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Berquam, Skip – B. C. Journal of Special Education, 1985
In discussing the effectiveness of precision teaching, three questions are addressed: (1) What is different or unique about it? (2) What kind of data are necessary to prove that precision teaching affects learning? and (3) What evidence supports its use? (Author/CL)
Descriptors: Disabilities, Elementary Secondary Education, Precision Teaching, Program Effectiveness
White, Owen Roberts – B. C. Journal of Special Education, 1985
The author reviews systems providing objective guidelines to facilitate ongoing, daily instructional decisions, focusing on those which utilize the sensitive datum and uniform charting procedures of precision teaching. Potential users are warned that the special education teacher must remain a critical and vigilant analyst of the learning process.…
Descriptors: Decision Making, Disabilities, Elementary Secondary Education, Precision Teaching
Peer reviewedRaybould, E. C.; Solity, J. E. – British Journal of Special Education, 1988
Two proponents of the precision teaching approach to teaching the handicapped discuss such principles as: the problem of partial application of the method; relationship to behaviorism; relationship to experiential learning; and the importance of fluency in task performance, mastery learning, and recordkeeping. (DB)
Descriptors: Diagnostic Teaching, Disabilities, Elementary Secondary Education, Experiential Learning
Download full textHendrickson, Jo M.; And Others – 1988
The monograph describes various aspects of data collection, analysis and data-based decision-making for the regular or special education classroom teacher. Direct and repeated measurement of student progress and program effectiveness is advocated. Four fundamental steps are outlined: (1) identify instructional objectives and collect data on…
Descriptors: Decision Making, Diagnostic Teaching, Disabilities, Educational Technology
Peer reviewedLovitt, Thomas C.; And Others – Teaching Exceptional Children, 1990
Through inservice instruction, three research-based teaching and learning strategies (keywords, study guides, and graphic organizers) were presented to teachers of students with disabilities. When the teachers implemented the strategies in their classrooms using precision teaching techniques, student achievement increased. (JDD)
Descriptors: Academic Achievement, Advance Organizers, Disabilities, Graphic Organizers
Peer reviewedKoorland, Mark A.; Nelson, C. Michael – Exceptional Children, 1990
This critique discusses conceptual and practical issues raised in a paper by D. Marston (EC 210 837) on choosing the most technically adequate graph for measuring progress on individual education plans. The critique argues that the Standard Behavior Chart is a technically adequate and useful measurement tool. (JDD)
Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, Graphs
Peer reviewedMarston, Douglas; Deno, Stanley L. – Exceptional Children, 1990
This article responds to a criticism (EC 231 964) of a paper that discusses graphs for measuring progress on individual education plans (EC 210 837). It notes that the type of chart used is not a major issue; the important point is that teachers repeatedly gather data on educationally relevant tasks and evaluate intervention effectiveness. (JDD)
Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, Graphs
