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Interventions involving precision teaching (PT) and fluency-based instruction may promote the acquisition of intraverbal repertoires. We examined the effects of tact fluency training on the emergence of untrained intraverbal component-composite relations for three participants with autism and mild to moderate intellectual disability. We used a multiple-probes across participants design across the three participants, with additional replication across thematic clusters for one participant. The results suggest a relation between tact fluency training and the emergence of untrained intraverbal responses may exist. All participants learned to name items in a category without a nonverbal discriminative stimulus.

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Critical thinking is identified as a key educational outcome in higher education curricula; however, it is not trivial to support students in building this multifaceted skill. In this study, we evaluated a brief online learning intervention focusing on informal fallacy identification, a hallmark critical-thinking skill. The intervention used a bite-sized video learning approach, which has been shown to promote student engagement. Video-based learning was implemented within a precision teaching (PT) framework, which modulates the exposure of individual learners to the learning material to enable them to build 'fluency' in the targeted skills. In one of the learning conditions, PT was applied synergistically with domain-general problem-based training to support generalisation. The intervention consisted of two learning episodes and was administered to three groups (learning conditions) of 19 participants each: a PT fluency-based training group; a PT + group, where PT was combined with problem-based training; and a self-directed learning control group. All three groups showed comparable improvements in fallacy identification on taught (post-episode tests) and unseen materials (post-intervention assessment), with lower-scoring participants showing higher gains than high-scoring participants. The results of the knowledge retention tests a week later were also comparable between groups. Importantly, in the domain-general fallacy-identification assessment (post-intervention), the two PT groups showed higher improvements than the control group. These findings suggest that the integration of bite-sized video learning technologies with PT can improve students' critical-thinking skills. Furthermore, PT, on its own or combined with problem-based training, can improve their skill to generalise learning to novel contexts. We discuss the educational implications of our findings.

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Frequency building, a method of instruction by which learners perform timed repetitions of the behavior followed by corrective feedback, is often used in conjunction with precision teaching wherein individuals' performances are continuously measured on a standard celeration chart (SCC) to facilitate data-based decisions. The present case study utilized a synchronous teaching method to teach caregivers to implement frequency building in-home to teach young learners to identify sight words while learner performance was measured on a SCC. Four participants, with little previous exposure to sight words, were taught using precision teaching as implemented by caregivers. Results indicate that synchronous teaching is a viable method to teach caregivers to implement precision teaching, but care should be given to the method of teaching as well as procedural fidelity during precision teaching trials.

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Under background of new medical science,how to train high-quality medical talents with post competence is one of important contents of medical higher education.In order to train professional medical talents in different fields,make them more suitable for characteristics of their majors,and adapt to needs of future career development,"precision teaching"should be carried out in teaching,including precision of course content design,teaching mode and assessment method,so as to achieve goal of cultivating professional medical talents with precision.Therefore,guided by competency of new medical posts,our teaching team try to explore precision teaching in course construction of Medical Immunology.Here we introduce specific method by taking chapter of Antibody as an example.

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With the development of smart education, teachers' precision teaching ability has increasingly become an important component of their professional ability. Based on the Socialization, Externalization, Combination, Internalization (SECI) model of knowledge management, this research constructs a theoretical model of data knowledge transformation, data consciousness, and teachers' precision teaching ability, and uses Partial Least Squares to analyze the interaction and influence among the elements. The empirical results show that the transformation of internal knowledge related to data has a significant positive impact on the improvement of teachers' precision teaching ability and data consciousness; the transformation of external knowledge related to teaching has a positive effect on the teaching management ability of teachers' precision teaching ability, but the effect is not significant. Data consciousness plays a partial mediating effect between internal knowledge transformation and teachers' precision teaching ability, and a complete mediating effect between external knowledge transformation and teaching management ability.

