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To view/save as pdf
In progress/needs substantial expansion/other Q& A coming
Fluency/performance AIMS, Removing Fluency blockers,calculating celeration, adjusting instruction, RESA/REAPS.
FAQs about Precision Teaching
Click on a question to jump down
Q: So what exactly is "Precision Teaching"?
A: Precision Teaching Guiding Principles
2. Frequency as a Measure of Performance
3. The Standard Celeration Chart
4. The Learner Knows Best, aka, THE CHILD KNOWS BEST
From:
Precision Teaching: Concept Definition and Guiding Principles
Athabasca University, Psychology 387
The entire tutorial.
Precision Teaching Module, Module Author: David Polson, Instructional Designer/Technical Advisor: Lyle Grant
...Precision Teaching is adjusting the curricula for each learner to maximize the learning shown on the learner's personal standard celeration chart. The instruction can be by any method or approach. For example, the most effective applications of Precision Teaching have been when it is combined with Direct Instruction (Johnson, 1989, Maloney & Humphrey, 1982). The materials are derived from Direct Instruction and the curricular change decisions, fluency aims and one-minute practice sessions are from Precision Teaching.
The precision comes from making curricula changes based on changes in the weekly learning of each student. The weekly learning changes are seen on standard celeration charts. The frequencies of correct and incorrect responses of each subject are recorded daily on separate standard charts. Because of the normal daily variation in performance frequency, it takes one to two weeks (5 to 10 daily frequencies) to project a learning course and to determine a change in learning. Details of Precision Teaching techniques, timing and charting have been described extensively in previous publications (Binder, 1988; Lindsley, 1990a, 1990b; McGreevy, 1981; Pennypacker, Koenig & Lindsley, 1972; West, Young & Spooner, 1990; White 1986) and in a special issue of Teaching Exceptional Children (spring, 1990), and will not be repeated here..."
Lindsley, O.R. (1991).
Precision Teaching's Unique Legacy from B. F. Skinner
Journal of Behavioral Education, Vol 1, No. 2,pp. 253-266
Top>
Rick Kubina, Ph.D., BCBA also has kindly provided definitions of Precision Teaching from important references at his
Precision Teaching Blog
For an overview of how PT and fluency can help instruction for children with autism, see
Fabrizio, M.A. (February and March 2003). A parent's introduction to fluency Parts I and II. The OARacle, Alexandria, VA: The Organization for Autism Research."(PDF format):
Please Right-click and save
1/4/08-Updated link
Added 11/12/07--An interesting excerpt
About "Exceptional Teaching and Precision Teaching"
Google books excerpt from
Emerging Perspectives on Assessment of Exceptional Children,
Randy E. Bennett, Charles A. Maher, Eds. 1986. Haworth Press. ISBN 0866564101. pp 10-12
Published also as v. 2, nos. 2/3, winter/spring 1985/86 of Special services in the schools
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Q: What do the acronyms RESAA, REAPS, SLOBS, etc. stand for?
A: For the explanation, see: PT ACRONYMS
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Q: What are Jaws, Crossover and Jumps Up and Down all about?
A: See LEARNING PICTURES and CHANGE EFFECTS
Top
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Q: Okay, it sounds good, but how do I get started?
A: Read the Athabasca Tutorial, and visit FAQs--ABOUT THE STANDARD CELERATION CHART,
to get a feel for how to use the timing and Standard Celeration Chart.
If you are waiting to get the MUST-HAVE TEXTS, at least take a look at Rick Kubina and Owen White's charting guides.
If you are in the neighborhood for an ABA INTERNATIONAL CONFERENCE, there is always a
workshop on the use of the STANDARD CELERATION CHART, given by experts in the field.
As examples of the kinds of considerations to think about, take a look at
SCListserv Archives – April 1-2, 2002;\"PT 101\" discussion
EXCELLENT response and discussion by the SCListserv members to beginning teaching questions posed by a parent starting to apply PT to an existing Verbal Behavior ABA program
and these Chart shares:
Ben Bronz Academy/The Learning Incentive
Charts shared from 1999-2001
and
Organization for Research and Learning formerly Fabrizio-Moors Consulting
Examples specific and relevant to children on the autism spectrum:
Professional Work Examples
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Q: What is a Chart Parent and how do I find one?
One of the great things about the field of PT is the friendly tradition of the "Chart Parent", a real, live mentor to help get you started and give you pointers on how to use the SCC and interpret the data. One way is to visit the Behavior Research Co. Resources page, where they have set up a list of willing Chart Parents (thanks BRCo!). Another is to join the SCListserv, and just post--"I need a chart parent", and describe what you are doing. Our experience has been that folks are very responsive and helpful. Don't be afraid to say, "Hey, I didn't understand that, can you explain further?".
Little known fact: The origin of the term "Chart Parent" is attributed to Dr. Steve Graf, who used the term at a 1980 ABA chart share sesssion.
(Dr. Pat McGreevy, p. 68, Journal of Precision Teaching, 4(3).)
Historical Interest- Chart Parent Tree
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Q: What if I am not a teacher or I just want to find a tutor for my child?
A: Everyone is a teacher :-)and use of PT can help to make you a great one, but we know what you mean.
Here are lists of CONSULTANTS, SCHOOLS, and TUTORING SERVICES.
Some of these folks can also be great to get you going if you feel more comfortable learning how to be a Precision Teacher under more 1:1 guidance.
2/8/08
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