EFFECTS OF CHOICE ON MULTIPLICATION AND DIVISION FLUENCY ACQUISITION FOR THIRD GRADE STUDENTS

<p>Students with the most pronounced behavioral needs are the ones missing the most instruction. A three-tiered system of intervention that is data driven and uses evidence based interventions is used within schools to meet the needs of all students. Within this tiered system, Positive Behavioral Interventions and Supports (PBIS), founded in the sciences of Applied Behavior Analysis (ABA), are used. Of the many PBIS interventions, instructional choice at Tier I has been established as an effective, low intensity, teacher delivered support that aims to reduce challenging behaviors and increase academic engagement. Instructional choice involves two parts: selection in response to present multiple selections and differential outcomes in response to the selection. A concurrent chain schedule contains an initial link, point in which the selection response is made and a terminal link, response required to acquire the differential outcome. By utilizing a concurrent chain procedure, teachers can effectively and efficiently condition student choice making to increase engagement in academic tasks to increase skill acquisition while promoting positive behavior responses. This study examines the effects of using instructional choice to assess its effect on multiplication and division skill acquisition for third grade students. The results of this study were consistent with previous research that found a preference for choice and an increase in skill acquisition.</p>

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychological Science

Year dc:date.available

2019

Author dc:creator

• Tammelin, Terri

Contributors dc:contributor

• Ashley Shayter

• instructional choice
• concurrent choice chain
• behavior management
• establishing operation
• Applied Behavior Analysis
• Educational Psychology
• Elementary Education
• Other Education

Repository record dc:identifier

https://commons.nmu.edu/theses/605

OAI identifier oai:identifier

oai:commons.nmu.edu:theses-1637