The Precision Teaching System: A Synthesized Definition, Concept Analysis, and Process

Evans, Amy; Bulla, Andrew J.; Kieta, Andrew

doi:10.1007/s40617-020-00502-2

Cited by 29 publications

(34 citation statements)

References 44 publications

(17 reference statements)

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“…Therefore, there is a need for evidence-based approaches to help students achieve the expected outcomes of performance. One approach that could prove beneficial is that of Precision Teaching that focuses on precisely defining, measuring, recording, and analyzing behavior change across time (Kubina and Yurich 2012;Evans et al 2021). Precision Teaching is a system combining different strategies and tactics as part of its framework.…”

Section: Introductionmentioning

confidence: 99%

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

et al. 2021

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This study compared two goal-setting approaches found in the Precision Teaching literature, namely the minimum celeration line and the beat your personal best during the mathematical practice of three male students diagnosed with autism, aged 8–9. An adapted alternating treatments design with a control condition was embedded in a concurrent multiple baseline across participants design. Each approach was randomly allocated to either the multiplication/division (×÷) table of 18 or 19, while no approach was allocated to the ×÷14 table that acted as a control. Instruction utilized number families and consisted of (a) untimed practice, (b) frequency-building, (c) performance criteria, (d) graphing, and (e) a token economy. Upon practice completion, an assessment of maintenance, endurance, stability, and application (MESA) was conducted. Participants improved with both conditions and maintained their performance well, while improvements with the control condition were weak. The beat your personal best approach was highlighted as slightly more effective in terms of average performance and more efficient in terms of timings needed to achieve criterion. No differences were identified in terms of learning rate (i.e., celeration) or performance on the MESA. More research is warranted to identify which goal-setting procedure is more appropriate for students in special education.

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Section: Introductionmentioning

confidence: 99%

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

et al. 2021

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“… 40 The implementation of effective and successful online learning and the inclusion of digital resources can yield a range of positive outcomes, such as developing a learning environment that caters for students with different learning needs and applying multiple learning channel methodologies to promote an interest in the instructional materials and foster the students’ knowledge of pathology. 41 …”

Section: Discussionmentioning

confidence: 99%

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Manou¹,

Lazari²,

Lazaris³

et al. 2022

AMEP

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Purpose Synchronous and asynchronous e-learning is a promising and effective educational method for the delivery of medical lessons. Due to the public health measures implemented during the COVID-19 pandemic, our Pathology Department faced the challenge of a total online transition of the lessons. Therefore, the aim is to evaluate the aspects of the applied e-learning method they received. Materials and Methods At the end of the semester when e-learning was applied, we designed a structured questionnaire consisting of 17 items via Google Forms, which took the students between 5 and 7 minutes to complete. Of the 257 students registered on the Pathology course in the fifth semester, 207 students (80.5%) returned completed valid questionnaires. Results Fifteen of the seventeen components of the e-learning Pathology questionnaire were evaluated highly by the vast majority of the students. The two remaining items, the HIPON platform and the Microlabs e-lessons, were evaluated highly by almost half the students. Approximately 93% of medical students answered that e-learning could be integrated with real class lessons in the medical curriculum: 62.8% (N = 130) of students answered to a great extent, and 30.4% (N = 63) answered to a small extent. Statistically significant differences were found between the demographic characteristics of the participants (gender, permanent residence, working status) and their evaluation of the e-learning items. Conclusion E-learning was successfully implemented for the delivery of the pathology lessons and was widely accepted by the students, providing evidence for its future integration into the medical curriculum. Our findings illuminate various aspects of the students’ experience with e-learning, and we strongly recommend that the students’ evaluation and perspective be taken into consideration by the faculty in the development of policies for higher-quality medical education.

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“…e teaching effect is scored according to a full score of 100. e proposed precision teaching method is compared with the teaching effect of similar teaching methods in the literature [18,19]. e levels of student knowledge, classroom activity, and teacherstudent interaction are compared, as shown in Figure 11.…”

Section: Visual Sensing Design Coursementioning

confidence: 99%

Digital Visual Sensing Design Teaching Using Digital Twins

Lian

Yan

2022

Advances in Civil Engineering

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Digital twin technology can support teachers in this major to complete monitoring related topics and application research and serve teaching and scientific research through the establishment of automatic monitoring teaching model laboratory and in-depth combination with the current students’ skill training needs in this major. This exploration aims to make the visual sensor industry have a steady stream of talents. Promoting the development of visual sensor technology is to promote the development of science and technology. Based on the teaching research of visual sensing design using digital technology, a set of teaching systems of visual sensing design is designed by using the methods of literature research and investigation and analysis. Special topics are set up from the aspects of professional subjects; regarding course content, various sensor principle research courses, visual sensor design courses, experimental courses, and example courses are set up; teaching methods are divided into online and offline synchronous classes; the evaluation method should focus on the distribution, examples, and practice. The results show that traditional classroom teaching is seriously separated from extracurricular learning. Most students are in a state of passive acceptance of knowledge and have few thinking activities. The established teaching system integrates brain and cognition, photoelectric foundation, sensory imaging, visual sensing imaging, visual sensing technology courses, computer technology, virtual experiment courses, and physical experiment courses. It can carry out more than 30 experiments of optical microscopic imaging and X-ray imaging based on the principle of visual sensing. Therefore, the teaching effect and teaching mode of the proposed digital visual sensing teaching system have been greatly improved.

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The Precision Teaching System: A Synthesized Definition, Concept Analysis, and Process

Cited by 29 publications

References 44 publications

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism

Evaluating e-Learning in the Pathology Course During the COVID-19 Pandemic

Digital Visual Sensing Design Teaching Using Digital Twins

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