Precision Teaching

Merbitz, Charles T.; Vieitez, Doreen; Merbitz, Nancy Hansen; Pennypacker, H. S.

doi:10.1016/b978-012506041-7/50005-x

Cited by 7 publications

(2 citation statements)

References 3 publications

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“…The empirical identification and application of principles of learning is an integral aspect of behavior analysis (e.g., Catania, 2013). In education, ABA has been the foundational science and practice for evidence-based practices such as direct instruction (Engelmann & Carnine, 1991;Kame′enui, Fien, & Korgesaar, 2013;Marchand-Martella, Slocum, & Martella, 2004); precision teaching (Merbitz, Vietez, Merbitz, & Pennypacker, 2004); personalized systems of instruction (Keller, 1968;Pear & Crone-Todd, 1999); behavioral consultation (Bergan & Kratochwill, 1990); positive behavior intervention support (Sugai, 2015); direct academic skills assessment (Shapiro, 2010); classroom management strategies, such as good behavior games (Barrish, Saunders, & Wolf, 1969;Kellam, Reid, & Balster, 2008) and token economies (Soares, Harrison, Vannest, & McClelland, 2016); and innumerous individualized behavior and educational interventions for students across the continuum of development and functional capabilities (e.g., Gardner et al, 1994;Moran & Malott, 2004;Walker, Ramsey, & Gresham, 2004). The functional behavior assessment and behavior intervention plans mandated in the Individuals With Disabilities Education Improvement Act of 1990 were derived largely from the science and practice of ABA (Gresham, Watson, & Skinner, 2001).…”

Section: Applied Behavior Analysis In Educationmentioning

confidence: 99%

Applied behavior analysis in education: The role of the Board Certified Behavior Analyst.

Shriver¹

2019

Behavioral Interventions in Schools: Evidence-Based Positive Strategies (2nd Ed.).

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More and more frequently, if you work in a school system, you are likely to come across another professional who works in the school system or is contracted with the school system and refers to him-or herself as a behavior analyst, an applied behavior analyst, or a Board Certified Behavior Analyst ® (BCBA). You may have wondered who these professionals are, what is it that they are trained to do, and what role they play in the school system. You may have noticed that the applied behavior analyst likely is providing consulting services regarding educational programming and intervention for students with autism spectrum disorder (ASD). In fact, in the past 20 or more years, applied behavior analysis (ABA) has become widely known for its efficacy in the education and treatment of individuals with ASD (National Autism Center, 2009). It is also possible, however, that the behavior analyst is consulting with the educational team regarding educational programming and interventions for any student with a disability in the classroom, or even

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Section: Applied Behavior Analysis In Educationmentioning

confidence: 99%

Applied behavior analysis in education: The role of the Board Certified Behavior Analyst.

Shriver¹

2019

Behavioral Interventions in Schools: Evidence-Based Positive Strategies (2nd Ed.).

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“…If upon visual inspection, a child had made little or no progress toward their fluency aim (i.e., their data depicts a maintaining or worsening picture) then their teacher may need to alter their instruction, the materials they provided, or the environment. Adhering to the PT approach allows educators to make real-time decisions and prevent prolonged periods of non-progression (Merbitz et al, 2004).…”

Section: Introductionmentioning

confidence: 99%

Assessing the Social Validity of the SAFMEDS Strategy From the Perspective of Teachers and Children

Owen¹,

Hughes²,

Beverley

et al. 2021

Front. Educ.

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The Say-All-Fast-Minute-Every-Day-Shuffled (SAFMEDS) strategy promotes fluency across several skills and contexts. However, few studies have reported the social validity key stakeholders associate with using the strategy in schools. Assessing social validity may provide us with some insight into factors that may affect engagement, implementation fidelity, and persistent use of the intervention after the termination of a research study. Study 1 details the findings from a survey completed by teachers who have used the strategy in their schools (N = 55). Using thematic analysis, we identified three themes: 1) factors that promote and limit progress, 2) confidence, and 3) inherent advantages of the SAFMEDS strategy. These themes encapsulate teachers experiences of implementing the strategy under the real-word conditions of the classroom and the accompanying advantages and potential challenges they face. Within study 2, we discuss themes arising from interviews with children (N = 26) about their views and experiences of using the SAFMEDS strategy. These children had used the strategy with their teacher for one academic year to promote fast and accurate recall of arithmetic facts. Analysis of these transcripts revealed five further themes relating to children’s engagement with the strategy: 1) enjoyment, 2) data, 3) sense of achievement, 4) skills, and 5) home use. Collectively these themes have potential impact with regards to future training and support models for the SAFMEDS strategy.

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