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Index of JPT and JPTC-alphabetized by first author, 1980-current.

JPT=Journal of Precision Teaching 1980-1995, ISSN: 0271-8200

JPTC=Journal of Precision Teaching and Celeration 1995-2004, ISSN: 1088-484X

(Developed by Déjà Barrier at the request of Abigail B. Calkin, March 2007. Updated by Regina Claypool-Frey, December 2008.)

A

A precision teacher/standard celeration charter’s guide to the 1986 ABA convention. (1986). Journal of Precision Teaching, 6(4), 91-94.

Abba, S., & McLaughlin, T. F. (1995). Use of daily measurement, standard celeration charting, and a Nicotrol Patch to reduce cigarette smoking with a female college student: A case study. Journal of Precision Teaching and Celeration, 13(1), 55-59.

Abrams, T., & McLaughlin, T. F. (1997). Effectiveness of error correction, error drill, praise, role reversal, and hand signals on correct rate, error rate, and comprehension. Journal of Precision Teaching and Celeration, 14(2), 24-30.

Cited by 3

Abstracts. (1986). Journal of Precision Teaching, 6(4), 82-84, 85.

Albertson, L. R., & Billingsley, F. F. (1998). Improving children’s story writing: A direct instruction approach. Journal of Precision Teaching and Celeration, 15(2), 12-25.

Albrecht, P. (1981). Using precision teaching techniques to encourage creative writing. Journal of Precision Teaching, 2(1), 18-21.

Albrecht, P. (1998). Using precision teaching techniques to encourage creative writing. Journal of Precision Teaching and Celeration, 16(1), 18-21.

Albrecht, P., & Eaton, M. (1982). Preservice and inservice training. Journal of Precision Teaching, 3(1), 22-23, 24.

Albrecht, P., & Eaton, M. (1983). Preservice and inservice training. Journal of Precision Teaching, 4(3), 72-73.

Albrecht, P., & Eaton, M. (1999). Preservice and inservice training. Journal of Precision Teaching and Celeration, 16(2), 27-28.

Almon-Morris, H., Fabrizio, M.A., Foley, K., & Abrahamson, B. (2005). Teaching a child with autism to respond to unfamiliar stimuli by asking for additional information. Journal of Precision Teaching and Celeration 21(1), 25-27.

Anderson, L. L., & Alber, S. R. (2003). Precision teaching in a day treatment facility. Journal of Precision Teaching and Celeration, 19(1), 35-37.

Andrews, P. E., & Billingsley, F. F. (1991). Stimulus control of personally intrusive behavior. Journal of Precision Teaching, 8(2), 13-24.

Anthony, C., Rinaldi, L., Hern, C., & McLaughlin, T. F. (1997). Reading racetracks: A direct replication and analysis with three elementary school students. Journal of Precision Teaching and Celeration, 14(2), 31-36.

Ashbaugh, R., & McLaughlin, T. F. (1997). Precisely teaching street names and locations. Journal of Precision Teaching and Celeration, 14(2), 19-23.

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B

Bank, N., Le, D., & Fabrizio, M. (2003). The precision teaching of food acceptance to a child with cerebral palsy. Journal of Precision Teaching and Celeration, 19(2), 35-36.

Barnes, W. S., & Pennypacker, H. S. (2001). Fluency research: An example from history. Journal of Precision Teaching and Celeration, 17(2), 92-96.

Barrett, B. H. (1997). Communitization and the measured message of normal behavior. Journal of Precision Teaching and Celeration, 14(2), 2-12.

Barretto, A., & McLaughlin, T. F. (1996). The effects of precision teaching on the acquisition of the prevocational skill of cross stitching: A case study. Journal of Precision Teaching and Celeration, 14(1), 80-86.

Bashore, C., & McLaughlin, T. F. (1995). The effects of precision teaching and a token economy on handwriting skills: A case study. Journal of Precision Teaching and Celeration, 13(1), 60-66.

Beck, R., & Clement, R. (1991). The Great Falls Precision Teaching Project: An historical examination. Journal of Precision Teaching, 8(2), 8-12.

cited by 24Cited by 1

Beck, R., & Conrad, D. (1992). An introduction to precision teaching. Journal of Precision Teaching, 9(1), 53.

Beneke, W. M. (1991). Precision teaching to enhance reading skills of introductory psychology students. Journal of Precision Teaching, 8(2), 37-43.

Cited by 3

Berens, K. N., Boyce, T. E., Berens, N. M., Doney, J. K., & Kenzer, A. L. (2003). A technology for evaluating relations between response frequency and academic performance outcomes. Journal of Precision Teaching and Celeration, 19(1), 20-34.

Cited by 2

Berquam, E. M., & Siders, J. Z. (1980). Reading samples as predictors of reading achievement. Journal of Precision Teaching, 1(2), 3-9.

Berquam, E. M., & Siders, J. Z. (1997). Reading samples as predictors of reading achievement. Journal of Precision Teaching and Celeration, 15(1), 38-43.

Berquam, S. (1981). STRAT analysis: Using stratified celeration stacks to summarize charted data. Journal of Precision Teaching, 2(1), 13-17.

Berquam, S. (1998). STRAT analysis: Using stratified celeration stacks to summarize charted data. Journal of Precision Teaching and Celeration, 16(1), 13-17.

Cited by 2

Berquam, S., & Starlin, A. (1982). Administratively speaking. Journal of Precision Teaching, 3(1), 25.

Berquam, S., & Starlin, A. (1982). Charting administrative behaviors. Journal of Precision Teaching, 3(3), 72-74.

Berquam, S., & Starlin, A. (1999). Administratively speaking. Journal of Precision Teaching and Celeration, 16(2), 29-30.

Berquam, S., & Starlin, A. (2000). Charting administrative behaviors. Journal of Precision Teaching and Celeration, 17(1), 18-22.

Berquam, S., Anderson, T., Meyerson, G., & Calkin, A. B. (1983). Administrative charts. Journal of Precision Teaching, 4(1), 21-22.

Billingsley, F. F., & Beebe, R. L. (1984). A single movement frequency strategy for programs serving severely handicapped learners. Journal of Precision Teaching, 5(2), 25-28.

Binder, C. (1990). Asking questions with Eric Haughton. Journal of Precision Teaching, 7(2), 32.

Binder, C. (1990). Precision teaching and curriculum based measurement. Journal of Precision Teaching, 7(2), 33-35.

Cited by 3

Binder, C. (1992). What we know about fluency. Journal of Precision Teaching, 9(1), 40.

Binder, C. V., & Jameson, D. (1982). An analysis of interval size in a momentary time-sampling procedure. Journal of Precision Teaching, 3(1), 9-15.

Binder, C. V., & Jameson, D. (1999). An analysis of interval size in a momentary time-sampling procedure. Journal of Precision Teaching and Celeration, 16(2), 11-15, 16-17.

Binder, C., & Merbitz, C. (1982). Habilitation/rehabilitation. Journal of Precision Teaching, 3(2), 55.

Binder, C., & Merbitz, C. (1982). Rehabilitation. Journal of Precision Teaching, 3(1), 22.

Binder, C., & Merbitz, C. (1982). Rehabilitation. Journal of Precision Teaching, 3(3), 74-75.

Binder, C., & Merbitz, C. (1983). Rehabilitation. Journal of Precision Teaching, 4(1), 21.

Binder, C., & Merbitz, C. (1999). Habilitation/rehabilitation. Journal of Precision Teaching and Celeration, 16(2), 63.

Binder, C., & Merbitz, C. (1999). Rehabilitation. Journal of Precision Teaching and Celeration, 16(2), 27.

Binder, C., & Merbitz, C. (2000). Rehabilitation. Journal of Precision Teaching and Celeration, 17(1), 22.

Binder, C., Haughton, E., & Van Eyk, D. (1995). Increasing endurance by building fluency: Precision teaching attention span. Journal of Precision Teaching, 12(2), 29-34.

Binder, C., Pollard, J., & Rast, J. (1981). Strategies for identifying reinforcers and punishers. Journal of Precision Teaching, 2(2), 21-25.

