Ogden R. Lindsley and the Historical Development of Precision Teaching

Abstract

This paper presents the historical developments of precision teaching, a technological offshoot of radical behaviorism and free-operant conditioning. The sequence progresses from the scientific precursors of precision teaching and the beginnings of precision teaching to principal developments since 1965. Information about the persons, events, and accomplishments presented in this chronology was compiled in several ways. Journals, books, and conference presentations provided the essential information. The most important source for this account was Ogden Lindsley himself, because Lindsley and his students established the basic practices that define precision teaching.

Benefits of adding precision teaching to behavioral interventions for students with autism

“…A variety of articles and books clearly explain how to use Precision Teaching and further discuss its technical adequacy (see Binder, 1996;Kubina & Morrison, 2000;Lindsley, 1971Lindsley, , 1990Lindsley, , 1992Lindsley, , 1997Maloney, 1998;McGreevy, 1983;Potts, Eshleman, & Cooper, 1993;Pennypacker et al, 1972;West & Young, 1992;White, 1986;White & Haring, 1980). In addition, the Journal of Precision Teaching and Celeration has existed for more than 20 years and contains a variety research articles and technical information.…”

Developing Fluency and Endurance in a Child Diagnosed With Attention Deficit Hyperactivity Disorder

“…Precision teaching (PT) is a technical offshoot of behavior analysis (Potts, Eshleman, & Cooper, 1993). It is not a way of teaching, as the name suggests; rather, it is a general approach that involves repeated practice, error-correction procedures, timed drills to meet predetermined fluency aims, and the use of the standard celeration chart (Pennypacker, Koenig, & Lindsley, 1972).…”

Looking for a Way to Improve Your Behavior Analysis Lectures? Try Guided Notes

“…Also interject other types of activities. There are several effective instructional strategies to consider, including the personalized system of instruction, response cards (i.e., cards or signs that students hold up in unison to instructor's questions), case simulations, small group intervention projects, frequent exams, SAFMEDS, and graphing activities (e.g., Heward, 1994;Lindsley, 1983Lindsley, , 1993Lloyd & Lloyd, 1992;Malott, 1984;Michael, 1994;Potts, Eshleman, & Cooper, 1993, for additional information).…”