Relevant bibliographies by topics / Standard Celeration Chart

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  1. Journal articles
  2. Dissertations / Theses
  3. Books

Academic literature on the topic 'Standard Celeration Chart'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Standard Celeration Chart"

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Bennett, Kaycee, Kendra Brooks Newsome, and Donny Newsome. "Assessing functional relations: The utility of the standard celeration chart." Behavioral Development Bulletin 20, no. 2 (October 2015): 163–67. http://dx.doi.org/10.1037/h0101308.

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Aninao, Tiffany, David Acevedo, Kendra Newsome, and Donny Newsome. "Putting the precision in precision teaching: Using the standard celeration chart for ongoing assessment." Behavioral Development Bulletin 20, no. 2 (October 2015): 168–72. http://dx.doi.org/10.1037/h0101312.

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Meyer, Staheli, Tiffany Aninao, Kendra Newsome, and Donny Newsome. "Discovery through the lens of the standard celeration chart: Informing and facilitating inductive intervention strategies." Behavioral Development Bulletin 20, no. 2 (October 2015): 150–57. http://dx.doi.org/10.1037/h0101307.

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Aninao, Tiffany, Timothy Fuller, Kendra Newsome, and Donny Newsome. "School, meds, and moms: Using the Standard Celeration Chart for a contextual analysis of behavior." Behavioral Development Bulletin 20, no. 2 (October 2015): 177–85. http://dx.doi.org/10.1037/h0101311.

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Calkin, Abigail B. "Precision teaching: The Standard Celeration Charts." Behavior Analyst Today 6, no. 4 (2005): 207–15. http://dx.doi.org/10.1037/h0100073.

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6

Mawhinney, Thomas C., and John Austin. "Speed and Accuracy of Data Analysts' Behavior Using Methods of Equal Interval Graphic Data Charts, Standard Celeration Charts, and Statistical Process Control Charts." Journal of Organizational Behavior Management 18, no. 4 (September 7, 1999): 5–45. http://dx.doi.org/10.1300/j075v18n04_02.

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7

Kinney, Chad E. L., John C. Begeny, Scott A. Stage, Sierra Patterson, and Amirra Johnson. "Three Alternatives for Graphing Behavioral Data: A Comparison of Usability and Acceptability." Behavior Modification, July 30, 2020, 014544552094632. http://dx.doi.org/10.1177/0145445520946321.

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Making treatment decisions based upon graphed data is important in helping professions. A small amount of research has compared usability between equal-interval and semi-log graphs, but no prior studies have compared different types of semi-log graphs. Using a randomized, cross-over, experimental design with 72 participants, this study examined the relative usability and acceptability of three types of graphs: Regular (equal-interval), Standard Celeration Chart (SCC; semi-log), and Standard Behavior Graph (SBG; semi-log). All participants used each graph across three usability tasks (Plotting Data, Writing Values, and Interpreting Trends). For the Plotting and Writing tasks, the equal-interval graph produced the greatest rate of correct responses. However, for the Interpreting task the SBG produced the greatest rate of corrects, while the equal-interval graph produced the smallest rate. User acceptability mainly favored the equal-interval and SBG graphs. Study findings and implications are discussed with respect to graph usability and acceptability during day-to-day practice.
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Mensi, Marina, Roberto Baiocco, Mpho Otukile-Mongwaketse, Giacomo Maria Paganotti, and Richard Michael Kubina. "Improving the reading skills of children with neurodevelopmental disabilities: Preliminary study from Botswana." Journal of Intellectual Disabilities, November 12, 2020, 174462952096896. http://dx.doi.org/10.1177/1744629520968968.

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In Botswana, Special Needs Education has been implemented for 25 years with some success but there is still a need for evidence-based methods like Frequency Building, behavioural fluency, and Precision Teaching to be used to measure and improve school performance and learning. We explored the impact of these behavioural technologies on reading performances of four children with learning disorders (ADHD, speech impairment and acquired brain disorder) in a special school in Gaborone. At the assessment, two children were unable to read letter sounds and two could not read sight words. Reading performances were measured with frequency and displayed on a standard celeration chart. During the intervention, the length of the tasks was reduced and then augmented. Findings revealed that after 3 months of intervention children significantly increased their score stimulating self-confidence and enthusiasm during activities. This work demonstrates that behavioural technologies can be applied in Africa without using expensive or time-consuming resources.
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Dissertations / Theses on the topic "Standard Celeration Chart"

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Greene, Bethany Owings. "Evaluating the Effects of Different Frequencies on Retention." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6245.

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Traditional teaching methods use accuracy-only criterion when teaching students a specific skill, but more and more students are being left behind in classrooms because they are not mastering the skill. Using fluency, a combination of speed and accuracy, as a mastery criterion has shown to improve both retention and mastery. Previous research suggested that frequency scores closer to the predicted frequency aim produced greater retention. It is unclear at what frequency aim a decay in retention begins to occur. The purpose of the present study was to examine the differential effects of retention on preschool participants’ reading first grade Dolch sight words once the skill had been strengthened to 3 frequencies (i.e., 15 correct words/min, which is 25% of the accepted fluency aim, 30 correct words/min, which is 50% of the accepted fluency aim, and 60 correct words/min, which is 100% of the accepted fluency aim) using fluency training and the Precision Teaching method. Three preschool age participants were assessed for retention 2 weeks and 6 weeks after reaching criterion. All participants maintained teaching frequencies of correct responding 2 weeks after reaching mastery for all 3 frequency aims. Six weeks after teaching, 1 out of 3 participants showed retention for the 15 correct words per min criterion, all participants showed retention for the 30 correct words per min criterion, and all participants showed a decay in retention of correct responding for the 60 correct words per min criterion. Limitations and future research were discussed.
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Hasbrouck, Elizabeth G. "An Evaluation of the Effects of Session Distribution on the Acquisition, Retention, and Endurance of Material Learned Using Precision Teaching." Scholar Commons, 2014. http://scholarcommons.usf.edu/etd/4900.

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Precision Teaching (PT) is a data-based educational tool that allows individual changes to be made to educational programs based specifically on the needs of the learner. The purpose of this study was to evaluate the effect of session distribution on the material learned in the context of a PT intervention program. Typical children, ages 3- to 5-years-old, whom were enrolled in a church-based child development program, participated. The goal of this study was to assess if the administration of PT sessions one day-a-week or five days-a-week effected the acquisition, retention, and endurance of material learned. Results indicate that there was minimal difference in the rate of acquisition, retention, and endurance on the material learned between session distributions for four of the five children.
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Books on the topic "Standard Celeration Chart"

1

Handbook of the Standard Celeration Chart, Deluxe Edition. Cambridge Center for Behavioral Studies, 2003.

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