A systematic review of the impact of precision teaching and fluency-building on teaching children diagnosed with autism

Martinho, Maria Teresa; Booth, Nichola; Attard, Natasha; Dillenburger, Karola

doi:10.1016/j.ijer.2022.102076

Cited by 4 publications

(5 citation statements)

References 57 publications

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“…In this way, it was possible to follow the progress of the students individually. Precision teaching is also used for teaching vocabulary (Mannion & Griffin, 2018;Martinho et al, 2022). Precision teaching is used effectively on some AR-reading platforms (Wang, 2021;Y.…”

Section: Discussionmentioning

confidence: 99%

“…With specific indications and criteria, teachers monitor measurable student performance and implement corrective measures as needed. This kind of education is a basic practice in behavioral modification and needs curriculum-based examination of standards, the determination of learning outcomes, and the organization of consistent material (Evans et al, 2021;Mannion & Griffin, 2018;Martinho et al, 2022).…”

Section: / 16mentioning

confidence: 99%

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Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

Na-Songkhla

Sujiva

2023

CONT ED TECHNOLOGY

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The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The numbers disagree with a report from an international assessment agency that said young Thai students’ reading skills were the 50<sup>th</sup> best out of 65 countries. So, it is still hard for young Thai people to read well. The main goals of this research are to: (i) make an augmented reality platform that will help students improve their reading skills and (ii) figure out how well the platform works. This study uses a method called “research design” (R&D) to look at how students feel about an educational product or method that was designed and then used. Research and development can be thought of as going through three different stages (research phase, development phase, and implementation phase). According to the results, the picture word inductive model (PWIM) strategy was put into place because the professionals said it should be. The most popular method of teaching was called “precision teaching.” Reading out loud and reading the same thing over and over were two ways that vocabulary was taught. According to the results of the experiment, the students’ scores after finishing the reading are higher than their scores after the first reading. As part of the second part of the study, reading comprehension skills were tested. The students have also gotten a lot better at understanding what they read as a whole.

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Section: Discussionmentioning

confidence: 99%

Section: / 16mentioning

confidence: 99%

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

Na-Songkhla

Sujiva

2023

CONT ED TECHNOLOGY

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“…Specifically, we compare the outcomes of free-operant and restricted-operant testing on the retention of both emergent and directly trained vocabulary over a six-month period. Free-operant practice allows learners to set their own pace and complete as many test trials as possible within the time available for practice, promoting high rates of retrieval practice, fluent performance, and optimizing retention (Evans et al, 2021;Martinho et al, 2021). In contrast, restricted-operant practice involves instructor-controlled presentation of test trials, often resulting in interruptions and fewer practice trials per instructional period (Lindsley, 1996, Johnson & Layng, 1996.…”

Section: Introductionmentioning

confidence: 99%

More is not always better: The testing effect on retention of emergent Korean vocabulary

Wooderson,

Bizo,

Young

2024

Preprint

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Traditionally, testing is seen as a tool for assessing learning. However, research suggests it also enhances retention. Despite abundant research on the testing effect, its specific role in foreign language vocabulary learning remains unclear, particularly its effect on retention of emergent untrained verbal relations. To address this gap, the current study compared the retention outcomes of free-operant (fluency practice) and restricted-operant (accuracy practice) test trials with two English-speaking adults learning Korean vocabulary. Dependent variables included retention accuracy and response rates for emergent and directly trained vocabulary over a six-month period. Results from the first experiment revealed no functional relation between testing type and retention. However, the second experiment demonstrated that retention improved to criterion levels when practice tests with corrective feedback were spaced weekly. These results suggest that increasing the dosage of practice tests had a minimal impact, while spacing practice sessions enhanced the retention of both directly trained and emergent vocabulary. The findings provide important considerations for foreign-language vocabulary learning.

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“…Existing reviews have focused on different aspects of Precision Teaching but not in a manner that would capture the whole corpus of the Precision Teaching literature and make possible the evaluation of the field in terms of its various applications and effectiveness (Cihon, 2007 ; Doughty et al, 2004 ; Gist & Bulla, 2022 ; Heinicke et al, 2010 ; Martinho et al, 2022 ; Tiernan et al, 2022 ; Quigley et al, 2018 ; Ramey et al, 2016 ; Stocker et al, 2019 ). Specifically, Cihon ( 2007 ) focused on Precision Teaching's effectiveness in developing verbal behavior.…”

Section: Introductionmentioning

confidence: 99%

“…Quigley et al ( 2018 ) focused on using a flashcards procedure that emerged from Precision teaching, known as SAFMEDS (Say All Fast a Minute Each Day Shuffled), to produce fluent responses. Ramey et al ( 2016 ) focused on the application of Precision Teaching to supporting people with intellectual and developmental disabilities, while Martinho et al ( 2022 ) focused on the effect of Precision Teaching and fluency training in supporting autistic individuals. Gist and Bulla ( 2022 ) focused on the combination of Precision Teaching with fluency‐building activities.…”

Section: Introductionmentioning

confidence: 99%

PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta‐analysis

Vostanis

Thompson

Padden

et al. 2023

Campbell Systematic Reviews

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Precision Teaching is a behavior measurement system that emphasizes the development of behavioral repertoires and utilizes Standard Celeration Charts as its primary tool. This system has been applied across various areas, including mainstream and special education, and has successfully improved academic, motor, communication, and other skills. While previous systematic reviews have highlighted important aspects of Precision Teaching, a more comprehensive evaluation is needed to consider all its different applications and recent developments in conceptualizing it. Therefore, this systematic review and meta‐analysis will assess the effectiveness of Precision Teaching in accelerating human behavior, identify all the areas of its application, and review the technical aspects of its implementation. The review aims to provide a comprehensive understanding of the system and its potential benefits for individuals in different settings.

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A systematic review of the impact of precision teaching and fluency-building on teaching children diagnosed with autism

Cited by 4 publications

References 57 publications

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

More is not always better: The testing effect on retention of emergent Korean vocabulary

PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta‐analysis

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