Components of Fluency-Based Instruction in the College Classroom

Author

Jennifer Kourassanis Velasquez, The Graduate Center, City University of New YorkFollow

Date of Degree

9-2019

Document Type

Dissertation

Degree Name

Ph.D.

Program

Psychology

Advisor

Emily. A Jones

Committee Members

Daniel Fienup

Nancy Hemmes

Carl Binder

Barbara Bucklin

Subject Categories

Applied Behavior Analysis | Curriculum and Instruction | Education | Higher Education | Psychology

Keywords

Fluency based instruction, SAFMEDS, precision teaching, instructional design, college students

Abstract

The current research regarding the use of fluency-based instruction (FBI) to teach academic skills suggests the addition of FBI to traditional instruction produces better learning outcomes than traditional instruction alone. However, there is a lack of comparative research of the addition of FBI to traditional instruction vs. traditional instruction alone on student performance outcomes with college students. The present study was composed of two experiments to examine the effects of the addition of a component of FBI using a modified SAFMEDS (Say All Fast Minute Every Day Shuffled) strategy to traditional instruction within the course’s existing curriculum on quiz and exam scores for both introductory and advanced level undergraduate students across small and large class sizes. The findings are mixed, but generally suggest that the addition of components of FBI may produce better student performance outcomes than the traditional instruction alone. The majority of the students reported that they preferred using SAFMEDS to learn concepts and would use it to learn concepts in other courses.

Recommended Citation

Kourassanis Velasquez, Jennifer, "Components of Fluency-Based Instruction in the College Classroom" (2019). CUNY Academic Works.
https://academicworks.cuny.edu/gc_etds/3452