Guiding principles of precision teaching are reviewed, the use of the Standard 'celeration chart illustrated, and implementation aspects involved in pinpointing, counting, charting, and evaluating are described. The article concludes with a brief summary of effectiveness research. (CL)

Origins of precision teaching, how it differs from behavior modification, and implications for regular and special education are described. It is emphasized that it is not an approach to classroom teaching, but a system of monitoring daily performance - a measurement technique to increase efficiency and effectiveness of present teaching methods.…

Precision teaching is introduced as a method of helping students develop fluency or automaticity in the performance of academic skills. Precision teaching involves being aware of the relationship between teaching and learning, measuring student performance regularly and frequently, and analyzing the measurements to develop instructional and…

Precision teaching techniques can be used to chart students' attention span or endurance. Individual differences in attention span can then be better understood and dealt with effectively. The effects of performance duration on performance level, on error rates, and on learning rates are discussed. Implications for classroom practice are noted.…

Selecting student performance aims (proficiency levels stated in terms of rate of correct and incorrect responding) is an integral feature of the precision teaching and learning process. Descriptive and developmental research on appropriate aims is summarized, and methods for determining appropriate aims for students are described. (JDD)

The use of rate data in precision teaching, to improve fluency of student response, is discussed. Noted are its advantages, the demands it places on teachers and students, the impact on measurement procedures, and guidelines for determining when to shift from acquisition to fluency instruction. (JDD)

The founding policies of precision teaching are discussed: monitor frequency daily, use self-recording, use standard charts to display major changes, and accept that the child knows best how he or she learns. Contributions of teachers that have furthered the development of precision teaching are documented. (JDD)

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…

The article describes basic components of the technique of precision teaching of visually impaired students being mainstreamed into public schools, and its use in individual assessment and curriculum decision making.

The Precise Identification and Remediation for Learning project identifies kindergarten pupils at risk for serious learning problems. The project involves identifying target skills, developing assessment materials, conducting initial assessments, identifying children with performance deficits, providing small-group remedial instruction,…

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)

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)

Precision teaching can accelerate basic skills progress of special needs children. Issues discussed include using probes as performance tests, charting daily progress, using the charted data to modify teaching methods, determining appropriate age levels, assessing the number of students to be precision taught, and carefully allocating time. (JDD)

Precision teaching is a way of maintaining accountability in a classroom, through letting children work on individually prescribed objectives without losing track of each child's needs and rate of progress. This goal is accomplished through taking a timed test of each student's performance daily, and recording the scores on logarithmic charts. The…