Table of Contents

 

SECTION ZERO – INTRODUCTION

Chapter 0 – Introduction to
Precision Teaching

Science and education
Precision Teaching and its relation to curricula
Evidence for Precision Teaching
Defining Precision Teaching
Using Precision Teaching as a system for monitoring progress, problem solving, making decisions and differentiating instruction
Why use Precision Teaching

Chapter 1 – Guiding Principles of Precision Teaching

Guiding principles
Guiding principles for Precision Teaching
The learner knows best
Focus on observable behavior
Frequency as measure of performance
Using the Standard Celeration Chart
The process of Precision Teaching
Pinpoint
Record
Change
Try Again

SECTION ONE – PINPOINTING

Chapter 2 – Pinpointing

Why pinpointing
Pinpointing Process
Pinpointing behavior by applying the pinpointing
checklist
Selection criteria for behavior
Frequency of behavior
Describing Pinpoints using Movement Cycles
Behavior pairs

Chapter 3 – Learning Channels

Why learning channels
How to use the learning channel matrix
How to find learning channel sets
Yoking learning channel sets
How to write learning channels
Other uses for the learning channel matrix

SECTION TWO – RECORDING

Chapter 4 – Recording

Measuring learning
Measuring learning with frequency
Counting pinpointed behavior
Methods generating counts of pinpointed behavior
Counting behavior using automatic
recording devices
Counting behavior through the direct
observation of permanent products
Counting by direct observation of behavior
Devices for Counting Pinpointed Behavior
Learners as counters
Monitoring time
Selecting temporal instruments
Using counting times
Combining count and time
Developing materials for record step

Chapter 5 – Basics for understanding and
using the Standard Celeration Chart

Rationale for the Standard Celeration Chart
Benefits for teachers and learners using a
standard chart
How to use the Standard Celeration Chart
Data entry on the Standard Celeration Chart
Print and web resources

Chapter 6 – Basic and advanced elements of
analysis for the Standard Celeration Chart

Analyzing behavior
Single phase analysis
Celeration
Bounce
Outliers
Accuracy Improvement Measure
Multiple phase analysis
Frequency multipliers
Celeration multipliers
Jumps and turns (combined analysis)
Comparing successive bounce values
Comparing successive Accuracy Improvement Measures
Using all measures for a multiple phase analysis
(analyzing data between phases)

SECTION THREE – CHANGE

Chapter 7 – Change

Evidence and science
Decision-making (When to make a change)
One data point
Three or more data points
Five or more data points in a single phase
Behavior change pictures
After beginning a new phase
Precision Teaching change strategies
Slice back
Slice forward
Step back
Step ahead
Increasing amount of frequency building trials
Incorrect movement (error analysis) specific
skill building
Element pinpoint frequency building
Reduce the counting time
Use reinforcers
Sprinting
Change strategy hierarchy

SECTION FOUR – TRY AGAIN

Chapter 8 – Try Again

Why Try Again
Try Again includes decision making and problem
solving
How to Try Again
How to identify what variables need changed
Ask guiding questions to facilitate change
decisions
Apply appropriate data-based decision guidelines
or change hierarchies
Problem solving with other professionals
Chart Shares
Precision Teaching Process Summary

SECTION FIVE – PRECISION TEACHING STRATEGIES

Chapter 9 – Behavioral Fluency

What is behavioral fluency
The necessity of the Standard Celeration Chart for behavioral fluency
Perspective through scale – Part 2
Rationale for incorporating behavioral fluency into academic programs and learning projects
Critical learning outcomes of behavioral
fluency
Establishing behavioral fluency with frequency
building
Selecting pinpoints for frequency building
(leading to behavioral fluency)
How to systematically build frequency
Selecting fluency aims or performance
standards for behavioral fluency
Frequency Building Materials

SECTION SIX – PRECISION TEACHING IN SCHOOLS

Chapter 10 – Precision Teaching and Response to Intervention (Contributed by Douglas E. Kostewicz and Christopher J. Lemons)

Response to Intervention
Brief history
Essential elements
Potential benefits and Concerns
Assessment as Information within RTI
Fitting Precision Teaching in an RTI Model School
Implementation of PT with RTI: Enhanced
information flow
Precision Teaching: From assessment to
frequency building
Tier 1 components
Advantages of Tier 1 implementation
PT/RTI Tier 1 process
Tier 2 components
Advantages of Tier 2 implementation
PT/RTI Tier 2 process
Tier 3 components
Advantages of Tier 3 implementation
PT/RTI Tier 3 process

APPENDIX
GLOSSARY
REFERENCES
NAME INDEX
SUBJECT INDEX