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Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom

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Abstract

We used a multiple baseline design across math facts to evaluate classwide use of a taped problem (TP) intervention on first graders’ digits correct per minute in a general education classroom. During TP, students attempted to respond to each math fact before they heard the answer on an audiotape. As problems were repeated, response intervals were varied and individual and group feedback and rewards were provided contingent upon improved performance. Across all 3 sets of problems, digits correct per minute increased following the use of TP. We discuss the efficacy of TP as an instructional (as opposed to remedial) procedure, practical implications for teachers, and areas for future research.

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Authors and Affiliations

  1. The University of Tennessee, Knoxville, USA

    Kathleen B. Aspiranti, Christopher H. Skinner, Daniel F. McCleary & David F. Cihak

Authors
  1. Kathleen B. Aspiranti
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  2. Christopher H. Skinner
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  3. Daniel F. McCleary
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  4. David F. Cihak
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Corresponding author

Correspondence to Kathleen B. Aspiranti.

Additional information

This work was completed with the support of the Korn Learning, Assessment, and Social Skills Center at The University of Tennessee.

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Aspiranti, K.B., Skinner, C.H., McCleary, D.F. et al. Using Taped-Problems and Rewards to Increase Addition-Fact Fluency in a First Grade General Education Classroom. Behav Analysis Practice 4, 25–33 (2011). https://doi.org/10.1007/BF03391781

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