Binder, C., Pollard, J., & Rast, J. (1998). Strategies for identifying reinforcers and punishers. Journal of Precision Teaching and Celeration, 16(1), 48-51.

Blackwell, A., Stookey, S., & McLaughlin, T. F. (1996). The effects of using direct instruction and a re-reading contingency with precision teaching. Journal of Precision Teaching and Celeration, 13(2), 19-22.

Bolich, B., & Sweeney, W. J. (1996). An eleven-year old girls’ use of repeated readings, SAFMEDS, and see/write-think/write practice to develop fluent reading in Hebrew. Journal of Precision Teaching and Celeration, 14(1), 41-56.

Bourie, C. (1984). The pre-purchase assessment: Guarding against those nasty dust collectors. Journal of Precision Teaching, 5(3), 53-55, 56-57.

Bower, R. (1980). Trends in education: A celeration analysis. Journal of Precision Teaching, 1(2), 28-36.

Bower, R. (1980). Trends in education: A celeration analysis. Journal of Precision Teaching, 1(2), 28, 30-36. page order correction Scott Born 1/27/08.

Bower, R. (1985). Self-charting: Giving kids a chance. Journal of Precision Teaching, 6(1), 14-20.

Bower, R. (1997). Trends in education: A celeration analysis. Journal of Precision Teaching and Celeration, 15(1), 61, 64-69.

Bower, R. L. (1984). Arcade style software for your micro: A review of DLM’s arcademic skill builders for math and language arts. Journal of Precision Teaching, 5(1), 14-19.

Bower, B., & Hildebrandt, C. (1982). Mother and daughter learning together. Journal of Precision Teaching, 3(2), 45, 46.

Bower, B., & Hildebrandt, C. (1999). Mother and daughter learning together. Journal of Precision Teaching and Celeration, 16(2), 53, 54.

Bower, R., & Meier, K. (1981). Will the real “slow learner” please stand up? Journal of Precision Teaching, 2(2), 25-27.

Bower, R., & Meier, K. (1998). Will the real “slow learner” please stand up? Journal of Precision Teaching and Celeration, 16(1), 52-53.

Bower, B., & Orgel, R. (1981). To err is divine. Journal of Precision Teaching, 2(1), 3-12.

Bower, B., & Orgel, R. (1998). To err is divine. Journal of Precision Teaching and Celeration, 16(1), 4-11.

Cited by 9

Brenchley, C., Beacham, M., Peterson, K., Sorensen, M., Ericksen, K., & McFarlane, B. (1993). The readasaurus knows – PT cross-age tutoring at Ephraim Elementary. Journal of Precision Teaching, 10(2), 34-35.

Brown, C., & Bower, B. (1982). The key to success. Journal of Precision Teaching, 3(1), 15 ,17 ,18.

Brown, C., & Bower, B. (1999). The key to success. Journal of Precision Teaching and Celeration, 16(2), 20, 21.

Brown, C., & Gibson, B. (1982). Monitoring the use of a specialized library. Journal of Precision Teaching, 3(3), 68, 69.

Brown, C., & Gibson, B. (2000). Monitoring the use of a specialized library. Journal of Precision Teaching and Celeration, 17(1), 14, 15.

Brown, J. M. (1993). Linking precision teaching and traditional instruction: An editorial. Journal of Precision Teaching, 10(2), 8-10.

Brunner, M., McLaughlin, T. F., Sweeney, W. J. (1993). Employing error drill and feedback to improve the legibility of manuscript and cursive handwriting. Journal of Precision Teaching, 11(1), 32-37.

Cited by 2

Bullara, D. T., Kimball, J. W., & Cooper, J. O. (1993). An assessment of beginning addition skills following three months without instruction or practice. Journal of Precision Teaching, 11(1), 11-16.

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C

Caimi, J. R. (1986). Clearing the smoke. Journal of Precision Teaching, 6(4), 84, 86-87.

Calkin, A. B. (1981). Facts, funs, and frees during educational films. Journal of Precision Teaching, 2(2), 3-17.

Calkin, A. B. (1981). One minute timing improves inners. Journal of Precision Teaching, 2(3), 9-21.

Calkin, A. B. (1982). Inners. Journal of Precision Teaching, 3(1), 26-27.

Calkin, A. B., (1983). Counting fetal movement. Journal of Precision Teaching, 4(2), 35-40.

Calkin, A. B. (1990). Changes in behavior as the result of the death of a relative. Journal of Precision Teaching, 7(2), 74-78.

Cited by 2

Calkin, A. B. (1991). School attendance of Adolescent Unit patients at Capital City Schools. Journal of Precision Teaching, 8(1), 40-47.

Calkin, A. B. (1992). The inner eye: Improving self-esteem. Journal of Precision Teaching, 10(1), 42-52.

Cited by 3

Calkin, A. B. (1995). PT data lands in fiction. Journal of Precision Teaching and Celeration, 13(1), 68.

Calkin, A. B. (1995). The national debt. Journal of Precision Teaching and Celeration, 13(1), 67-68.

Calkin, A. B. (1996). Brave new worlds: A comparison of utopis & dystopias. Journal of Precision Teaching and Celeration, 14(1), 87-88.

Calkin, A. B. (1996). Learning Russian. Journal of Precision Teaching and Celeration, 14(1), 57-71.

Calkin, A. B. (1996). Measuring creative writing. Journal of Precision Teaching and Celeration, 14(1), 89-90.

Calkin, A. B. (1996). The national debt. Journal of Precision Teaching and Celeration, 13(2), 64-70.

Calkin, A. B. (1998). Facts, funs, and frees during educational films. Journal of Precision Teaching and Celeration, 16(1), 30-43.

Calkin, A. B. (1998). One minute timing improves inners. Journal of Precision Teaching and Celeration, 16(1), 61-72.

Calkin, A. B. (1998). Some detritus from “debris.” Journal of Precision Teaching and Celeration, 15(2), 81-83.

Calkin, A. B. (1998). The dumpmaster’s report. Journal of Precision Teaching and Celeration, 15(2), 84-88.

Calkin, A. B. (1999). Inners. Journal of Precision Teaching and Celeration, 16(2), 32.

Calkin, A. B. (2002). Estimated number of standard celeration charts as of 2000. Journal of Precision Teaching and Celeration, 18(1), 33-34.

Calkin, A. B. (2002). Kristyn plays piano. Journal of Precision Teaching and Celeration, 18(1), 22-24.

Calkin, A. B., & Blackwell, J. M. (1993). Charting inner behaviors. Journal of Precision Teaching, 10(2), 59.

Calkin, A.B. (2005). Ogden R. Lindsley 1922-2004. Journal of Precision Teaching and Celeration 21(1), 33-36.

Campbell, K. U., & McCarthy-Jensen, D. (1982). Digit typing for micro-computer math programs: Toward a determination of proficiency standards. Journal of Precision Teaching, 3(3), 68, 70, 71.

Campbell, K. U., & McCarthy-Jensen, D. (2000). Digit typing for micro-computer math programs: Toward a determination of proficiency standards. Journal of Precision Teaching and Celeration, 17(1), 14, 16-17.

Cancio, E. J., & Maloney, M. (1994). Teaching peer-tutors how to proficiently utilize the standard celeration chart: A field test. Journal of Precision Teaching, 12(1), 8-14.

Cancio, E. J., & Maloney, M. (1994). Teaching students how to proficiently utilize the standard celeration chart. Journal of Precision Teaching, 12(1), 15-45.

Cited by 4

Cancio, E. J., Young, K. R., Macfarlene, C. A., West, R. P., & Blair, M. E. (1991). Eliminating self-injurious behavior through the use of a functional analysis, antecedent interventions, reinforcement procedures and data-based decision making. Journal of Precision Teaching, 8(2), 25-36.

Carbone, V. J., Gayler, D. E., & Barbour, L. (1993). The role of precision teaching in a special education department’s adoption of system-wide behavior analytic methods. Journal of Precision Teaching, 10(2), 54.

