Book 1
- Baseline
k 1
Interventio
Doug 8.
correc
rate
error ra e
correc
ra
rot
arec
aerro
re e
PAYS
-FAN
ST. DEV.
9 2.1 .9
2.3 .5
3.5
9
. 12
.10
.10
.00
Gary W.
20 2.6
1.9
1.8
.2
7.0 Gary W.
20 ..13
.26
.00
.00
1.0
%YS
25 6.1
3.6
5.5
2.0
18.0
25
.08
. 12
. 10
.00
.6
9 8.5
3:2
9.0
4.8
13.0
12 9.7
6.5
6.5
4.0
22.5
12
25
. 17
6.8
.20
3.1
.10
6.5
.00
t.1
. 7
12.0
Julie W.
Julie W.
98
.01
2.8
.03
1.0
.00
2.6
.00
1.5
o4.5
8
25
.18
.25
.10
.00
.8o
33
.5
1.3
.14
1.3
.10
1.0
.0n
.1
.4
4.6
33
.18
.22
.2
.00
1.0
Jackie S.
Jackie
A7S
:4EAN
ST. DEV.
MEDIAN
MIN.
6 3.6
1.6
3.5
2.0
6.0
6
.21
.20
.20
.20
.60
18 2.4
1.5
1.9 .6
6.5
18
.13
.17
.10
.00
.7
MM
o,M
WM
M),
CM
VM
MA
SUNNARY BY VARIABLE
es Book 1
i-
-1
I-
-*.
Alfred B.
Alfred 8.
Rn
,error rate
correc
rate
error ra
corrvc
aerrot
eco rec
a e
e ror re e
0AYS
55
21
21
55
18
18
,..AN
3.7
.1
4.7
.09
2.9
.02
4.7
.0',
T. Div.
1.5
.0
1.7
.15
1.6
.04
2.4
.1
p
!! 'MAN
4.0
.0
4.5
.00
3.0
.00
4.0
.0,
,..N
1.0
.1
1.5
.00
1.0
.00
2.0
.0'
',Ut.
5.0
.1
8.0
.50
4.j
4
Clarence F.
Clarence F.
Arvel M.
1o.--------
.0'S
55
15
15
77
2§
28
AN
5.4
.2
6.4
.39
3.0
.14
3.6
.0t
-1. DEV.
3.2
:18-
3.0
1.0
1.8
.11
2.5
.14
*:. D
I AN
6.5
.1
6..Q
.1
3.7
.2
3.0
.0C
'N.
.2
.00
3.8
.0
.4
.00
.5
.0e
8.5
.40
15.0
4.-0-
5.0
.30
12.0
Robert M.
Robert M.
Robert D.
R..
:711AYS
66
16
16
88
24
24
XF.Ali
4.6
.05
5.5
.06
3.4
.13
3.8
.06
SE. DEV.
3.5
.08
3.4
.17
1.7
.18
1.6
.12
MEDIAN
4.0
.00
5.5
.00
2.6
.05
3.5
.00
MIN
1.1
.00
1.0
.00
1.6
.00
1.8
.00
10.0
2.00
15.0
.6
6.5
5.0
8.3
SUMMARY BY VARIABLE
v.
LE
auppes UQUK
I"" AR
V.
buppes WOK I
- PM
Gary W.
Suppes Book 2 Gar
AM
W.
Gary
correct rate
error rate
correct rate
error rate
corr.ect rate
arra: ra.ze
corract ra e
er or re
MYS
87
45
28
n1-.AN
8.8
.12
8. 9
:17
6.7
.05
6.1
.08
ST. DEV.
4.8
.20
4.5
.11
3.8
.08
3.3
.12
'41DIAN
6.7
.05
.0
.20
.6
.0o
5.2
.00
,T.N.
,.50
.00
3.7
.00
.2
.00
2.5
.00
ItA.X.
18.0
.6
18.0
.30
_23 ,..9
.30
20.0
-5Q
..............
Coe N.
Coe N.
Coe N.
Coe N.
AM
IIM
..Po
e
otYS
29
27
38
23
,-,'AN
3.8
-:o8
3.5
.10
3.3
.00
5.o
.01
',:'.DEV.
1.4
.14
1.7
.25
1.4
.03
3.7
.04
XEMAN
3.6
.00
3.0
.00
3.3
.00
4.o
.00
',IN.
