K-Schedules Meet Precision Measurement: A Protocol for Intervention
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PRECISION TEACHING: DISCOVERIES AND APPLICATIONS
K-Schedules Meet Precision Measurement: A Protocol for Intervention Kerri Milyko 1
# Association for Behavior Analysis International 2020
Abstract Precision teaching (PT) involves shaping increases in frequencies during frequency-building interventions (Dembek & Kubina, Reading Improvement, 55(3), 93–105, 2018) toward an optimal frequency level, or aim. However, common PT reinforcement systems, such as celeration aim lines and personal best, result in very lean schedules of reinforcement if exceptions are not made to the rules. Therefore, a schedule that could shift in the density of reinforcement and the requirement of delivery based on a learner’s current behavior is warranted for learners who require more frequent reinforcement. Galbicka (Journal of Applied Behavior Analysis, 27(4), 739–760, 1994) outlined a systematic approach to bringing objectivity into the art of shaping. The percentile schedules of reinforcement met the 4 requirements for shaping, with PT bringing even more clarity to the fourth requirement of a discrete terminal response. The current article serves as a tutorial on how to incorporate a sophisticated and objective shaping preparation into various PT interventions. Keywords Frequency building . K-schedule . Percentile schedule . Precision teaching
Precision teaching (PT), an extension of Skinner’s work, brought standardization into data analysis (Lindsley, 1991). The standard celeration chart (SCC) allowed for this standardization given its axes and its inability to be stretched to be filled like its counterparts. One could monitor global behavioral influences, such as the coronavirus (COVID-19), using the SCC (Harder, 2019). Further, one could also monitor increases in learner performance, such as frequency building. Frequency building is a particular intervention involving repeated, timed, often sprinted practice with immediate feedback regarding performance (i.e., a timing; Dembek & Research Highlights • Objectivity in shaping aligns our science with natural science. • K-schedules are objective, with simple rules that can be eased, resulting in less time spent in training to create proficient shapers. • K-schedules improve treatment integrity, as all shapers are setting consistent criteria across settings. • K-schedules aid in shaping high rates of responding, which is supportive of a fluency-building intervention. • K-schedules allow for variability in the learner’s data without punishing the learner. * Kerri Milyko [email protected] 1
CentralReach, Pompano Beach, FL, USA
Kubina, 2018). As such, precision teachers, when using frequency building, would shape successive increases in frequency (i.e., rate) to optimum levels of responding (i.e., frequency aim) in order to establish fluent performance. Once performance met fluent levels, it could be maintained over a period without practice, it endured for a period longer compared to training, it was stable in the face of distraction, it could be applied to compound skills, and it could g
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