Carroll, C. L., McCormick, S., & Cooper, J. O. (1991). Effects of a modified repeated reading procedure on reading fluency of severly disabled readers. Journal of Precision Teaching, 8(1), 16-26.

Carroll, C. L., McCormick, S., & Cooper, J. O. (1991). Effects of a modified repeated reading procedure on reading fluency of severely disabled readers. Journal of Precision Teaching, 8(1), 16-26. Typo

Cauley, K. S., Brian, J. A., & Snider, J. (2003). Teaching children with autism to engage in ploy-related talk. Journal of Precision Teaching and Celeration, 19(2), 39-42.

Clorfene, J. B., Matsumoto, J., Bergman, M., Zhang, M., & Merbitz, C. (1998). Unexpected effects of using SAFMEDS to teach taxonomy. Journal of Precision Teaching and Celeration, 15(2), 26-31.

Cobane, E. F., & Keenan, M. (2002). A senior citizen’s self-management of positive and negative inner behaviours. Journal of Precision Teaching and Celeration, 18(2), 30-36.

Cohen, M.J. (2005). The effect of increasing the rate of clerical skill performance on challenging behavior. Journal of Precision Teaching and Celeration 21(1), 2-12.

Commons, M. L. (2003). Celeration of publication frequency. Journal of Precision Teaching and Celeration, 19(2), 28-34.

Connolly, M., & Hendrickson, D. (1991). Commentary on the 9th international precision teaching conference. Journal of Precision Teaching, 8(1), 12-15.

Conser, L. R. (1981). Charting: The quick picker upper. Journal of Precision Teaching, 2(3), 27-29.

Conser, L. R. (1998). Charting: The quick picker upper. Journal of Precision Teaching and Celeration, 16(1), 78-79.

Cited by 1

Cooper, J. O. (1991). Can this marriage be saved? Self-management of destructive inners. Journal of Precision Teaching, 8(2), 44-46.

Cited by 2

Cooper, J. O. (1996). The standard celeration society supports precision teachers. Journal of Precision Teaching and Celeration, 13(2), 4-5.

Cooper, J. O., & Eshleman, J. W. (1991). Suggestions for presenting multiple baseline analyses on standard celeration charts. Journal of Precision Teaching, 8(1), 48-57.

Cooper, J. O., Kubina, R., & Malanga, P. (1998). Six procedures for showing collections of standard celeration charts. Journal of Precision Teaching and Celeration, 15(2), 56-73.

Note: This citation is listed under a different title under google scholarCooper, J. O., Kubina, R., & Malanga, P. (1998). Six graphing procedures for showing collections of standard celeration charts. Journal of Precision Teaching and Celeration, 15(2), 56-73.

Cited by 1

Cowardin, J., & Eshleman, J. (1992). Development with MasterLearn systems. Journal of Precision Teaching, 9(1), 57.

Crawford, E., & Olson, J. (1990). Precision teaching with the physically impaired: They can chart too! Journal of Precision Teaching, 7(1), 4-8.

Cull, M. C., Ward, P., Sweeney, W. J., & Drevno, G. E. (1992). Seven successive Saturdays. Journal of Precision Teaching, 10(1), 10-15.

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D

Daly, P. M. (1992). Suspending disbelief: Teaching experienced LD teachers to use precision teaching and persuading them to use it. Journal of Precision Teaching, 9(1), 37-38.

Daly, P. M., & Guldswog, J. (1992). Repeated readings with precision teaching to distinguish LD from NLD. Journal of Precision Teaching, 10(1), 34-41.

DeAngelis, L., McLaughlin, T. F., & Sweeney, W. J. (1995). Use of error drill, feedback, praise, and fading to increase the legibility of D’Nealian handwriting with two special education students. Journal of Precision Teaching and Celeration, 13(1), 25-34.

Cited by 2

Delli Sante, A., McLaughlin, T. F., & Weber, K. P. (2001). The use and evaluation of a direct instruction flash card strategy on multiplication math facts mastery with two students with developmental disabilities and attention deficit hyperactivity disorder. Journal of Precision Teaching and Celeration, 17(2), 68-75.

Desjardins, E. A. (1993). Teaching addition and subtraction word problems. Journal of Precision Teaching, 10(2), 25-28.

Desjardins, E. A., & Slocum, T. A. (1993). Integrating precision teaching and direct instruction. Journal of Precision Teaching, 10(2), 20-24.

Cited by 1Cited by 1

Diviaio, L., & Ellis, A. (1985). High see-say frequencies in a special education classroom. Journal of Precision Teaching, 6(2), 45-46.

Diviaio, L., & Hefferan, M. (1984). Letter to the editor. Journal of Precision Teaching, 5(1), 22-23.

Downs, J. (1992). Utilizing precision teaching and curriculum-based measurement to effectively build and monitor behavior. Journal of Precision Teaching, 9(1), 41.

Downs, J., & Morin, S. (1995). Improving reading fluency with precision teaching. Journal of Precision Teaching, 12(2), 46-49.

Drago, A., & McLaughlin, T. F. (1996). Using teaching your child to read in 100 easy lessons to teach letter sounds. Journal of Precision Teaching and Celeration, 13(2), 28-32.

Dunn, B. (1983). Try and try again. Journal of Precision Teaching, 3(4), 96, 97.

Dunn, B. (2000). Try and try again. Journal of Precision Teaching and Celeration, 17(1), 45, 47.

Durr, G. (1986). Sleeping through the night. Journal of Precision Teaching, 6(4), 89, 90.

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E

Eaton, M. (1983). Curriculum. Journal of Precision Teaching, 4(1), 19-20.

Eaton, M. (1983). Curriculum. Journal of Precision Teaching, 4(2), 44-45.

Eaton, M. (1983). Letter to the editor. Journal of Precision Teaching, 4(2), 46.

Eaton, M., & Albrecht, P. (1982). Curriculum. Journal of Precision Teaching, 3(1), 21-22.

Eaton, M., & Albrecht, P. (1982). Curriculum. Journal of Precision Teaching, 3(2), 52-55.

Eaton, M., & Albrecht, P. (1983). Curriculum. Journal of Precision Teaching, 4(3), 69, 71-72.

Eaton, M., & Albrecht, P. (1999). Curriculum. Journal of Precision Teaching and Celeration, 16(2), 25-27.

Eaton, M., & Albrecht, P. (1999). Curriculum. Journal of Precision Teaching and Celeration, 16(2), 60-62.

Eaton, M., & Fox, S. (1983). Using precision teaching to teach precision teaching. Journal of Precision Teaching, 3(4), 91-96.

Eaton, M., & Fox, S. (2000). Using precision teaching to teach precision teaching. Journal of Precision Teaching and Celeration, 17(1), 39-44.

Eaton, M., & Wittman, V. (1982). Leaps up: Acceleration of learning through increasing material difficulty. Journal of Precision Teaching, 3(2), 29-33.

Eaton, M., & Wittman, V. (1999). Leaps up: Acceleration of learning through increasing material difficulty. Journal of Precision Teaching and Celeration, 16(2), 34-39.

Cited by 2

Eaton, M., Anderson, T., Jones, J., Kidder, S., Rees, P., & Storaasli, R. (1983). Precision teaching: Extending the boundaries. Journal of Precision Teaching, 4(3), 53-56, 57-60.

Eaton, M., Partlow, C., Hermann, K., & Lankenau, A. (1984). Doubles, neighbors and two houses away: A quick trip to aim on addition facts. Journal of Precision Teaching, 5(3), 49-53.

Edmondson, A., Peck, S. M., McLaughlin, T. F. (1996). The effects of direct instruction on early reading skills of a kindergarten student. Journal of Precision Teaching and Celeration, 14(1), 72-76.

Eller, B. F., & Jones, B. (1993). Measuring the effect of virtual reality on human behavior. Journal of Precision Teaching, 10(2), 60.

Elrick, K., & Maechtlen, A. D. (1983). How precision teaching decelerated inappropriate physical contacts. Journal of Precision Teaching, 4(2), 40-42.