1.9
.00
.9
.00
.1
.00
10
.00
'LAX
8.o
.60
7.5
1.0
6.0
.20
16.0
Jackie S.
Jackie S.
Jackie S.
Jackie
S.
DAYS
44
36
91
54
SEAN
6.2
.37
3.8
.13
3.6
.07
4.8
.09
ST. NEV.
3.9
.49
3.0
.16
2.3
.11
3.3
.23
I
MEDIAN
5.6
.20
2.9
.10
3.0
.00
3.8
.00
MIN.
.4
.00
.6
.00
0.4
.00
1.0
.00
MAX.
21.0
2.7
15.0
.50
14.0
.08
20.0
.15
ttnt
4-
DAYS
45
MEAN
ST.
DEV.I
I.G.
MEDIAN
2.3
MINIMUM
MAXIMUM !
1.0
asBoo! I
Patrick C.
correct r*tc
DAYS
MEAN
!
ST.DEV.
MEDIAN
MINIMUM 1
MAXIMUM
DAYS
MEAN
ST.DEV-
.NEVAAM
M4NIMiX;
MAXIOUM
01.
error rate
Robert D.
Dou
g B
.
mro
wel
ora
f,
SUMMARY BY VARIABLE.
It
Patrick C.
correct rate
_terror rate
34
.0,
2./
.19
1.4
.00
2.6
/ 0
Robert 0.
Do4
B.
Patrick C.
correct rate
' error rate
.05
3.2
.12
3.t
00
4.0
004,
5
.00
.02
.00
Rob
ert 0
.
,;
1
-.A
:44
44 .m
r
Doug B.
2
31,0
0
t SUAft4L-410406...2_______
1
Patrick
C.
correct rate
'error rate.
)2 3.2
2 .3
2.3
SUMMARY BY VARIABLE
.,
Suppes Book 1
- AM
Suppes Book 1
- PM
Arvel M.
imams Book 2...:_6M
Arvel M.
Arvel
.*4
M.
error Imo
Arvel M.
correct ratt
err', r
..
ecorrect rat,
error rate
was
erdi
......
......
......
......
......
......
.11.
......
......
.r...
......
....
correct rate
errat ?Sete
carrot
---
.-......
33
28
37
27
:61:AN
3.6
.08
3.9
:07
4.9
.03
3.4
.02
s.T. DEV.
2.4
.14
2.7
.11
3.1
.08
2.2
.05
.-.DIAN
3.3
.00
2.8
.00
4.0
?.00
3.0
.00
1
- N.
.4
.00
.9
.00
1.3
.00
.7
.00
A4.
12.0
.7
12.0
.40
15.0
.40
..0
Robert M.
Robert M.
Robert M.
Robert M.
1
22
22
37
38
::AN
5.9
.06
5.5
.06
8.1
.01
7.2
.03
.. DEV.
3.2
.10
3.2
.10
4.2
.05
2.9
.07
DIAN
4.5
.00
5.0
.00
7.5
.ou
;7.0
.00
';N.
1.1
.00
1.0
.00
2.5
.00
,
2.0
.00
il
AX.
15.0
.6
16.0
Ili
.30
15.0
.20
14.0
00
1
Clarence F.
Clarence F.
Clarence F.
Clarence F.
nAYS
21
.16
42
26
6.1
.32
5.9
.23
7.1
.03
7.3
.00
St. rev.
2.9
.85
3.1
.26
4.0
.10
4.7
.02
MEDIAN
6.0
.10
5.7
.2o
6:0
.00
6.5
.00
.2
.00
2.0
.00
.20
.00
2.0
.00
MO.
15.0
.40
13.0
1.0
18.o
,..6.9...._
25 n
.10
r.
IABLE
Suppes Book 1
- AM
Alfred B.
correct rate
SUMMARY BY VARIABLE
Suppes Book
1- PM
Alfred B.
rrcr rate
corret.t rare
oAYS
ST. DEV.
1IAN
26 4.5
1.7
4.5
1.0
8.0
error rare
27
.08
3.5
.14
1.5
.00
3.0
.00
.9
.5
6.5
Ron S.
IN.
