Graduation Year

2014

Document Type

Thesis

Degree

M.A.

Degree Granting Department

Child and Family Studies

Major Professor

Timothy Weil

Keywords

Celeration, Education, Fluency, REAPS

Abstract

The use of positive reinforcement in acquisition programming is a hallmark of Applied Behavior Analysis; however, the Precision Teaching literature reveals a lack of reporting on the use of reinforcement. The present study utilized a groups design and single case analyses to investigate the effect of programming systematic tangible reinforcement on acquisition performance, retention and endurance of academic skills with 10 typically developing students ranging from 5-7 years of age. Results indicate that for both control and experimental participants, an increase in accuracy on both See/Say sight words and math problems occurred; however, the experimental group performed better on See/Say sight words and both groups performed the same with See/Say math problems.

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