E-mails of interest. (1997). Journal of Precision Teaching and Celeration, 14(2), 13-16.

Eshleman, J. W. (1983). All the known precision teaching references. Journal of Precision Teaching, 4(3), 56, 61-67.

Eshleman, J. W. (1984). Obtaining a learning picture in a half-hour. Journal of Precision Teaching, 5(2), 36-40.

Eshleman, J. W. (1985). Improvement pictures with low celerations: An early foray into the use of SAFMEDS. Journal of Precision Teaching, 6(3), 54-63.

Cited by 2

Eshleman, J. W. (1990). The history and future of precision teaching. Journal of Precision Teaching, 7(2), 18-27.

cited by 2

Eshleman, J. W. (1992). A behavioral measurement parable. Journal of Precision Teaching, 9(1), 2-5.

Eshleman, J. W. (1994). Celebrating 400 years of logarithms. Journal of Precision Teaching, 12(1), 87-96.

Eshleman, J. W. (2002). A review of Edward R. Tufte’s “The visual display of quantitative information.” Journal of Precision Teaching and Celeration, 18(2), 88-94.

Eshleman, J., Graf, S., & Wolking, B. (1983). Computers. Journal of Precision Teaching, 4(2), 45-46.

Evans, S. S., & Evans, W. H. (1985). Frequencies that ensure skill competency. Journal of Precision Teaching, 6(2), 25-30.

Cited by 8

Evans, S. S., Merger, C. D., & Evans, W. H. (1983). The relationship of frequency to subsequent skill acquisition. Journal of Precision Teaching, 4(2), 28-34.

Cited by 4

Evans, W. H., & Evans, S. S. (1983). Self-counting in the treatment of gilles de la tourette syndrome. Journal of Precision Teaching, 4(1), 14, 16-17.

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F

Fabrizio, M. A., & Schirmer, K. (2002). Teaching visual pattern imitation to a child with autism. Journal of Precision Teaching and Celeration, 18(2), 80-82.

Fabrizio, M.A. & Stahr, R. (2005). The role of initial frequencies in evaluating student performance in curricular sequences with infinite ranges. Journal of Precision Teaching and Celeration 21(1), 19-21.

Fabrizio, M. A., Pahl, S., & Moors, A. (2002). Improving speech intelligibility through precision teaching. Journal of Precision Teaching and Celeration, 18(1), 25-27.

Fabrizio, M. A., Schirmer, K., & Ferris, K. (2002). Tracking curricular progress with precision. Journal of Precision Teaching and Celeration, 18(2), 78-79.

Fabrizio, M. A., Schirmer, K., Vu, E., Diakite, A., & Yao, M. (2003). Analog analysis of two variables related to the joint attention of a toddler with autism. Journal of Precision Teaching and Celeration, 19(1), 41-44.

Farley, J., & McLaughlin, T. F. (1996). Evaluating the effectiveness of home drill with a middle school student with ADHD. Journal of Precision Teaching and Celeration, 13(2), 33-36.

Fister, S., Passaro, P., & Kemp, K. (1992). Blending precision teaching into a model for effective instruction. Journal of Precision Teaching, 9(1), 20-23.

Flanagan, B. C. (1980). Fisher’s exact probability and precision teaching: Uses, limits and an efficient method of calculation. Journal of Precision Teaching, 1(3), 21-29.

Flanagan, B. C. (1997). Fisher’s exact probability and precision teaching: Uses, limits and an efficient method of calculation. Journal of Precision Teaching and Celeration, 15(1), 92-98.

Flanagan, P. (1983). Discipline in an elementary school. Journal of Precision Teaching, 4(2), 42-43.

Foley, K. & Fabrizio, M. (2005). Teaching sound frequency imitation to a child with autism. Journal of Precision Teaching and Celeration 21(1), 22-24.

Fox, S. (1982). Has precision teaching made an impact in the field of education? Journal of Precision Teaching, 3(2), 34-38.

Fox, S. (1999). Has precision teaching made an impact in the field of education? Journal of Precision Teaching and Celeration, 16(2), 40-44.

Freeman, G., & Haughton, E. (1993). Building reading fluency across the curriculum. Journal of Precision Teaching, 10(2), 29-30.

Cited by 3

Freeman, G., & Haughton, E. (1993). Handwriting fluency. Journal of Precision Teaching, 10(2), 31-32.

Cited by 3

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G

Gallagher, M., McLaughlin, T. F. (1996). Use of precision teaching and a choke chain and verbal prompt to teach a yellow Labrador puppy to heel: A brief report. Journal of Precision Teaching and Celeration, 14(1), 77-79.

Gayler, D. E. (1986). Less than 4 hours to fluent library locational behavior. Journal of Precision Teaching, 6(4), 73-80.

Graf, S. (1980). Remembering people a minute a day. Journal of Precision Teaching, 1(1), 31, 33-35.

Graf, S. (1992). Using PracticeSheeter™ to make your own practice sheets. Journal of Precision Teaching, 9(1), 58.

Graf, S. (1997). Remembering people a minute a day. Journal of Precision Teaching and Celeration, 15(1), 30-32.

Graf, S. A. (1982). Standard celeration charting grows yearly at ABA. Journal of Precision Teaching, 3(1), 17, 19-21.

Graf, S. A. (1999). Standard celeration charting grows yearly at ABA. Journal of Precision Teaching and Celeration, 16(2), 20, 22, 23-24.

Graf, S. A. (2001). Chart share: Steffi Graf’s pro tennis career. Journal of Precision Teaching and Celeration, 17(2), 97-98.

Graf, S. A., & Neely, M. D. (1996). The secret celeration society. Journal of Precision Teaching and Celeration, 14(1), 7-10.

Graf, S., & Wolking, W. (1982). Computers. Journal of Precision Teaching, 3(1), 26.

Graf, S., & Wolking, W. (1999). Computers. Journal of Precision Teaching and Celeration, 16(2), 31-32.

Gregori, A., & McLaughlin, T. F. (1996). The effects of praise, error drill and assisted reading on oral reading. Journal of Precision Teaching and Celeration, 13(2), 23-27.

Gryiec, M., Grandy, S., & McLaughlin, T. F. (2004). The effects of the copy, cover, and compare procedure in spelling with an elementary student with fetal alcohol syndrome. Journal of Precision Teaching and Celeration, 20(1), 2-8.

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Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1(3), 3-20.

cited by 28

Haughton, E. C. (1980). Eulogy: Jean Piaget – 1886-1980 (84 years). Journal of Precision Teaching, 1(3), 32-33.

Haughton, E. C. (1982). Considering standards. Journal of Precision Teaching, 3(3), 75-77.

Cited by 5

Haughton, E. C. (1984). Standards refining measurement. Journal of Precision Teaching, 4(4), 96-99.

Cited by 3

Haughton, E. C. (1990). Refining measurement. Journal of Precision Teaching, 7(2), 28-30.

Haughton, E. C. (1997). Eulogy: Jean Piaget – 1886-1980 (84 years). Journal of Precision Teaching and Celeration, 15(1), 101-102.

Haughton, E. C. (1997). Practicing practices: Learning by activity. Journal of Precision Teaching and Celeration, 15(1), 75-91.

Haughton, E. C. (2000). Considering standards. Journal of Precision Teaching and Celeration, 17(1), 22-25.

Haughton, E. C., Maloney, M., & Desjardins, A. (1980). The tender loving care chart. Journal of Precision Teaching, 1(2), 22-25.

Cited by 1

Haughton, E. C., Maloney, M., & Desjardins, A. (1997). The tender loving care chart. Journal of Precision Teaching and Celeration, 15(1), 56-58.

Haughton, E., Freeman, G., & Binder, C. (1992). Learning with precision teaching: A gift we share at the Haughton Learning Center. Journal of Precision Teaching, 9(1), 33.

Cited by 1

Haughton, E., Freeman, G., & Graf, S. (1993). Accelerate your fluency on PT and charting concepts. Journal of Precision Teaching, 10(2), 38-39.

