The Effects of Precision Teaching and Self-regulated Learning on Early Multiplication Fluency

Abstract

The effects of precision teaching and self-regulated learning on early multiplication fluency.

The implementation of Precision Teaching for the improvement of academic skills: A systematic review of the literature over thirty years

“…Frequency building was implemented via cross age peer tutoring in one study (Greene et al., 2018); however, a number of studies describing frequency building noted that students worked independently or with their peers (e.g., Chiesa & Robertson, 2000; Mannion & Griffin, 2018). Each of the following were reported on one study respectively: A web‐based intervention (Hayes et al., 2018), repeated reading (Kubina et al., 2008), frequency building with self‐regulated learning framework (Sleeman et al., 2019). Teach‐test‐chart‐review was reported as the intervention in two studies (Griffin & Murtagh, 2015; Roberts & Norwich, 2010).…”

“…Single group pre‐post test designs could not meet standards in the absence of a control group (Downer, 2007; Hayes et al., 2018; Hughes et al., 2007; Kessissoglou & Farrell, 1995; Kubina et al., 2009). Four of the 11 (36%) group designs (RCT, QED) met WWC standards without reservations (Greene et al., 2018; Mannion & Griffin, 2018; McTiernan et al., 2018; Sleeman et al., 2019) while one (9%) met standards with reservations (Strømgren et al., 2014). Four QEDs did not meet standards because baseline equivalence was not achieved (Chiesa & Robertson, 2000; Elliot et al., 2010; Gallagher, 2006; Griffin & Murtagh, 2015).…”

“…Ten of the 28 studies formally assessed social validity (36%). Four studies sought views from both teachers/instructors and students using either questionnaires or interviews (Datchuk, 2017; Griffin & Murtagh, 2015; McTiernan et al., 2018; Sleeman et al., 2019). One study conducted a feedback session with teachers post‐intervention (Downer, 2007).…”

Precision Teaching and Tap Dance Instruction

“…The majority of PT and fluency literature focuses on education and academic skills (Berens et al, 2003;Brady & Kubina, 2010;Brosnan et al, 2018;Cavallini & Perini, 2009;Chiesa & Robertson, 2000;Griffin & Murtagh, 2015;Carl Hughes et al, 2007;Lambe, Murphy, & Kelly, 2015;McDowell & Keenan, 2001;McTiernan et al, 2016;Mercer, Campbell, Miller, Mercer, & Lane, 2000;Milyko, Berens, & Ghezzi, 2012;Newsome et al, 2014;Sleeman, Friesen, Tyler-Merrick, & Walker, 2019). Research on nonacademic skills is small by comparison and limited to a handful of studies on fine-motor behavior and sports (Fabrizio, Schirmer, King, Diakite, & Stovel, 2007;Lokke et al, 2008;McDowell et al, 2002;Twarek et al, 2010;Weiss et al, 2010).…”

Efectos de un programa basado en el Análisis Conductual Aplicado en la enseñanza de Conceptos Éticos y Morales religiosos

“…Estos planteamientos también han sido llevados al campo educativo, y definen la enseñanza como la evidencia de que las acciones de una persona afectan lo que otra pueda hacer. (Pennington, Simacek, Mc-Comas, McMaster & Elmquist, 2019;Sleeman, Friesen, Tyler-Merrick & Walker, 2019) Además, dentro del desarrollo que el paradigma conductual ha tenido dentro del campo educativo se plantea que la enseñanza no solo es la pericia en un tema o en ciertos contenidos, sino que incluye el diseño de contingencias que mejoren el aprendizaje de los estudiantes y que "los estudiantes deben hacer algo más que sentarse y mirar para ser competentes en un campo. Por lo tanto, los educadores del comportamiento ponen la actividad del estudiante en el centro de los procedimientos de enseñanza" (Skinner-Vargas, 2009, p. 85).…”