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In Botswana, Special Needs Education has been implemented for 25 years with some success but there is still a need for evidence-based methods like Frequency Building, behavioural fluency, and Precision Teaching to be used to measure and improve school performance and learning. We explored the impact of these behavioural technologies on reading performances of four children with learning disorders (ADHD, speech impairment and acquired brain disorder) in a special school in Gaborone. At the assessment, two children were unable to read letter sounds and two could not read sight words. Reading performances were measured with frequency and displayed on a standard celeration chart. During the intervention, the length of the tasks was reduced and then augmented. Findings revealed that after 3 months of intervention children significantly increased their score stimulating self-confidence and enthusiasm during activities. This work demonstrates that behavioural technologies can be applied in Africa without using expensive or time-consuming resources.

Asunto(s)

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Private events such as thoughts and feelings occur within the individual and are inaccessible to outside observers. Creating interventions for troublesome private events, therefore, is challenging. Precision teaching has a number of studies where participants self-count targeted private events and intervene by engaging in 1-min timings of positive thoughts. The present pilot study extended the 1-min timing procedure to a 15-year-old girl with autism spectrum disorder. After the intervention, the participant's level of despondent thoughts dropped by ÷4.55 in level, with lower levels of anxiety and depression as measured by the Beck Anxiety Inventory and the Beck Depression Inventory.

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Objective:To construct a precision teaching platform based on quality feedback, and to explore its application effect on the teaching of practice nursing students in the operating room.Methods:A total of 179 nursing students who interned in the operating room of Zhongshan Hospital Affiliated to Xiamen University from January 2018 to January 2019 were selected as the control group, while 157 nursing students who interned in this hospital operating room from February 2019 to February 2020 were selected as the research group. The control group adopted the traditional clinical teaching mode, while the research group adopted the teaching mode of precision teaching platform based on quality feedback. The assessment results of basic theoretical knowledge and operation skills after the internship were compared between the two groups of students, and their critical thinking ability before and after the internship, the comprehensive evaluation on them by surgeons after the internship and the satisfaction of interns with teaching were compared. SPSS 25.0 was used for t test and chi-square test. Results:After internship, the examination results of basic theoretical knowledge and operation skills in the research group were higher than those in the control group ( P<0.05). There was no significant difference in critical thinking ability between the two groups before internship. After internship, the critical thinking ability of the two groups were both significantly improved, and this ability of the research group improved more significantly than that of the control group ( P< 0.05). After the internship, the surgeon's comprehensive evaluation on the nursing students in the research group was higher than that in the control group, and the difference was statistically significant ( P<0.05). The total satisfaction rate of nursing students with teaching in the research group was significantly higher than that in the control group [93.63%(147/157) vs. 85.47%(153/179)], and the difference was statistically significant ( P<0.05). Conclusion:The application of precision teaching platform based on quality feedback in the teaching of practice nursing students in the operating room can significantly improve the learning effect of student nurses, improve their critical thinking ability and clinical comprehensive work ability, and improve their satisfaction with teaching.

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Precision teaching (PT) comprises a sophisticated measurement and decision-making system aimed at helping its users foster superior outcomes for the clients or students they serve. The longevity of PT has led to many discoveries surrounding measurement, performance, learning, and behavior change. The contributions to knowledge derive from a range of studies. Some of the research uses single-case experimental designs, whereas the majority employs an approach called behavior dynamics. The use of behavior dynamics distinguishes PT from behavior analysis. Behavior dynamics does not seek to uncover functional relations. Nevertheless, behavior dynamics represents a sound approach to conduct research, generate reliable information, and engender knowledge.

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A positive and expected by-product of a well-programmed instructional sequence is an escalation of learning, where skills are acquired more quickly as teaching goes on. Despite the importance of this effect in behavior analysis and education, techniques for detecting and analyzing it are rarely observed in practice settings. A behavioral approach to this phenomenon is rooted in the term agility, which has persisted in the precision-teaching community as a description of desirable acquisition patterns. Precision teachers have long carried forward a loose definition of agility as "celerating celerations." Although this definition might succeed in generally orienting practitioners toward the goal of helping people acquire new skills more quickly, its lack of technical specificity has hindered efforts to fully integrate such analyses into practice. In this article, the authors define agility and distinguish it from other concepts common to education and behavior analysis. Further, a tutorial for quantifying and analyzing agility using frequency, celeration, and bounce multipliers is presented in detail. Finally, the practical implications afforded by analyses of agility are delineated.

