SAFMEDS example 2
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School
Dar es Salaam University College of Education *
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Course
2019
Subject
Information Systems
Date
Nov 24, 2024
Type
Pages
6
Uploaded by johnblu2803
Running head: SAFMEDS SELF-MONITORING PROJECT
1
SAFMEDS Self-Monitoring Project
APPLIED BEHAVIOR ANALYSIS
SAFMEDS Project
Part I
SAFMEDS SELF-MONITORING PROJECT
2
Say All Fast a Minute Every Day Shuffled (SAFMEDS) is a technique that was
introduced at the beginning of the semester which is designed to teach the students definitions
that relate to the class. “SAFMEDS are intended to help students become fluent in basic
concepts, definitions, and/or terms; thus making learning more complex information less
difficult” (Heward), and through this experiment it was determined whether or not this technique
would be would help me to become fluent in terms related to my class. Each term in the acronym
is critical in gaining the desired result of the project. The end goal of the SAFMEDS project was
to study the flashcards, add an intervention if needed, and ultimately be able to respond to the
cards at a fast pace.
First, the target behavior of the SAFMEDS project is to be able to answer fifty flashcards
correctly within one minute. This can be a difficult challenge for individuals to accomplish
without studying the flashcards repeatedly over time. The behavior that is to be corrected
throughout the project is improving study skills to accomplish a set goal. To measure my
behavior during the course of the SAFMEDS project, I timed three intervals of one minute each
and tallied how many flashcards I got correctly in each interval. Next, I transferred the tally
marks to a graph where I could see if I was increasing, decreasing, or staying around the same
number of flashcards answered correctly in each interval. I did this once a week in class, by
studying the flashcards for five minutes, and then proceeding with the three intervals. Outside of
the classroom, it was a requirement that the students also study and track our progress from at
home as well. I was not satisfied with the results I was getting after looking at my graph, so I
decided that I would need to conduct an intervention.
Part II
SAFMEDS SELF-MONITORING PROJECT
3
Next, I needed to decide what kind of intervention would work well in attempting to
reach the goal of answering fifty flashcards correctly within one minute. In addition to studying
for five minutes in class on Tuesday nights, I added studying each flashcard for five minutes on
Sunday nights as well as on Thursday nights. On each of the days listed, I studied the fifty
flashcards for five minutes, and then used a cellphone to time one-minute intervals followed by
tallying the number of cards that I answered correctly. Also, I studied the flashcards in the same
area each time, on the couch in my living room. I used this method of studying over the course of
five weeks, beginning September 3, 2019 and ending October 8, 2019. In the beginning of my
monitoring project, I was not answering a decent number of flashcards correctly within one
minute, and I was staying steady. Once I decided to add an intervention, I began to see my
number of flashcards answered correctly rise.
I began implementing the intervention of studying the entire stack of flashcards three
days a week for five minutes each time after the fourth session, which was the end of the
baseline data. I continued the intervention until I completed my last SAFMEDS session on
October 8
th
. Next, the data that I collected after each session was transferred to an Excel graph to
use as a visual aid in seeing my progress over the course of the five weeks. After reviewing the
Excel graph once all of the data was inputted, it was obvious that with the help of the
intervention, the number of flashcards that I answered correctly within one minute improved.
I
ultimately was unable to reach the goal of fifty flashcards at the end of the SAFMEDS project,
but I was able to gain speed in answering the flashcards within a set amount of time.
Part III
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SAFMEDS SELF-MONITORING PROJECT
4
Figure 1
. SAFMEDS correct responses per minute for the baseline and intervention sessions.
Visual Analysis
In the beginning of SAFMEDS data collection, my baseline data was relatively low and
remained steady for about four sessions. During those four sessions, I was only able to answer
between two and twelve flashcards out of fifty within one minute. By looking at my final graph,
I was able to see where my data went from the lowest number of correct responses in one minute
of two flashcards, to the highest number of twenty-nine correctly answered.
Once I implemented my intervention, the data began to rise slowly. The post-intervention
data always remained either equal to or above the original data collected during the baseline
phase. Although the data remained towards the middle of the graph and never reached the goal
number of fifty flashcards answered correctly in one minute, there was certainly an improvement
in responses per minute during the intervention phase.
Interpretation
0
5
10
15
20
25
30
35
40
45
50
Number Correct
Trial Number
SAFMEDS
Before
Intervention
After
Intervention
SAFMEDS SELF-MONITORING PROJECT
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While the goal of fifty SAFMEDS cards per minute was not met by the end of the data
collection, there was a rise in the correct number of flashcards answered in the end of the study.
Conclusively, studying the flashcards three days a week for five minutes each time seemed
rewarding. By the end of the last one-minute session, I answered twenty-four flashcards correctly
in one minute whereas the most flashcards answered correctly in the first one-minute session was
three flashcards.
In the future, I feel that this intervention could be composed of further action rather than
just studying the flashcards three times a week. First, some individuals may not shuffle the cards
as well as others might. This may lead to some cards being studied more than others. Some cards
may not make it into any of the three intervals during one session depending on how the stack is
shuffled. Second, it may benefit the individual participating in the study to study at least once
daily, along with having someone read the definition out loud and answering to the definition out
loud. Lastly, using an app on a phone or computer, the participator could enter the definitions
and terms and then match them together correctly. This would be a great idea for students in
today’s generation whom usually always have some sort of electronic device on their person.
With the completion of the SAFMEDS study, I believe that this would be a tactic that
could help me greatly in my future classes. Studying with flashcards is something that I have
done since kindergarten, now with the knowledge that I have gained from SAFMEDS as well as
using and creating an intervention, I could see this being a permanent way to improve my
studying. Along with the intervention that I used in this study, I may also use other interventions
like using an app on my phone to improve my study skills in my future classes.
SAFMEDS SELF-MONITORING PROJECT
6
References
Heward, William L. “SAFMEDS for Exceptional Children .”
Wps.prenhall.com
,
wps.prenhall.com/wps/media/objects/2357/2414567/Volume_medialib/SAFMEDS.PDF.
Great job, would have preferred less first person (I), but overall you did a great job! 145/150.
Current class grade: 95%
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