ABSTRACT
Often, when we think of enhancing academic achievement or skills, we focus on what the educator needs to do to teach, as opposed to what the student needs to do to learn (Lindgren & Suter, 1985). In order to learn, students must engage in active, accurate, academic (AAA) responding. Researchers have shown that increasing rates of AAA responding can enhance learning at the acquisition, fluency or automaticity building, and maintenance stages of skill development (Greenwood, Delquadri, & Hall, 1984; Ivarie, 1986; Skinner, Fletcher, & Henington, 1996; Skinner & Shapiro, 1989). High rates of responding allow educators to program generalization and discrimination by providing multiple examples of stimuli that should occasion the target response, and similar stimuli that should not occasion the target response, sometimes referred to as non-exemplars (Skinner & Daly, 2010). Finally, students engaged in high rates of AAA responding cannot engage in many incompatible inappropriate behaviors (Skinner, Pappas, & Davis, 2005; Skinner, Williams, & Neddenriep, 2004).