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Like many Title 1 schools in the United States, the host site for this study in rural South Carolina represents a widespread literacy crisis in our public education system. In this particular school, only 20% of 3rd graders demonstrated proficient reading skills. Although extremely effective precision teaching-based literacy intervention programs have been developed in the private sector, such as the Fit Learning™ model, the extensive time and related costs of training classroom teachers in those methods prohibit struggling schools on tight budgets. As such, the current study sought to develop and test the feasibility of a truncated version of the Fit Learning™ model, dubbed Fit Lite™. Fourteen students identified by the school as "high risk" for literacy struggles were instructed in the Fit Lite™ model in their after-school program. With expert oversight and only 1 week of training, a group of 4 implementers with no prior experience using precision teaching or implementing Fit Lite™ produced promising reading improvements. Over the course of approximately 12 weeks, the 14 students improved by an average of 16 percentile points against the national average on standardized progress-monitoring tools. Details of the Fit Lite™ model, results achieved in this study, and considerations for future replications are described.

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This study examined the effects of training in 2 yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization, and retention of learning. Four 5th-grade participants were taught the lowercase letters of the Greek alphabet; 12 letters were taught in the hearsee/say channel and 12 letters were taught in the hearsee/write channel for equal amounts of time. The hearsee/say channel reached higher frequencies at the end of training and showed higher acquisition celerations than the hearsee/write channel. However, the hearsee/write channel showed higher accuracy and retention than the hearsee/say channel. The hearsee/write channel also showed greater generalization across learning channels including the see/say, think/say, think/write, and see-name/draw-symbol channels. This research has implications for the design of instruction.

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Precision teaching is a measurement system that uses frequency as its basic data and plots those data on a standard celeration chart for practitioners to make decisions (Maloney, 1998). Kay, a 17-year-old girl with autism spectrum disorder and profound speech sound disorder, participated in this multiple-baseline across-behaviors study. The syllables "thu," "fu," and "cu" were targeted for higher frequencies of correct echoic responding in isolation. Lip-tongue-teeth position prompts, frequency building (Fabrizio & Moors, 2003, European Journal of Behavior Analysis, 4(1-2), 23-36), and feedback were used in brief timed practice trials for the first 2 skills. Priming (Cihon et al., 2017) was also added to the third syllable. The frequency of correct responses accelerated from low levels in baseline to a frequency aim of 60 per minute or higher, with intervention for all 3 targets. The accuracy of her articulation with 30 functional words with the component consonant sounds was measured and showed significant improvements from baseline to postintervention. The outcomes representing fluent performance were also achieved. The implications of training for fluency of syllables on word speech are discussed.

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The current study evaluated the use of precision teaching to address the verbal behavior deficits of children with autism and other language disorders. From 2013 to 2018, a high-research-activity doctoral university in the south-central United States operated a free clinic that provided applied behavior anlaysis services to early learners in the local community. Participants received referent-based verbal behavior instruction to strengthen their functional language skills by systematically transferring stimulus control across 4 primary verbal operants: mands, echoics, tacts, and sequelics. Referent-based instruction is premised on the notion that proportionate levels of strength among these 4 operants provide the relational flexibility of naturalistic speaking observed in typical language development. This article details the language gains made by 49 participants who received 13 weeks of intervention for 90 min a day, 4 days a week. Relative strengths and weaknesses were identified in the verbal repertoire of each participant, and individualized fluency aims were subsequently developed. Results of pretest and posttest comparisons show that there was a large effect size within the verbal behavior gains of participants who received precision teaching. Implications for implementing referent-based instruction, as well as future areas of research, are discussed.