29
4.3
2.2
3.9
1.0
10.0
.09
.19
.00
.00
.90
Ron
25
.06
3.3
.16
2.1
.00
3.2
.00
..5
.7
7.5
June T.
,,`AYS
..EAN
St. DEV.
MEDIAN
%IN.
20 5.8
3.7
4.5
1.6
14.0
.03
.13
.00
.00
.60
.04
.10
.00
.00
.40
Suppes Book 2 - AM
Supoes Book 2
PM
Alfred B.
Alfred B.
correct rate
error rate
r:orrect rate
error rate
37 5.3
2.8
5.0
.1.5
17.0
.00
.02
.00
.00
.10
24 4.6
1.6
4.5
1.9
6.0
.03
.09
.00
.00
.40
Ron
Rol
)§,
..4
32
24
7.8
.01
4.3
.02
3.9
,o4
2.7
.08
7.0
.00
3.5
.00
2.9
.00
.2
.00
18.0
.20
11.0
.4o
11
June T
49 6.2
.14
3.6
.44
5.5
.00
1.4
.00
20.0
x..00
.11.
01...
u .es Book
I-
AM
Robert M.
ccret titu
.111
11..1
1M01
.19.
1.M
.N.P
0,1,
ryw
onw
tom
. 1.9
1M41
111.
10.0
,.....
.wom
......
.
SUMMARY BY VARIABLE
$r11.710t ,ace
Suppes Book 2
-AM
Robert M.
26 8.0
.32
4.6
.45
8.0
.20
.7
.00
22.0
2.0
29 5.6
3.7
5.5
1.3
.43
.42
.30
.00
20.0
2.20
Greg E.
24 1.0
7.3
8.7
.5
29.0
Steve N.
.38
.62
.20
.00
3.0
31 6.4
.39
4.6
.38
5.5
.30
1.5
.00
25.00
1.50
nAYS AN
sT.
bEV.
nEDIAN
nim.
29
4.7
4.3
3.5 4
22.0
.03
.07
.00
.00
.20
Steve N.
29 2.6
1.2
2.8 .6
6.0
.01
.05
.00
.00
,30
SW
24A
RY
BY
VA
RIA
BL
E
Sup
pes
Boo
k 1
-A
MS
uppe
s B
ook
I-
PM
Sup
pes
Boo
k Z
Deu
s B
.-F
.:Trt.
t... i
1 s£
1
AM
Su
s B
epg:
1__
Dou
g B
.D
oug
B.
.
corr
ect
ra;e
:."-
erro
rra
reco
rrec
t rat
eer
ror
rite
-ea
r-or
-mrr
Ee-
.cor
re .t
"ra
reer
ror
rft,
---,
rat,
'A Y
S46
2949
:JE
AN
4.4
.20
3.6
.17
3.4
.07
1T. D
EV
.3.8
.32
2.5
.19
1.7
.10
-r-M
AN
4.2
.20
2.8
.10
3.0
.00
.10
.00
.7.0
0.7
.00
i.x.
25.00
2.0
''.
12.0
.70
10.0
.12_
Betty H.
Betty H.
Betty H.
14Y
S30
3831
-.A.N
5.4
.22
4.o
.18
4.1
.01
.D
ET
3.4
.39
2.7
.23
2.1
.24
DIA
N4.
5.1
03.
0.1
03.9
.10
'IX.
1.0
.00
1.0
.00
1.0
.00
15.5
2.0
15.0
1.00
____,_fl_
Julie H.
Julie H.
Julie H.
-:.AYS
3426
16
31
mi..
AN
2.6
.10
2.8
.11
3.8
.04
3.1
.02
ST. UEV.
1.0
.14
1.2
.20
2.0
.08
1.6
.05
.EDIAN
2.5
.to
2.4
.05
3.6
.00
3.o
.00
nm.
1.0
.00
1.o
.00
1.2
.00
1.0
.00
ryt.
5.5
.6
6.0.
1.0
10.0
85
.20
SUMMARY BY VARIABLE
VARIABLE
Suppes Book i
- AM
Suppes Book 2 - AM
Suppe
Book 2 - em
Juanita A.
Juanita A.
Juanita A.
=mils
eorre.nt rat?
error rare
correct
Ate
err)r ra e
cotrec rse
roi.
cu...e.c.
7s.e
error rr,:e "I
MP
l'4IS
53
38
i:-.AN
2.5
.08
2.1
.06
,ir. DEV.
