Precision teaching: A tool for the school psychologist and teacher

Alper, Theodore M.; White, Owen

doi:10.1016/0022-4405(71)90037-9

Cited by 7 publications

(3 citation statements)

References 11 publications

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“…It has often been shown, however, that performance based on an accuracy criterion is shortlived (see Johnson & Layng, 1992, 1994. On the other hand, a mastery criterion in terms of fluency that requires both high accuracy and speed has been shown to improve academic skills such as reading, spelling, mathematics, and problem solving, and to maintain those skills over a long period of tihe (Alper & White, 1971;Binder, 1988Binder, , 1996Johnson & Layng, 1992, 1996Lindsley, 1992;Potts, Eshleman, & Cooper, 1993). Because fluency training requires faster responding, it may facilitate transition from definition-based rule control to simple contingency control, and as a result, the autoclitic response may come under the stimulus control of the sentence itself and persist longer.…”

mentioning

confidence: 99%

Effects of Grammar Instruction and Fluency Training on the Learning of the and a by Native Speakers of Japanese

Shimamune

Jitsumori

1999

Analysis Verbal Behav

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In a computer-assisted sentence completion task, the effects of grammar instruction and fluency training on learning the use of the definite and indefinite articles of English were examined. Forty-eight native Japanese-speaking students were assigned to four groups: with grammar/accuracy (G/A), without grammar/accuracy (N/A), with grammar/fluency (G/F), and without grammar/fluency (N/F). In the G/A and N/A groups, training continued until performance reached 100% accuracy (accuracy criterion). In the G/F and N/F groups, training continued until 100% accuracy was reached and the correct responses were made at a high speed (fluency criterion). Grammar instruction was given to participants in the G/A and G/F groups but not to those in the N/A and N/F groups. Generalization to new sentences was tested immediately after reaching the required criterion. High levels of generalization occurred, regardless of the type of mastery criterion and whether the grammar instruction was given. Retention tests were conducted 4, 6, and 8 weeks after training. Fluency training effectively improved retention of the performance attained without the grammar instruction. This effect was diminished when grammar instruction was given during training. Learning grammatical rules was not necessary for the generalized use of appropriate definite and indefinite articles or for the maintenance of the performance attained through fluency training.

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confidence: 99%

Effects of Grammar Instruction and Fluency Training on the Learning of the and a by Native Speakers of Japanese

Shimamune

Jitsumori

1999

Analysis Verbal Behav

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“…Within a CBM approach (Deno et al 2001;Fuchs 2004) measures of academic improvement are taken at least monthly, and proponents of PT typically use daily measurements as indices of improvement (Alper and White 1971;Binder 1990;White 2000;Johnson 2008). All three, (RtI, CBM, and PT) approaches, irrespective of the frequency at which they are administered, can act as efficient "academic thermometers" (Shinn and Barmonto 1997) to monitor each child's progress within a specific curriculum domain (e.g., maths).…”

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confidence: 99%

Improving Essential Numeracy Skills in Primary Schoolchildren Using a Brief Fluency-building Intervention: A Randomised Control Trial

Beverley¹,

Hughes²,

Hastings

2018

wales j educ

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Numeracy skills are essential if children are to succeed academically. We investigated the efficacy of short fluency-building exercises to target a number of essential numeracy skills (writing digits and simple addition problems). We further wanted to ascertain whether such an intervention would impact their ability to solve related but unpractised subtraction problems. Children from two mainstream primary schools (aged 9-10) were allocated randomly to either a fluency-building intervention group (FBI; n = 19) or a control group (C; n = 10). The intervention group engaged in daily fluency-building practice that consisted of writing and reciting essential numeracy facts. The control group children received their standard instruction. The study took place over 5 weeks; following the intervention, the children in the FBI group performed significantly better (p < .05) on three of the four numeracy elements with large effect sizes (d = 1.25-1.67). Results are discussed in the context of incorporating simple essential skills fluency-building exercises into mainstream classes, and how the implementation need not be costly in terms of staff time or resources.

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“…It may be that charts alone can alter behaviour through the visual feedback that they provide (Alper & White, 1971). Once data has been plotted onto a graph, the plot may indicate to the learner what progress is being made and this may function to aid behaviour change.…”

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confidence: 99%

Precision teaching and fluency: The effects of charting and goal-setting on skaters' performance.

Pocock¹,

Foster²,

McEwan³

2010

Journal of Behavioral Health and Medicine

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This research involved three successive studies where precision teaching methods were used to increase roller skaters performance rates of basic skating skills. The first study compared precision teaching methods both with and without the use of charting in a group design, and compared both within-subject and betweensubject differences for 12 skaters. Results showed that charting did not increase performance rates over that seen when charting was not used. The second study was a group design which compared two different types of goals, or performance aims, on skaters" performance. No difference was found between the two groups of 5 skaters when one group used a fixed, difficult goal and a second used a flexible, easier goal. In the final study, a single-subject design was used and 8 skaters completed a control condition where no goals were set before a goal was introduced for 4 skaters. It was found that an immediate increase in performance rates occurred following the introduction of the goal. Overall these three studies showed that skaters improved their performance rates over sessions, even in the absence of charting and/or goals, demonstrating that precision teaching can be applied to the sport of roller skating.

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Precision teaching: A tool for the school psychologist and teacher

Cited by 7 publications

References 11 publications

Effects of Grammar Instruction and Fluency Training on the Learning of the and a by Native Speakers of Japanese

Effects of Grammar Instruction and Fluency Training on the Learning of the and a by Native Speakers of Japanese

Improving Essential Numeracy Skills in Primary Schoolchildren Using a Brief Fluency-building Intervention: A Randomised Control Trial

Precision teaching and fluency: The effects of charting and goal-setting on skaters' performance.

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