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    An Evaluation of Two Supplemental SAFMEDS Procedures

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    Genre
    Thesis/Dissertation
    Date
    2018
    Author
    Chirinos, Meaghan
    Advisor
    Hantula, Donald A.
    Committee member
    Fisher, Amanda Guld
    Axelrod, Saul
    Tincani, Matt
    Dowdy, Arthur
    Department
    Applied Behavioral Analysis
    Subject
    Education
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/967
    
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    DOI
    http://dx.doi.org/10.34944/dspace/949
    Abstract
    SAFMEDS, a fluency based intervention that often uses flashcards, stands for “say-all-fast-minute-every-day-shuffled.” It is typically used in rate building and as a knowledge based assessment across numerous settings. A review of the fluency and SAFMEDS literature shows a lack of empirical research with this commonly used intervention (Quigley et al., 2017). Many differences in SAFMEDS implementations exist, including numerous variations to the procedure itself. The purpose of this study is to evaluate the effects of the basic SAFMEDS procedure for learning Chinese characters when compared to two supplemental practice procedures. The basic SAFMEDS procedure did not appear to be effective in significantly increasing the rate of correct responding in participants learning Chinese characters. Rates of correct responding were greater with additional practice added to the basic SAFMEDS procedure; specifically, higher levels of responding were evident in conditions using the whole deck review supplemental practice procedure.
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