1.6
.16
1.4
.12
.icaINN
2.0
.00
1.9
.00
N.
.20
.00
.4
.00
.7.0
77.0
.50
Julie W.
Julie W.
Julie W.
.\S
94
71
44
AN
2.6
.24
2.8
.09
2.5
.05
L.
11-;
2.2
.37
1.7
.13
1.3
.o8
- .Dip.:
1.8
.20
2.5
.00
2.2
.00
.ir.
.5
.00
.5
.00
.5
.00
12.5
2.5
8.0
.60
5.5
.30
Bobby R.
Bobby R.
Bobby R.
.......
AYS
28
23
63
-e.,EAN
3.0
.30
2.7
.16
3.o
.01
1
:;T. DEV.
1.9
.13
1.4
.15
1.6
.03
MEDIAN
3.0
.20
2.0
.10
2.9
.00
:ITN.
.40
.00
.2
.00
.8
.00
MAX
8.5
1.6
6.0
.60
10.0
2.50
SUMMRY BY VARIA3LE
:. JUBLE
Suppes Book
1- AM
Susses Bask
Class Average
007
;Oily
/Id
Class Average
,.-
:..k
Class
L.
Average
or rile
Class Average
correct
ate
error 'ate
'rret ra te
ez.i,:' ca'
c ri..e. rate
err t
r*
cq*ro;._
ral%
,YS
AN , PEV.
ILAN
'.4.
A.
.---
-
'..."4.......''...............
.110
...
-S
AN
VV.
Dl A'.
;N.
......
...0*
***.
......
...i
--
--..._
.AYS
-I. IRV.
:IEDI AN
.UN.
3.4
2.8
3.2 .5
.13
.13
.10
.00
.50
3.8
1.3
3.6
1.5
8.5
.09
.01
.05
.00
1.0
4.5
1.7
4.4
1.2
1.
.08
.08
.07
.00
.42
4.7
1 .9
4.3
1.7 s
.05
.08
.03
.00 .
Book-1
mean correct (AM + PM) = 3.6
Book-1
mean error rate (AM + PM) = .11
Book-2 mean correct (AM +
PM) = 4.6
Book-2 mean error rate (AM + PM) = .06
APPENDIX E
WI DE RANGE ACHIEVEMENT TEST SCORES
i
APPENDIX E
WIDE RANGE ACHIEVEMENT TEST SUMMARY: i Differences.
SCHOOL OWE PLACEMENTpre = x post =
0/0 ILE- -1 -2
McCarver (Experimental
R ,'"--727-57----;
,.. ..
i 1+0 R 22 - 21. x x - S x - x -.2
o M x 3.61
,
: Lister (Experimentalr-R-12 . S 0 .- rfl = 0.09S 0 - Rf = 0.4
- V . 1.76-/4 511 - Rr = 6.0o
........y
0.61 s 22 - RI =-.IT-0.1Bryant (Control)
R R2 -S R2 -
'
117:Crig------RI =
m x2 - xl . 0.37 m /2 - 11 m 0.20
ileIX------4,---iAxl m
RI =Idisgn I (Control)
---11 .-1.---'....s..x2
M R2 -0.05
...._
-.24
312 - I
S 12 - _RiM R2 - RI
2__Q_429___-gm ;38.a _,48
--------------
1-12z11t---0-26-------___IL12-4---V-2-----Sa--------S 22 - 21 - .SS S 12 - 511 in 1.33
2 - 2 -
R x2 - xi 1.1-4 R X2 - XI = b.
ExperimentalS- 2 - RI = S 12 - -T
al .07m- 22 -
x -
xi -
x
0 M 12x
- R1- x
*=
4.d0
ControlS x2 - RT * .4 S R2 - R1 = 1.50m X2 - RI in .20 M R2 - R1 = .18
R = ReadingS = SpellingM se Math
INDIVIDUAL SCORES
SCHOOL: LISTER WIDE RANGE ACHIEVEMENT TEST RESULTS
INITIALS BIRTHDATE GRADE PLACEMENTpre post
0/0 ILEpre post
J.S. 61-3-1 S
M
1 4 2_2
1.3 1.7ik2
2.1 2.8 A 12
D.S. 60-4-4
R
$
If
IA 2.j _2
1.3 1.7 2
J.A. 60-4-23R
SM
KG3 1,-11.0 1.1
G.W. 60-4-15
R
S
M.
