{'fraction_non_alphanumeric': 0.020572450805008944, 'fraction_numerical': 0.0035778175313059034, 'mean_word_length': 5.505813953488372, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The comparative effects of cumulative and unitary SAFMEDS terms in an introductory undergraduate behavior analysis course

ABSTRACT Research in precision teaching (PT) and verbal behavior has implications for undergraduate instruction, but effects of PT for under-graduate coursework are not yet fully understood. The authors examined the differences between learning outcomes for Say All Fast Minute Every Day Shuffled (SAFMEDS) cards between cumulative decks where all terms were practiced (fall semester) and unitary decks where terms were split into 10 units with no more than 10 cards each (spring semester). Results showed that the rate of correct terms recited per minute increased over the course of both semesters, the rate of incorrect terms decreased, and the rate of skips remained variable. The changes in rate occurred more quickly throughout the spring semester and more students reached the frequency aims. Other factors examined included timing intervals, multiple checkouts, definition length, and retention. The results have implications for the use of PT, especially SAFMEDS, in college classrooms.