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Lindsley developed the "say all fast minute every day shuffled" (SAFMEDS) procedure in the late 1970s to enhance the typical use of flash cards (Graf & Auman, 2005). The acronym specifically guides the learner's behavior when using flash cards. A review of SAFMEDS research indicates its successful use with children, college students, and older adults with and without disabilities. The literature also indicates that SAFMEDS procedures are not well documented and have multiple variations, limiting practitioners' ability to know what procedures to use and when. The purpose of this study was to evaluate the effects of a basic SAFMEDS procedure and four supplementary SAFMEDS procedures on the rates of correct and incorrect responding to unfamiliar Russian words and Chinese characters in college students. The results of the study suggest that the basic SAFMEDS procedure produced some learning (i.e., increases in correct responding and decreases in incorrect responding), but all of the supplementary procedures led to greater increases in the number of correct responses per 1-min timing. Further research evaluating differences in performance across the supplementary procedures is warranted.

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Physical inactivity increases the risk of many chronic diseases. Approximately 40% to 50% of college students are physically inactive. Research suggests that when students establish physical activity routines during their college careers, they have a greater chance of maintaining those specific behaviors over time. The current study sought to increase steps in sedentary college students by using a self-management intervention consisting of self-monitoring, goal setting, social media (Instagram), weekly meetings, and social feedback. Researchers used a multiple-baseline across-participants design with an embedded reversal to assess the effects of the packaged intervention. The intervention increased the physical activity levels of 3 of the 4 participants. The results of the current study suggest that multiple strategies such as the use of technological innovations, goal setting, and social media feedback should be considered and leveraged in programs aimed at increasing the level of physical activity among college students.

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The purpose of this study was (a) to use a precision-teaching (PT) framework to design, train, and evaluate a tap-dancing training sequence and (b) to evaluate fluency outcomes as a function of training tap dance components to optimal frequencies. The study trained a series of 8 tap-dancing steps to 4 novice dancers and evaluated the effects on untrained components and probes of retention, stability, endurance, and application. The study also included a control participant who only completed application probes. Weekly probes examining the facilitative effects of training on the untrained components revealed improvements for some untrained steps, but not all. Retention probes revealed little difference in frequencies from the last data point in training. Stability and endurance probes revealed marked increases in the frequency of corrects and decreases in the frequency of errors. The results of application probes showed improvements to some degree for experimental participants; however, the control participant also made gains in performance. This makes it difficult to draw conclusions regarding application. The study demonstrates how a PT framework may be useful to those interested in enhancing sports performance training. We discuss limitations and future directions.

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The current article provides an introduction to the special section in Behavior Analysis in Practice focusing on precision teaching and standard celeration charting. This particular section highlights recent advancements and discoveries made using the standard celeration chart. Drs. Andrew Bulla, Mary Sawyer, and Abigail Calkin served as guest editors for the special section. This section includes articles focusing on applications to general and education settings, working with individuals with disabilities, tutorial pieces giving practitioners a step-by-step guide for implementing procedure, as well as unique applications of the standard celeration chart.

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Blended learning has gained increasing popularity in colleges and universities with mixed results. Precision teaching can effectively promote learning performance. The relation between perceived precision teaching (PPT) and the learning performance of college students in a blended learning environment is investigated in this paper. In the research survey is featuring a structural model, 256 college students who attended blended learning courses featuring precision teaching participated. The model results revealed that PPT is directly and positively related to self-efficacy and learning motivation. Self-efficacy and learning motivation are directly and positively related to cognitive, teaching, and social presence. Additionally, cognitive, teaching, and social presence are directly and positively related to learning performance. Therefore, PPT is remotely and indirectly related to learning performance. These findings provide a new perspective for the theoretical study on blended learning performance and provide a realistic reference for precision teaching practice in the blended learning environment.