Using Percentile Schedules to Increase Academic Fluency

Alison M. Clark, Jonathan D. Schmidt, Nabil Mezhoudi, Sung Woo Kahng

Research output: Contribution to journalArticlepeer-review

Abstract

After a learner becomes accurate with a task, fluency must be shaped over time to reach the target goal. However, shaping criteria can be somewhat arbitrary; thus, an objective criteria has the potential to improve implementation consistency. One such method is through the use of percentile schedules. The purpose of the current study was to use a percentile schedule as a means of determining the reinforcement criterion to improve the fluency for three academic tasks. The participant was a 14-year-old boy diagnosed with developmental disabilities. The use of the percentile schedule based reinforcement criterion resulted in increased fluency with two of the three academic tasks. This study suggests that percentile schedules may provide an objective criterion for improving fluency.

Original languageEnglish (US)
Pages (from-to)283-290
Number of pages8
JournalBehavioral Interventions
Volume31
Issue number3
DOIs
StatePublished - Jul 1 2016

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Clinical Psychology
  • Arts and Humanities (miscellaneous)
  • Psychiatry and Mental health

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