The Precision Teaching term Movement Cycle refers to a behavior with a clearly observable movement and an obvious beginning and end. The purpose of the present experiment was to examine if behavior analysts and special education teachers could become fluent in identifying Movement Cycles. Specifically, this study asked the following questions: (1) could SAFMEDS lead to fluency for identifying Movement Cycles among practicing behavior analysts and special education teachers? (2) if effective, would the SAFMEDS fluency intervention foster positive outcomes with maintenance after the intervention ended?
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