The effect iveness of t h i s reward contingency was eval uated by observing the direct ion of change in three basic measures of behavior: (1) fre-quency (frequency mul t ip l ie rs o r jump), ( 2 ) bounce ( v a r i a b i l i t y ) , and ( 3 ) celerat ion ( ce le ra t ion mul t ip l ie r o r t u r n ) . Chart 1 shows data f o r two students showing d i f f e ren t e f f ec t s . In moving from the base l ine t o the reward period, s tudent #1 demonstrated a frequency mu1 t i p l i e r (jump up) , a decrease i n bounce and a c e l e r a t i on di v i d e r ( t u r n down). S t u -dent #2 experienced a frequency mul t ip l i e r (jump u p ) , a decrease i n bounce and a ce lera t ion mu1 t i p l i e r ( t u r n up) . Chart 1 a l s o i l l u s t r a t e s the summary data f o r a1 1 7 s tudents , showing the number and d i r ec t ion of changes in frequency, bounce and c e l e r a t i on.

These data indica te tha t "you ge t what you re in fo rce . " The contingency was f o r any da i ly performance improvement. The summary da ta f o r f r e - quency and bounce show t h a t the contingency had t h e des i red e f f e c t , frequency mul t ip l i e r s (jump ups) with l e s s bounce. However, t h e r e was a celerat ion d iv ide r ( t u r n down) on four of the seven c h a r t s .

In terpre ta t ion o f these data leads t o severa l conclus ions : (1) t o ge t s igni f icant ce l e ra t ion mul t ip l ie rs ( t u r n u p s ) , we may have t o accept some bounce, (2 ) i f we reinforce small, d a i l y performance improvements, we may inadvertently l i m i t ce lera t ion , and ( 3 ) i f improved learn ing and l a s t i n g performance i s des i red , the dai l y performance change re inforced should be large enough t o produce s ign i f i can t c e l e r a t i o n m u l t i p l i e r s ( t u r n ups).

BeZinda VitaZe i s a resource room teacher a t Chickasaw EZementary SchooZ and Eugene "Skip" Berquam i s the Pmjec t A h i n i s t r a t o r , Precision Teach- ing Project, Orange County SchooZs, 800 South De Zaney Avenue, OrZando, FZorida 32801.

TRENDS IN EDUCATION: A CELERATION ANALYSIS

Robert Bower Lmrence, Kansas

METHOD

A graphic representation of trends can be obta ined by p l o t t i n g yea r ly data on the year ly Standard Behavior Chart. In this study the researcher counted the number of yearly references t o t o p i c headings i n Education Index. I t was assumed t h a t Education Index provided a r ep resen ta t ive sample of educatiorfal publicat ions, i nd ica t ing the i n t e r e s t s of the edu- cational comnuni ty/. Yearly frequencies were placed on the Standard Be- havior Chart. The "trend-fol lowi ng" cel e r a t i on technique was employed i n drawing and analyzing celerat ion l ines . A His to lay was constructed to observe the re la t ionships of 3 educational events and char ted educa- t ional i n t e r e s t s . These 3 events were the National Defense and Education Act of 1958, the Elementary and Secondary Education Act of 1965, and Pub- l i c Law 94-142 ( t h e special education mandate) of 1975 ( N D E A , ESEA, and 94- 142).

RESULTS

Reinforcement and Behavior ModiJication--After two decades of x4 accelera- t ion, a ce lera t ion turn-down has resul ted in a period of no growth f o r the l a s t e igh t years.

Educational U s and Legislation--Correspondi ng accel era t i on trends pre- ceded the NDEA, ESEA, and PL 94-142. Deceleration trends followed NDEA and ESEA, however an acce le ra t ion trend follows PL 94-142. The s teep de- celerat ion trend following ESEA took the frequency to a level f i t t i n g the overall decelerat ion t rend of a 40 year period, from 1935-1975.

Legal Actions and Defenses--A 12-year deceleration trend was reversed wi t h the ESEA. The acce le ra t ion t rend (x2) , beginning in 1966, i s confirmed w i t h the reaction t o PL 94-142. I t looks 1 ike educators will be preoccu- pied w i t h legal ac t ions and defenses as we enter the next century. Al- though topographically re la ted Legal Actions and Defenses and Educational Laws and Legislat ion a r e funct ional ly independent. They counterbounce, countercelerate, cobounce, and cocelerate.

AccountabiZity--An extremely rapi d i ni t i a1 acceleration ( ~ 1 0 0 ) i s fo l 1 owed by a deceleration t rend. A newer topographical category, Competency Based Education, may have usurped some numbers i n i t s acceleration trend.

Competency Based Education--Begi nni ng accel era t i on i s rapid wi t h some leveling off in the mid-1970's. A new acceleration trend corresponds temporari l y t o PL 94-1 42 and confi rms the overall acceleration trend.

Education EuaZuation--A frequency mu1 t ip1 i e r ( j ump-up) occurred in 1966. However the s h i f t was accompanied by only a s l igh t change in ce lera t ion, as i t remains r e l a t i ve ly f l a t .

Robert Bower is a post-doctoraZ s tuden t a t Kansas University, Room 9, Bailey H a l l , Lawrence, Kansas 66045.

