Chart 3.2 Fluency Application Deck Report Timeline
Figure 1.1 displays the data collected from May 15
to May 19
of Deck 2 of the SAFMEDS from
ABA 622. Acquisition accel data over the week demonstrated an increasing trend with high variability.
Variability is hypothesized to be attributed to the first week with the new cards resulting in unfamiliarity
with them. To address this, a proposed revision is below. The last accel data point of the week was at 17,
indicating that the AIM has been met. Acquisition decel data is demonstrating a decreasing trend with
Figure 3.1 displays the fluency data collected for Deck 2 from May 15
to May 19
. Fluency is
being maintained, as accel data is continuing within the AIM. Variability for both accel and decel data is
Study Approach and Adjustments
On the first day of data collection, May 15
, a timing was run in baseline prior to
After the timing the data was entered into Precision X. I continued my study method of
studying prior to running timings. I also determined my terminal reinforcer of going to dinner with
friends on Sunday if I was able to meet the AIM by the end of the week. I continued to study 5 days a
week for 30 minutes. I implemented the adjustment early in the week and will continue this method
throughout the remainder of the deck.
On the first day, I ran one 30-second timing in baseline and entered in the data into
Precision X. On days 2 through 5, I ran five 30-second timings and entered in the best data point from the
day into Precision X. For the fluency deck I ran three 30-second timings across 5 days.
After the last timing for the day, I entered in the data for the best timing into
Precision X. I then analyzed the data to assess trends, monitor variability, and determine if the AIM will
be met by the end of the week. The accel data for this week had high variability, although the AIM was
met. To address the variability, I created an intervention which is proposed below. Since I met my accel
AIM, I was able to go to dinner on Sunday.
Variability is hypothesized to be attributed to unfamiliarity with the cards, as I was
mixing up some of the terms. In the past I feel as though I have the tendency to do better when I read
things out loud. Therefore, I decided to read both the front and back of the cards slowly while studying.