Hayden, J., & McLaughlin, T. F. (2004). The effects of cover, copy, and compare and flash card drill on correct rate of math facts for a middle school student with learning disabilities. Journal of Precision Teaching and Celeration, 20(1), 17-21.

Cited by 2

Hendler, C. P. (1985). The effects of precision teaching on children with academic difficulties. Journal of Precision Teaching, 6(3), 63-68.

Hicks, D. M., Johnson, E., & Framer, E. M. (1981). Why we should have used the standard behavior chart and celeration: A case study. Journal of Precision Teaching, 1(4), 14-16.

Hicks, D. M., Johnson, E., & Framer, E. M. (1997). Why we should have used the standard behavior chart and celeration: A case study. Journal of Precision Teaching and Celeration, 15(1), 119-120.

Hixson, M. D., & McGlinchey, M. T. (2002). Curriculum-based measurement reading scores as dynamic indicators of basic reading skills. Journal of Precision Teaching and Celeration, 18(1), 10-21.

Hoffman, C., & Hoffman, P. (1980). “Mom, put it down on my chart before you forget it.” Journal of Precision Teaching, 1(2), 26, 27.

Hoffman, C., & Hoffman, P. (1997). “Mom, put it down on my chart before you forget it.” Journal of Precision Teaching and Celeration, 15(1), 59, 60.

Holden, J. E. (1982). Losing grip on my neurosis—or how precision teaching changed my life. Journal of Precision Teaching, 3(2), 40, 42-43.

Holden, J. E. (1999). Losing grip on my neurosis—or how precision teaching changed my life. Journal of Precision Teaching and Celeration, 16(2), 47, 49-51.

Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S. (1996). The effects of using direct instruction reading and a re-reading contingency, coupled with a reward and praise contingency, with a high school sophomore. Journal of Precision Teaching and Celeration, 14(1), 35-40.

Howell, K. W., & Lorson-Howell, K. A. (1995). What’s the hurry? Fluency in the classroom. Journal of Precision Teaching, 12(2), 24-28.

Hurst, M., Hurst, R., & Clemons, J. (1980). Patsy started it and now everybody wants to do it. Journal of Precision Teaching, 1(3), 30-31.

Hurst, M., Hurst, R., & Clemons, J. (1997). Patsy started it and now everybody wants to do it. Journal of Precision Teaching and Celeration, 15(1), 99-100.

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In memoriam: Addie Jane Barnes. (1992). Journal of Precision Teaching, 10(1), 75.

In Memorium: John Alfred Barlow. (1991). Journal of Precision Teaching, 8(2), 53.

In memory: Eric Haughton. (1985). Journal of Precision Teaching, 6(2), 25.

Isley, S.D., Almon-Morris, H., Pahl, S., & Fabrizio, M. (2005). Improving the syntax of a child with autism's spoken language. Journal of Precision Teaching and Celeration 21(1), 28-32.

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Johnson, J. (1980). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching, 1(1), 31, 32.

Johnson, J. (1997). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching and Celeration, 15(1), 27, 29.

Johnson, J., & Jackson, J. (1980). Stepping ahead results in improved learning. Journal of Precision Teaching, 1(1), 29-30.

Johnson, J., & Jackson, J. (1997). Stepping ahead results in improved learning. Journal of Precision Teaching and Celeration, 15(1), 27, 28.

Johnson, K. R. (1992). Instructional design. Journal of Precision Teaching, 9(1), 55.

Johnson, K. R. (1993). How to build fluency in reading, math, and writing: An overview. Journal of Precision Teaching, 10(2), 14-15.

Johnson-Talbert, C., & Cooper, J. O. (1992). Precision teaching and Alzheimer’s. Journal of Precision Teaching, 10(1), 53-72.

Jones, T. (1981). Peer-comparison percent and frequency scores for grades 8, 9, and 10. Journal of Precision Teaching, 1(4), 6-13.

Jones, T. (1997). Peer-comparison percent and frequency scores for grades 8, 9, and 10. Journal of Precision Teaching and Celeration, 15(1), 111-118.

Joyce, B., & Joyce, J. (1990). A molar and molecular analysis of logarithmically charted running data. Journal of Precision Teaching, 7(1), 11-14.

Judy, M., Malanga, P. R., Seevers, R. L., & Cooper, J. O. (1997). A self-experimentation on the detection of forgets: Using encouraging think/say and hear/tally statements. Journal of Precision Teaching and Celeration, 14(2), 37-46.

Judy, M., Malanga, P. R., Seevers, R. L., & Cooper, J. O. (2001). A self-experimentation on the detection of forgets using encouraging think/say and hear/tally statements. Journal of Precision Teaching and Celeration, 17(2), 27-38.

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Kaiser, M. (1981). Precision teaching in adult basic education, or precise and frequent measurement as a life-saving device. Journal of Precision Teaching, 2(1), 24-26.

Kaiser, M. (1998). Precision teaching in adult basic education, or precise and frequent measurement as a life-saving device. Journal of Precision Teaching and Celeration, 16(1), 22-23.

Keel, M. C., Koorland, M. A., & Fueyo, V. (1997). Stimulus fading versus error correction in math fact acquisition by learning disabled students. Journal of Precision Teaching and Celeration, 14(2), 47-54.

Keller, D., & Schroeder, B. (1993). Use of the standard celeration chart for audience attitude rating of the 10th annual International Precision Teaching Conference. Journal of Precision Teaching, 10(2), 71-74.

Keller, D., Fildes, L., & Vad, N. (1993). Charted student learning and performance as a psycho-educational component at M-Team deliberations. Journal of Precision Teaching, 10(2), 43-45.

Keller, D., Graf, S., & Schroeder, B. (1992). Measuring the change of attitudes and opinions. Journal of Precision Teaching, 9(1), 51-52.

Keller, D., Graf, S., & Schroeder, B. (1993). Using the standard celeration chart to measure student attitude. Journal of Precision Teaching, 10(2), 61-70.

Kerr, K. P., & McDowell, C. (2002). Guest editor’s comments. Journal of Precision Teaching and Celeration, 18(2), 2.

Kerr, K. P., Campbell, A., & McGrory, S. (2002). The Saplings model of education: Case studies in autism. Journal of Precision Teaching and Celeration, 18(2), 49-60.

Killu, K., Weber, K. P., & McLaughlin, T. F. (2001). An evaluation of repeated readings across various counting periods of see to think, think to say, and think to write channels with a university student with learning disabilities. Journal of Precision Teaching and Celeration, 17(2), 39-57.

Kim, C., Carr, J. E., & Templeton, A. (2001). Effects of fluency building on performance over “long” durations and in the presence of a distracting social stimulus. Journal of Precision Teaching and Celeration, 17(2), 7-26.

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King, A., Moors, A. L., & Fabrizio, M. A. (2003). Concurrently teaching multiple verbal operants related to preposition use to a child with autism. Journal of Precision Teaching and Celeration, 19(1), 38-40.

Koorland, M. A., Keel, M. C., & Ueberhorst, P. (1995). Setting aims for precision learning. Journal of Precision Teaching, 12(2), 56-60.

Koorland, M. A., & McLeod, S. (2005). The accuracy improvement measure: A tool for assessing the effectiveness of teacher preparation programs. Journal of Precision Teaching and Celeration 21(1), 13-18.

Korinek, L., & Wolking, B. (1984). Study methods in graduate school. Journal of Precision Teaching, 5(3), 64, 66, 67.

Kubina, R. M. (2002). Editor’s comments. Journal of Precision Teaching and Celeration, 18(2), 1.

Kubina, R. M. (2003). Editor’s comments. Journal of Precision Teaching and Celeration, 19(2), 1.

Kubina, R. M. (2003). Editorial. Journal of Precision Teaching and Celeration, 19(1), 1.

Kubina, R. M. (2004). Editor’s comments. Journal of Precision Teaching and Celeration, 20(1), 1.

Kubina, R. M. (2005). Editor’s comments. Journal of Precision Teaching and Celeration, 21(1), 1.