PERFORMANCE AND LEARNING WORLD RECORDS

To emphasi ze performance ai ms/s tandards and to encourage learning above x2.0, Michael Maloney has suggested t ha t we i n i t i a t e th i s world records section. Two (2) performance records follow. They will stand as world records u n t i 1 someone "beats them. " I f you are aware of potenti a1 world records, especi a1 ly l earning records, send them to the edi tor .

Perfomance World Records

Tanya Kelb (Be1 lev i l l e , Ontario) See-think 1470 words per minute ( s i l e n t readi ng)

Vicky Vachon (Be1 lev i 1 l e , Ontario) See-wri t e 146 subtract facts of 18 per minute

Leaivling World Records (ye t t o be submitted)

IE pl'sEgA,V!2R"s:%B,!~&I:-' EN) BEHAVlClR RESEARCH C O CALENDAR DECADES BOX 3351 K A N S A S CITY. K A N S 6 6 1 0 3

C t N T U R Y DECADE DECADE DECADE DECADE DECADE DECADE DECADF DE C A W DECADE DFCAUC C l N l U R Y O L C A D E

500,000 Chart 1. Reinforcement and Behavior M o d i f i c a t i o n 1

SUPERVISOR ADVISER M A N A G E R BEHAVER AGE L A B E L C O U N T E D

REINFORCEMENT AND BEHAVIORP ~ D I F I C A T I O N DEPOSITOR AGENCY T I M E R C O U N T E R C H A R T E R

RESULTS

Reinforcement and Behavior Modification--Af t e r two decades of x4 accel era- t ion, a ce lera t ion turn-down has resul ted in a period of no growth f o r the l a s t e igh t years.

EdacationaZ Laus and Legislation--Correspondi ng accel era t i on trends pre- ceded the NDEA, ESEA, and PL 94-142. Deceleration trends followed NDEA and ESEA, however an acce le ra t ion trend follows PL 94-142. The steep de- celerat ion trend following ESEA took the frequency to a level f i t t i n g the overall decelerat ion t r end of a 40 year period, from 1935-1975.

Legal Actions and Defenses--A 12-year deceleration trend was reversed with the ESEA. The acce le ra t ion t rend ( x 2 ) , begi nni ng in 1966, i s confirmed w i t h the reaction t o PL 94-142. I t looks 1 ike educators wi 11 be preoccu- pied w i t h legal ac t ions and defenses as we enter the next century. Al- though topographically re la ted Legal Actions and Defenses and Educational Laws and Legislat ion a r e func t iona l ly independent. They counterbounce, countercelerate , cobounce, and cocelera te .

Accountability--An extremely rapid i ni ti a1 acceleration (x100) i s followed by a decelerat ion t rend. A newer topographical category, Competency Based Education, may have usurped some numbers in i t s acceleration trend.

Competency Based Education--Begi nni ng accel era t i on i s rapid with some leveling off in the mid-1970's. A new acceleration trend corresponds temporari ly t o PL 94- 142 and confi rms the overall acceleration trend.

Education EvaZuation--A frequency mu1 t ip1 i e r ( junip-up) occurred in 1966. However the s h i f t was accompanied by only a s l igh t change in ce lera t ion, as i t remains r e l a t i v e l y f l a t .

Robert Bower is a post-doctoral s tuden t a t Kansas University, Room 9, Bailey H a l l , Lmrmce, Kansas 66045.

PERFORMANCE AND LEARNING WORLD RECORDS

To emphasi ze performance ai ms/s tandards and to encourage learning above x2.0, Michael Maloney has suggested t h a t we i n i t i a t e th i s world records section. Two (2) performance records follow. They will stand as world records un t i l someone "beats them. " I f you are aware of potential world records, especi a1 ly 1 earning records, send them t o the edi tor .

Performcmce WorZd Records

Tanya Kelb (Bellevi l l e , Ontario) See-think 1470 words per minute ( s i l e n t readi ng)

Vicky Vachon (Be1 levi l l e , Ontario) See-wri t e 146 subtract facts of 18 per minute

Lea~vling Wor Zd Records (ye t t o be submitted)

Bow

er, R

ob

ert. T

rend

s in ed

ucatio

n:

a celeratio

n an

alysis.

JomaZ of

Precision Teaching,

Volum

e I, N

umber

2, July

, 1980.

Bow

er, R

ob

ert. Trends in

edu

cation

: a c

ele

ratio

n a

na

lys

is.

JournaZ of

Precision Teaching, Volum

e I, N

umber 2

, Ju

ly,

1980.

YEARLY BEHAVIOR CHART (YCM-1 EN)6 CYCLE - 1W YEARS (10 OECAOES) BEHAVIOR RESEARCH CO.CALENDAR DECADES BOX 3351 -KANSAS CITY. KANS. 66103

ffNTURY DECADE DECADE DECADE DECADE DECADE DECADE DECADF DECAOI DECADf DFCADL C I N T U R ? DLCADE

ESEA

Chart 4. Accountability

SUPERVISOR ADVISER MANAGER B E H A V E R A G E LABEL COUNTED

ACCOUNTABILIPI DEPOSITOR AGENCY T I M E R C O U N T E R CHARTER

Bow

er, R

obert. T

rends in

edu

cation

: a

cel era

tion

an

aly

sis. Jo

urn

al

of %

ecision

Teaching,

Volum

e I, N

umber

2,

July

, 1980.