Behavioral fluency is that combination of accuracy plus speed of responding that enables competent individuals to function efficiently and effectively in their natural environments. Evolving from the methodology of free-operant conditioning, the practice of precision teaching set the stage for discoveries about relations between behavior frequency and specific outcomes, notably retention and maintenance of performance, endurance or resistance to distraction, and application or transfer of training. The use of frequency aims in instructional programming by Haughton and his associates led to formulation of empirically determined performance frequency ranges that define fluency. Use of fluency-based instructional methods has led to unprecedented gains in educational cost effectiveness, and has the potential for significantly improving education and training in general. This article traces the development of concepts, procedures, and findings associated with fluency and discusses their implications for instructional design and practice. It invites further controlled research and experimental analyses of phenomena that may be significant in the future evolution of educational technology and in the analysis of complex behavior.

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Behavioral fluency: Evolution of a new paradigm.

National attention recently has focused on the problems of delivering special education services to incarcerated youthful handicapped offenders. In this article, data from a national survey of state departments of correctional and special education relative to the need for, and provision of, these services are presented. Issues relative to the compliance of correctional education programs with the PL 94-142 mandate are discussed and recommendations for improving educational experiences for handicapped youths under the supervision of the criminal justice system are offered.

Special Education in the Most Restrictive Environment: Correctional/Special Education

Multifactored assessment has been seen by assessment experts as a means of guarding against bias in assessment procedures. This article suggests that the collection, organization, and integration o...

Multitrait-Multimethod Approach to Multifactored Assessment: Theoretical Rationale and Practical Application

John M. Stamm is Director, Office for Exceptional Children, State Department of Education, Juneau, Alaska. A Comprehensive System of Personnel Development incorporates both ingservice and preservice teacher training. For a CSPD to be effective, graduates of preservice preparation programs must have good teaching skills. This article discusses four generic teaching competencies needed by regular and special educators who are responsible for providing services to mildly and moderately handicapped students, and makes recommendations for changes in professional preparation programs which will facilitate their acquisition. Ex~ perience in the administration of special education programs in an Intermediate education agency, a review of several hundred individualized education plans (IEPs), local education agency practices, and data obtained from a survey of special and regular education teachers showed that these four competencies

Teacher Competencies: Recommendations for Personnel Preparation

Setting instructional goals is one of the most important activities of special educators. When goals are clearly known by students and teachers, corrective action can be initiated quickly to ensure continued progress when a student's performance deteriorates (Howell, Kaplan, & O'Connell, 1979). Setting ambitious goals has been shown to have a positive effect on how special education teachers teach, as well as how their students achieve (Fuchs, Fuchs, & Deno, 1985; Fuchs, Fuchs, & Harnlett, 1989).

Christine Y. O'Connell

Papers

Evaluating Exceptional Children: A Task Analysis Approach