Kubina, R. M., & Starlin, C. (2002). Editor’s comments. Journal of Precision Teaching and Celeration, 18(1), 1.

Kubina, R. M., Aho, D., Mozzoni, M. P., & Malanga, P. (1998). A case-study in re-teaching a traumatically brain injured child handwriting skills. Journal of Precision Teaching and Celeration, 15(2), 32-40.

This article is cited by a different title in google scholar: Kubina, R. M., Aho, D., Mozzoni, M. P., & Malanga, P. (1998). A case-study in re-teaching handwriting skills to a child with a traumatic brain injury. Journal of Precision Teaching and Celeration, 15(2), 32-40.

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Kubina, R. M., Haertel, M. W., & Cooper, J. O. (1994). Reducing negative inner behavior of senior citizens: The one-minute counting procedure. Journal of Precision Teaching, 11(2), 28-35.

Cited by 1

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La Porte, M., & McLaughlin, T. F. (1996). Effectiveness of assisted self-recording and assisted self-evaluation on vocational welding skills of a student with autistic behaviors. Journal of Precision Teaching and Celeration, 13(2), 37-43.

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Ladenburg, S., McLaughlin, T. F., & Sweeney, W. J. (1994). The effects of drill and practice on increasing accurate formation of lower-case calligraphy letters. Journal of Precision Teaching, 12(1), 67-72.

Landry, L., & McGreevy, P. (1984). The paper clip counter (PCC): An inexpensive and reliable device for collecting behavior frequencies. Journal of Precision Teaching, 5(1), 11-13.

Legault, A., Maloney, M., & Giroux, N. (2001). Learning rates with direct instruction, precision teaching and the corrective reading series. Journal of Precision Teaching and Celeration, 17(2), 89-91.

Lessen, E. I. (1980). The use of contingent nonverbal teacher-attention to decrease out-of-seat behavior. Journal of Precision Teaching, 1(2), 18-21.

Lessen, E. I. (1997). The use of contingent nonverbal teacher-attention to decrease out-of-seat behavior. Journal of Precision Teaching and Celeration, 15(1), 52-55.

Letters to the editor. (1993). Journal of Precision Teaching, 10(2), 3.

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Lindsley, O. (1994). Peaches and lemons aid clinical discovery. Journal of Precision Teaching, 11(2), 7-11.

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Lindsley, O. (1998). Learning channels next: Let’s go! Journal of Precision Teaching and Celeration, 15(2), 2-4.

Lindsley, O. (2001). Celeration and agility for the 2000’s. Journal of Precision Teaching and Celeration, 17(2), 107-111.

Lindsley, O. (2001). Does autism involve excess will and control: Can this control be shared using free operants? Journal of Precision Teaching and Celeration, 17(2), 112-115.

Lindsley, O. (2001). Our 5 Number Worlds™: Measurement scales made clear. Journal of Precision Teaching and Celeration, 17(2), 103-106.

Lindsley, O. R. (1983). Say reward, relief, punishment, or penalty. Journal of Precision Teaching, 3(4), 100-101.

Lindsley, O. R. (1983). Terminology free/abbreviate, free/write, and free/say. Journal of Precision Teaching, 4(3), 74-75.

Lindsley, O. R. (1990). Our aims, discoveries, failures, and problem. Journal of Precision Teaching, 7(2), 7-17.

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Lindsley, O. R. (1991). B. F. Skinner – Mnemonic for his contributions to precision teaching. Journal of Precision Teaching, 8(2), 2-7.

Lindsley, O. R. (1991). B. F. Skinner (1904-1990): Thank you, Grandpa Fred! Journal of Precision Teaching, 8(1), 5-11.

Lindsley, O. R. (1991). Skinner’s impact on education. Journal of Precision Teaching, 8(1), 58-60.

Lindsley, O. R. (1993). Our discoveries over 28 years. Journal of Precision Teaching, 10(2), 11-13.

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This title cited under different title in google scholar Lindsley, O. R. (1993). Our discoveries over years. Journal of Precision Teaching, 10(2), 11-13.

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Lindsley, O. R. (1994). “Point/see/say” or “slide/see/say” learning channels. Journal of Precision Teaching, 12(1), 2-7.

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Lindsley, O. R. (1994). California, thanks a ton! Journal of Precision Teaching, 11(2), 12-13.

Lindsley, O. R. (1994). Gunter’s line – standard celeration chart ancestor, not Napier’s logs or bones. Journal of Precision Teaching, 12(1), 97-104.

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Lindsley, O. R. (1995). Lindsley’s unteaching citation. Journal of Precision Teaching and Celeration, 13(1), 12.

Lindsley, O. R. (1995). Precision teaching: By teachers for children. Journal of Precision Teaching, 12(2), 9-17.

Lindsley, O. R. (1995). Ten products of fluency. Journal of Precision Teaching and Celeration, 13(1), 2-11.

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Lindsley, O. R. (1996). Do times two, then go for four, or more: Precision teaching aims for the 21st century. Journal of Precision Teaching and Celeration, 14(1), 11-17.

Lindsley, O. R. (1996). See and hear; then say and do. Journal of Precision Teaching and Celeration, 14(1), 93-94.

Lindsley, O. R. (1998). Disfluent, dysfluent, and nonfluent. Journal of Precision Teaching and Celeration, 15(2), 5.

Lindsley, O. R. (2000). Terminology: Say reward, relief, punishment, or penalty. Journal of Precision Teaching and Celeration, 17(1), 46, 49-50.

Lindsley, O. R. (2001). Do times two, then go for four, or more: Precision teaching aims for the 21st century. Journal of Precision Teaching and Celeration, 17(2), 99-102.

Lindsley, O. R., Calkin, A. B., & White, O. R. (1993). How to numerically and graphically summarize learning across classrooms, schools and published precision teaching studies (metacharting). Journal of Precision Teaching, 10(2). 46-53.

Lindsley, O. R., Worsham, B., Merbitz, C., Lovitt, T., & McDade, C. (1996). Memories of Fred Keller. Journal of Precision Teaching and Celeration, 13(2), 2-3.

Lindsley, O., Graf, S., & Auman, J. (1993). Using graphics PracticeSheeter™ to make your own practice sheets. Journal of Precision Teaching, 10(2), 16-17.

Lovett, A. (2004). Negative versus positive thoughts of others. Journal of Precision Teaching and Celeration, 20(1), 30-31.

Lovett, A. (2004). Using profane language versus using alternative words. Journal of Precision Teaching and Celeration, 20(1), 32-33.

Lovitt, T. C. (1984). On writing a book. Journal of Precision Teaching, 5(1), 3-9.

Lovitt, T. C., & Fantasia, K. (1983). A precision teaching project with learning disabled children. Journal of Precision Teaching, 3(4), 85-91.

Lovitt, T. C., & Fantasia, K. (2000). A precision teaching project with learning disabled children. Journal of Precision Teaching and Celeration, 17(1), 30-38.

Lovitt, T. C., Fister, S., Freston, J. L., Kemp, K., Moore, R. C., Schroeder, B., & Bauernschmidt, M. (1995). Using precision teaching techniques: Translating research. Journal of Precision Teaching, 12(2), 18-23.

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Lucas, M., & Wolking, W. (1991). Sending a note home: A great motivational factor for a seven-year-old female learning basic subtraction problems. Journal of Precision Teaching, 8(2), 49-50.

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Maechtlen, A. D., & McDowell, R. L. (1984). Reducing grabbing by a profoundly retarded boy in a public school. Journal of Precision Teaching, 5(1), 1-3.

Malabello, G. (1998). IMAGINE—the first six months. Journal of Precision Teaching and Celeration, 15(2), 41-49.

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Malanga, P. (2003). Using repeated readings and error correction to build reading fluency with at risk elementary students. Journal of Precision Teaching and Celeration, 19(2), 19-27.

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Maloney, M. (1990). Remembrances of Eric. Journal of Precision Teaching, 7(2), 31.

Maloney, M. (1992). Teaching children to chart. Journal of Precision Teaching, 9(1), 54.