J.W. 60-8-23
R
B.R. 61-4-23
R
R.B.
___....-
60-8-9R
S
1.4 2_1 4 1 7 A
31a1.4
1S1,2
B. H.
J.H.
59-9-18
60-4-121.6 2.1
16
B.M. 59-6-17R 2.4 3.8$ 2.0 2.6 2
G.E. 59-5-21R 2.0 3.5s 2.3 TAL
S.M.
.....
R 1.1.3 1.61. .0
R = ReadingM = MathS = Spelling
INDIVIDUAL SCORES
SCHOOL: McCarver WIDE RANGE ACHIEVEMENT TEST RESULTS
INITIALS BIRTHOATE GRADE PLACEMENTpre post pre
0/0 ILEpost
A.B. 59-12-5 S
1
1
R.S. 60-3-30 S
1. 25 4 __
1.6 2.01
J.T. 59-9-12R .0
Milf11.111111111111(111MOMMOMOIOU;
A.M. 59-5-12R
S
M
MUI11111101111INPLIIIMMINPVNU1.6 2.
1
1
C.M. 59-1-29R 3 -0 4_7 4 12
S 2_7 2_6 3 2M
C.F. 60-5-5
R . 2S 2
R.D. 60-6-4
231
. . .
P.C.
D.B.
58-12-27
59-11-6
R
RIINIMINUIWIIIIIIIIIMIMMS
1
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2
G.W. 59-2-25 S
=2. .0
inIFINNiiiIIMIIIIMINIIMINIIIIMMIIIMININEW1111.111.11111MMENIONEW1110.1111.IMEINIIIIIIIMINIIIII................
C.N. 61-12-30 S
R + ReadingS + SpellingM im Math
INDIVIDUAL SCORES
SCHOOL: Edison I WIDE RANGE ACHIEVEMENT TEST RESULTS
INITIALS BIRTHRATE GRADE PLACEMENT 0/0 ILE
A.S. 59-12-25R2.5
SM
3, 4viamr.01MLINa.mmas.~.~.01.110
1.6 2=1 12.4 2.2 3 3
J.K. 58 -12 -5
RS
M
1.1 2.21. 1.6 11.6 3.4 3
J.M. 60-5-9 S
M
2.0 2.1. 2.0
R.O. 60 -9 -13
R
SM
1.5 2.11.5 24 4_t2
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2.4 3
E.S. 59-5-10R
S
M
N.G.R
S
2 1 71..k 1.8
R ReadingS in SpellingM Math
INDIVIDUAL SCORES
SCHOOL: EDISON II WIDE RANGE ACHIEVEMENT TEST RESULTS
INITIALS BIRTHDATE GRADE PLACEMENTpre post pre
0/0 ILEpost
L.C. 61-12-15KG8 1.7 2 6
S
.
KGB- 1.5 2 5KG 1.8
G.M. 61-2-14RS
M
2. 1
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D.R. 61-2-14R
s
4
1.5 2.0 3 51.4 2.
D.T.
D.K.
62-6-15
61-7-5
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s.
m111.141181111.-1111111111111.111111.01M
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61-5-15 S 3 4
G.S. 60-10-17R
S
-14 L.;--....3 .a
.NIIIP
R = ReadingS = SpellingM = Math
INDIVIDUAL SCORES
SCHOOL: BRYANT WIDE RANGE ACHIEVEMENT TEST RESULTS
INITIALS BIRTHDATE GRADE PLACEMENTpre post
0/0 ILEpre post
i1 D.M.z
59-11-5R
s
.2.1 2.1 2 2
1.8 2 2
M 4
D.A. 60-8-5R
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MR
2.1 2.0 51.8 2.5 4 4 ....1,8
2.91.9
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K.K. 60-7-2R
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El
1_5 1 1 21 h 1 5 7 1
1_(l i A 1 1
L.C. 58-4-29R
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1 k7 1
3.0 3-5 2.6 3.9 4 5
R.H. 58-7-31 S
IA 2.4 1 1
1.7 2.5 .9 1
S.S. 59-12-28 S
_
6
R = ReadingS = SpellingM = Math