Why and how teachers should prevent and remedy academic deficits by enhancing learning speed

ABSTRACT

Teachers focused on prevention of academic problems should apply procedures that enhance learning speed, or learning as a function of the time that the learner spends engaged in the intervention(s). Although few researchers evaluate or compare academic interventions using precise measures of learning speed, several strategies for modifying interventions or instructional procedures have been developed that may enhance learning speed. Teachers who apply strategies that increase learning speed may allow students who receive remedial and special education services to incur fewer opportunity costs associated with time reallocation strategies and allow them to return to typical school activities earlier. More importantly, applying interventions that cause more rapid learning may prevent learning deficits, which may be the best way to minimize opportunity costs and enhance student success.

KEYWORDS:

• Academic interventions
• intervention catalysts
• learning speed
• rates of responding

Additional information

Notes on contributors

Kristen Fowler

Kristen Fowler, received her master’s degree in Behavior Analysis and is currently enrolled in the Ph.D. School Psychology Program at The University of Tennessee. Her research interests include developing and validating prevention and remediation procedure for pre-school and elementary school students.

Christopher H. Skinner

Christopher H. Skinner, received his Ph.D. in School Psychology from Lehigh University. Professor Skinner trains school psychologists, applied behavior analysts, and special educators at The University of Tennessee. He is interested in researching strategies designed to address and prevent educator-identified problems in school settings.

Gary L. Cates

Gary L. Cates received his Ph.D. in School Psychology from Mississippi State University. Professor Cates provides school psychology training to graduate students are Illinois State University. His research interests include developing and implementing systems design to prevent and remedy academic skill deficits and achievement problems.

Brian Poncy

Brian Poncy received his Ph.D. in School Psychology from The University of Tennessee. He is currently an Associate Professor at Oklahoma State University. His research focuses on developing and validating interventions and strategies designed to prevent and remedy academic deficits.

Gary J. Duhon

Gary J. Duhon received his Ph.D. in School Psychology from Louisiana State University. He is a current Professor at Oklahoma State University. His research interests include preventing and remedying academic deficits via the application of evidence-based strategies and improving evidence-based strategies and intervention evaluation research.

Phillip J. Belfiore

Phillip J. Belfiore received his Ph.D. in Special Education from Lehigh University. He is current Professor at Mercyhurst University where he trains special educators and behavior analysts. His research interests include developing and evaluating interventions for students with disabilities.