Maloney, M. (1993). Teaching children to chart. Journal of Precision Teaching, 10(2), 18-19.

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Maloney, M., Desjardins, A., & Broad, P. (1990). Teach your children well. Journal of Precision Teaching, 7(2), 36-58.

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Manuscript submission guidelines and basic and advanced charting guidelines. (2002). Journal of Precision Teaching and Celeration, 18(1), 35-41.

Manuscript submission guidelines and basic and advanced charting guidelines. (2005). Journal of Precision Teaching and Celeration 21(1), 37-43.

Martin, J. L. (1986). Improving responses to parental requests. Journal of Precision Teaching, 6(4), 87-89.

Mason, C. Y. (1985). Precision teaching and social skills training: Some possible directions. Journal of Precision Teaching, 6(3), 69-71.

Mason, C. Y. (1985). Social skills. Journal of Precision Teaching 6(3), 68-69.

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McCarthy-Jensen, D., & Campbell, K. U. (1983). A computerized math deficit remediation. Journal of Precision Teaching, 4(1), 14,15.

McCrudden, T. (1985). Precision running: A real shortcut! Journal of Precision Teaching, 6(2), 35-36, 37.

McCrudden, T. (1990). Precision teaching: Feeling fixer. Journal of Precision Teaching, 7(1), 19-20.

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McCrudden, T., Silkey, P., Chaney, D., & Langner, H. (1991). Precision administering. Journal of Precision Teaching, 8(2), 47-48.

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McDade, C. E., Rubenstein, S. B., & Olander, C. P. (1983). Parallel between frequency testing and performance on essay questions in a theories of personality course. Journal of Precision Teaching, 4(1), 1-5.

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McDowell, C., & Keenan, M. (2001). Cumulative dysfluency: Still evident in our classrooms, despite what we know. Journal of Precision Teaching and Celeration, 17(2), 1-6.

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McDowell, C., & Keenan, M. (2002). Comparison of two teaching structures examining the effects of component fluency on the performance of related skills. Journal of Precision Teaching and Celeration, 18(2), 16-29.

McDowell, C., Keenan, M., & Kerr, K. P. (2002). Comparing levels of dysfluency among students with mild learning difficulties and typical students. Journal of Precision Teaching and Celeration, 18(2), 37-48.

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McDowell, C., McIntyre, C., Bones, R., & Keenan, M. (2002). Teaching component skills to improve golf swing. Journal of Precision Teaching and Celeration, 18(2), 61-66.

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McDowell, C., McIntyre, C., Owen, B., & Keenan, M. (1998). Even more challenging reading. Journal of Precision Teaching and Celeration, 15(2), 6-11.

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McGreevy, P. (1981). The journal of precision teaching: Volume 1 look at how we’ve grown. Journal of Precision Teaching, 1(4), 16-17.

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McGreevy, P. (1983). Around the chart. Journal of Precision Teaching, 4(3), 68-69, 70.

McGreevy, P. (1983). Notes form the editor. Journal of Precision Teaching, 4(2), 44.

McGreevy, P. (1983). Notes from the editor. Journal of Precision Teaching, 3(4), 100.

McGreevy, P. (1983). Notes from the editor. Journal of Precision Teaching, 4(1), 19.

McGreevy, P. (1983). Notes from the editor. Journal of Precision Teaching, 4(3), 67.

McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 4(4), 92-94.

McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 5(2), 43-48.

McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 5(3), 68.

McGreevy, P. (1984). Frequency and the standard celeration chart: Necessary components of precision teaching. Journal of Precision Teaching, 5(2), 28-36.

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McGreevy, P. (1984). From 1-1/4 miles to a marathon: Monitoring running on the standard celeration chart for 31 months. Journal of Precision Teaching, 4(4), 86, 89-91.

McGreevy, P. (1984). Notes from the editor. Journal of Precision Teaching, 4(4), 91-92.

McGreevy, P. (1984). Notes from the editor. Journal of Precision Teaching, 5(1), 19-20.

McGreevy, P. (1984). Notes from the editor. Journal of Precision Teaching, 5(2), 43.

McGreevy, P. (1984). Notes from the editor. Journal of Precision Teaching, 5(3), 66.

McGreevy, P. (1985). Notes from the editor. Journal of Precision Teaching, 5(4), 97.

McGreevy, P. (1985). Notes from the editor. Journal of Precision Teaching, 6(1), 23-24.

McGreevy, P. (1985). Notes from the editor. Journal of Precision Teaching, 6(3), 68.

McGreevy, P. (1986). Notes from the editor. Journal of Precision Teaching, 6(4), 89, 91.

McGreevy, P. (1997). Hard to do becomes easy to learn. Journal of Precision Teaching and Celeration, 15(1), 25-26.

McGreevy, P. (1997). The journal of precision teaching: Volume 1 look at how we’ve grown. Journal of Precision Teaching and Celeration, 15(1), 121-122.

McGreevy, P. (1998). A letter from the editor. Journal of Precision Teaching and Celeration, 16(1), 3.

McGreevy, P. (1999). Notes from the editor. Journal of Precision Teaching and Celeration, 16(2), 22, 25.

McGreevy, P. (2000). Notes from the editor. Journal of Precision Teaching and Celeration, 17(1), 17-18.

McGreevy, P., Thomas, J. G., Lacy, L., Krantz, S., & Salisbury, C. (1982). Can learning or variability be predicted from low initial performance: Implications for precision teachers and equal interval charters? Journal of Precision Teaching, 3(3), 63-68.

McGreevy, P., Thomas, J. G., Lacy, L., Krantz, S., & Salisbury, C. (2000). Can learning or variability be predicted from low initial performance: Implications for precision teachers and equal interval charters? Journal of Precision Teaching and Celeration, 17(1), 9-13.

Merbitz, C. T. (1982). Technical note: A simple calculator to counter conversion. Journal of Precision Teaching, 3(1), 15, 16.

Merbitz, C. T. (1999). Technical note: A simple calculator to counter conversion. Journal of Precision Teaching and Celeration, 16(2), 15, 18-19.

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Merbitz, C. T., & Olander, C. P. (1997). Precision teaching in a university center. Journal of Precision Teaching and Celeration, 15(1), 18-24.

Merbitz, C. T., King, R. B., Cherney, L. R., Marqui, H., Grip, J. C., & Markowitz, T. J. (1996). Computerized behavioral-data collection and analysis for improved clinical outcomes in rehabilitation. Journal of Precision Teaching and Celeration, 13(2), 57-63.

Merbitz, C., & Morrell, R. (1996). Electronic behavior-event counters. Journal of Precision Teaching and Celeration, 13(2), 71-74.

Mercer, C. D., Mercer, A. R., & Evans, S. (1982). The use of frequency in establishing instructional aims. Journal of Precision Teaching, 3(3), 57-63.

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Miller, T., & Merbitz, C. (1999). Hemianopsia rehabilitation. Journal of Precision Teaching and Celeration, 16(2), 51-52.

Montgomery, S. C. (1993). A simple management system for versatile precision measures. Journal of Precision Teaching, 10(2), 55.

Moore, J. (1992). Magic pencils – reading by writing. Journal of Precision Teaching, 9(1), 30-32.

Moors, A., & Fabrizio, M. (2002). Using tool skill rates to predict composite skill frequency aims. Journal of Precision Teaching and Celeration, 18(1), 28-29.

Morrell, M., Morrell, R., & Kubina, R. M. (1995). Using precision teaching to enhance direct instruction sight-word reading. Journal of Precision Teaching and Celeration, 13(1), 47-54.

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Mounsteven, J. (1995). Speed reading: A technique for developing fluent readers. Journal of Precision Teaching, 12(2), 61-62.

Mucci, T., & Evans, W. (1982). The effect of restricted television viewing on the violent remarks of a five year old boy. Journal of Precision Teaching, 3(2), 38, 39.

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Neely, M. (1981). Seven ways of describing reading—McGuffey’s and six more: Part 1. Journal of Precision Teaching, 2(3), 2-8.

