Say All Fast Minute Every Day Shuffled (SAFMEDS) is one behaviorally based teaching tactic. Like flash cards, SAFMEDS helps build familiarity with course objectives and can be used to promote fluency in the corresponding verbal repertoire. However, SAFMEDS differs from flash cards in that it follows specific design features and the acronym specifies how to practice flash cards. Students might practice in the traditional see-say learning channel used with SAFMEDS, or they could practice in a see-type learning channel (i.e., Type All Fast Minute Every Day Shuffled [TAFMEDS]), as the precision teaching community has sought to bring digital technology to their teaching, using computerized standard celeration charts and programs that present flash cards in a digital format. The present study explored the use of computerized charting and a see-type learning channel program developed for TAFMEDS in several sections of an undergraduate Introduction to Behavior Principles course. Course instructors explored the correlations between daily TAFMEDS practice with behavior-analytic terminology and student performance. After 3 weeks of daily practice, the study concluded with a culmination of 4 checkouts that examined endurance, application, stability, retention (when possible), and performance in different learning channels. Results indicated a correlation between daily practice and higher daily performance frequencies and longer term outcomes, including maintenance, endurance, stability, application, and generativity. The findings are discussed in terms of bringing frequency-building activities to university settings and the advantages and disadvantages of bringing technological advancements into frequency-based instruction.

中文翻译：

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探索每日、定时和类型技术术语定义实践对流畅度指标的影响

Say All Fast Minute Every Day Shuffled (SAFMEDS) 是一种基于行为的教学策略。与闪存卡一样，SAFMEDS 有助于熟悉课程目标，并可用于提高相应口头语汇的流利程度。但是，SAFMEDS 与闪存卡的不同之处在于它遵循特定的设计特征，首字母缩略词指定如何练习闪存卡。学生可以在与 SAFMEDS 一起使用的传统 see-say 学习频道中练习，或者他们可以在 see-type 学习频道中练习（即，Type All Fast Minute Every Day Shuffled [TAFMEDS]），因为精确教学社区试图带来数字技术到他们的教学中，使用计算机化的标准加速度图表和程序，以数字格式呈现闪存卡。本研究探讨了在本科行为原则概论课程的几个部分中为 TAFMEDS 开发的计算机化图表和查看型学习渠道程序的使用。课程讲师探讨了日常 TAFMEDS 实践与行为分析术语和学生表现之间的相关性。经过 3 周的日常练习，该研究以 4 次检查结束，这些检查检查了不同学习渠道中的耐力、应用、稳定性、保留（如果可能）和表现。结果表明，日常练习与较高的日常表现频率和长期结果之间存在相关性，包括维护、耐力、稳定性、应用和生成能力。