SAFMEDS - Say All Fast Minute Each Day Shuffled
- Make blanks the same
- Keep track of terms number correct and number incorrect
- Graph results on a standard celeration chart --or a linear graph (# correct and incorrect)
- If you don't know a term/definition, PASS. The idea is to keep up your pacing.
- For an extra challenge, practice term side and then practice definition side.
- Keep separate these results. Graph on 2 charts/graphs (# correct and incorrect = Term side and # correct and incorrect = Definition side).
How SAFMEDS Differ from Flashcards
Sample SAFMEDS

Image courtesy of Regina Claypool-Frey
Abscissa - x axis/time
Analytic - data based decisions
Applied - socially significant
Behavioral - observable and measurable
Conceptually systematic - consistent with basic principles
Discriminative Stimulus (sD) - signals availability of reinforcement
Duration - length of time
Effective - data in desired direction
Establishing Operations - momentarily alters value of reinforcement
Fluency - accuracy over time
Frequency - number of times
Functional assessment - interviews/observations to develop hypotheses
Functional analysis - systematic manipulations to test hypotheses
Generality - occurs across people, places, time
Incidental teaching - structured opportunities to increase language
Ordinate - y axis
Parametric - alters value (e.g., 3-min, 5-min, 7-min)
Parsimonious - simplest explanation
Rate - frequency over time
Reversal - ABAB
Technologically - describe in detail
Topography - the way behavior LOOKS
Resources
SAFMEDS for Exceptional Children - Heward
A Case Study using SAFMEDS to Promote Fluency with Skinner's Verbal Behavior Terms
Surviving on SAFMEDS / Maloney Method Blog
Behavior Analysis for Effective Teaching / Dr. Julie Vargas (On SAFMEDS)