Neely, M. (1982). Seven ways of describing reading—McGuffey’s and six more: Part II. Journal of Precision Teaching, 2(4), 2-10.

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Noland, E., McLaughlin, T. F., & Sweeney, W. J. (1994). The effects of precision teaching and add-a-word spelling on spelling performance of an adult graduate student. Journal of Precision Teaching, 11(2), 14-18.

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O’Brien, A. D. (1996). Success with precision teaching. Journal of Precision Teaching and Celeration, 14(1), 91-92.

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Olander, C. P., Spangler, R. S., Dixon, J., Eiklor, D., McNutt, T., Smith, J., Hicks, L., Taylor, T., Bogart, G., & McGaha, R. (1993). Five years of success: A symposium computer-assisted precision instruction at Sullivan South High School students and teachers love it! Journal of Precision Teaching, 10(2), 56-58.

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Parsons, J., & Polson, D. (1992). Fluency building with Think Fast. Journal of Precision Teaching, 9(1), 57.

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Peterson, C., & Holman, R. (1984). Group language activity to increase recall of facts. Journal of Precision Teaching, 4(4), 85-86, 87-88.

Peterson, S. K. (1984). Self-report used to monitor and change positive and negative verbalizations. Journal of Precision Teaching, 5(1), 9-11.

Peterson, S. K. (1985). Number reversals: An effective intervention. Journal of Precision Teaching, 6(1), 20-23.

Peterson, S. K., Hudson, P. J., Mercer, C. D., & McLeod, P. D. (1990). The effect of the concrete to abstract teaching sequence on acquisition and retention of place value skills. Journal of Precision Teaching, 7(2), 79-84.

Peterson, S. K., Scott, J., & Sroka, K. (1995). Using the language experience approach with precision. Journal of Precision Teaching, 12(2), 35-39.

Pierce, G. (1992). Implementation of precision teaching by the speech-pathologist. Journal of Precision Teaching, 9(1), 24-25.

Poe, A. L. (1993). Mad about math (or “Junior ExSEL”). Journal of Precision Teaching, 11(1), 44-49.

Polk, A. L., & Miller, A. D. (1994). Repeated readings and precision teaching: Increasing reading fluency and comprehension in sixth through twelfth grade boys with emotional disabilities. Journal of Precision Teaching, 12(1), 46-66.

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Pollard, J. (1984). Letter to the editor. Journal of Precision Teaching, 4(4), 100-102.

Pollard, J. (1999). Celtic pride: A functional definition. Journal of Precision Teaching and Celeration, 16(2), 53, 55-56.

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Raggio, S., & Bitgood, S. C. (1982). The effect of number of math drills per day on math performance. Journal of Precision Teaching, 3(2), 50, 51.

Raggio, S., & Bitgood, S. C. (1999). The effect of number of math drills per day on math performance. Journal of Precision Teaching and Celeration, 16(2), 58-60.

Randolph, M. (1983). Phase changes lead to success. Journal of Precision Teaching, 3(4), 96, 98-99.

Randolph, M. (2000). Phase changes lead to success. Journal of Precision Teaching and Celeration, 17(1), 46, 48.

Register, M., Young, K. R., & Register, S. E. (1992). The use of a functional analysis in conjunction with precision teaching procedures to eliminate food-grabbing behavior in a student with autism. Journal of Precision Teaching, 9(1), 35-36.

Rinaldi, L., & McLaughlin, T. F. (1996). The effects of reading racetracks on the fluency of see-to-say words in isolation by a student with learning disabilities. Journal of Precision Teaching and Celeration, 13(2), 44-52.

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Ritseman, S. K., Malanga, P. R., Seevers, R. L., & Cooper, J. O. (1996). Immediate retelling of current events from channel one by students with developmental disabilities and its effects on their delayed retelling. Journal of Precision Teaching and Celeration, 14(1), 18-34.

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Robbins, C. (1983). Teacher to teacher. Journal of Precision Teaching, 4(3), 67-68.

Robbins, C. (1984). Teacher to teacher. Journal of Precision Teaching, 4(4), 95.

Robbins, C. (1984). Teacher to teacher. Journal of Precision Teaching, 5(3), 66, 68.

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Robbins, C. L. (1999). Learning in an early intervention preschool. Journal of Precision Teaching and Celeration, 16(2), 45, 47, 48.

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Schroeder, B. (1992). Out of the classroom and into my planner: Charting accountability to achieve personal goals. Journal of Precision Teaching, 9(1), 28-29.

Scott, J., Wolking, B., Stoutimore, J., & Harris, C. (1995). Challenging reading for student with mild handicaps. Journal of Precision Teaching, 12(2), 40-45.

Seevers, R. L., Malanga, P., & Cooper, J. O. (2003). The use of self-managed proofreading for detecting and correcting mechanical errors by students with a learning disability. Journal of Precision Teaching and Celeration, 19(2), 2-18.

Shirley, M. J., & Pennypacker, H. S. (1994). The effects of performance criteria on learning and retention of spelling words. Journal of Precision Teaching, 12(1), 73-86.

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Shryock, E., Eaton, M., & Bogert, M. (1997). “If you can’t say something nice….”. Journal of Precision Teaching and Celeration, 15(1), 108-110.

Simmons, E. K., Derby, K. M., & McLaughlin, T. F. (1998). The use of functional communication training with precision teaching to reduce the challenging behavior of a toddler with autism. Journal of Precision Teaching and Celeration, 15(2), 50-55.

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Smith, C. L. (1993). The PT is in the teepee or how a resource teacher manages and teaches in all curriculum areas by using PT. Journal of Precision Teaching, 10(2), 36-37.

Smith, C. L., & Hogan, D. (1992). Practice precisely write. Journal of Precision Teaching, 9(1), 26-27.

Smyth, P., & Hardy, N. (2002). Evan’s frequency of hand-biting during a six-hour school day. Journal of Precision Teaching and Celeration, 18(2), 67-68.

Smyth, P., & Keenan, M. (2002). Compound performance: The role of free and controlled operant components. Journal of Precision Teaching and Celeration, 18(2), 3-15.

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Spaulding, J., Haertel, M. W., Seevers, R. L., & Cooper, J. O. (1995). Visual imagery and structure words: Accelerating number and words and number of descriptive words written during free writing. Journal of Precision Teaching and Celeration, 13(1), 13-24.

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Spooner, F., & Spooner, D. (1983). Variability: An aid in the assessment of the effectiveness of training procedures. Journal of Precision Teaching, 4(1), 5-14.

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Sroka, K. M. (1990). A comparison of thirty-second and sixty-second frequencies. Journal of Precision Teaching, 7(1), 8-11. 2/9/08 Spelling correction; Scott Born

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Teigen, T., Malanga, P. R., & Sweeney, W. J. (2001). Combining repeated readings and error correction to improve reading fluency. Journal of Precision Teaching and Celeration, 17(2), 58-67.

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Timmons, V., McLaughlin, T. F., Kinakin, V. (1995). The effect of music on head posturing of a student with cerebral palsy: A case study. Journal of Precision Teaching and Celeration, 13(1), 35-46.

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Wanat, P. (1990). Proficient frequencies: Have we lost sight? Journal of Precision Teaching, 7(1), 20-21.

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Young, K. R., Blair, M., Kemblouski, E., & Cancio, E. (1992). Combining a functional analysis of behavior, computer technology, and precision teaching to solve challenging problem behaviors. Journal of Precision Teaching, 9(1), 58.

Young, K. R., West, R. P., & Crawford, A. (1985). The acquisition and maintenance of reading skills by intellectually handicapped deaf students. Journal of Precision Teaching, 5(4), 73-86.

Young, K. R., West, R. P., Mitchem, K., & Embry, D. (1998). Creative positive school climates: Increasing the frequency of teacher and student praise notes. Journal of Precision Teaching and Celeration, 15(2), 89-90.

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Zambolin, K., Fabrizio, M. A., & Isley, S. (2004). Teaching a child with autism to answer informational questions using precision teaching. Journal of Precision Teaching and Celeration, 20(1), 22-25.

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