Fluency
What to look for:
Student completes the target skill correctly, but works slowly or haltingly
Instructional Goal:
Increase the student's speed of responding accurately
Exit Goal:
Student has learned the skill enough to retain, combine the skill with other skills, and perform it fluently
EVIDENCE-BASED STRATEGIES TO BOOST ACCURACY IN THIS PHASE:
Explicit instruction involving:
Structuring of learning activities that give students a high rate of observable Opportunities to Respond
Student has frequent opportunities to drill (repetition of target skill) and practice (blending target skill with other skills to solve problems)
Student gets feedback on fluency and accuracy
Student receives praise, encouragement for increased fluency
Independent goal setting
Source: Intervention Central (n.d.). The Instructional Hierarchy: Linking Stages of Learning to Effective Instructional Techniques. https://www.interventioncentral.org/academic-interventions/general-academic/instructional-hierarchy-linking-stages-learning-effective-in
Practical Side of Fluency
Feedback-rich climate
Targeted skill practice
Game-like atmosphere with maximum number of Opportunities to Respond
Timed weekly measurement of targeted skill
Individualized goals for improvement
Opportunities for students to correct errors
Source: Codding, R. & VanDerHeyden, A. (2020, March 2). Belief-based vs. evidence-based instruction in the classroom {Video}. YouTube. https://www.youtube.com/watch?v=XCe0JXKeQIg
