Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Symposium #386
Expanding the Scope of Research in Precision Teaching
Monday, May 30, 2005
3:00 PM–4:20 PM
Private Dining Room 2 (3rd floor)
Area: EDC; Domain: Applied Research
Chair: Kimberly Nix Berens (University of Nevada, Reno)
Discussant: Kimberly Nix Berens (University of Nevada, Reno)
Abstract: The current symposium will include papers that highlight the expanding scope of Precision Teaching research. The power of using standard measurement methodologies for conducting broad-scale research in behavior analysis will be illustrated.
Precision Teaching and Applied Research Methods: Trying to Fit a Square Peg into a Round Hole
KENDRA RICKARD (University of Nevada, Reno), Kimberly Nix Berens (University of Nevada, Reno), Jennifer Cicchi (University of Nevada, Reno), Thomas E. Boyce (University of Nevada, Reno)
Abstract: In the behavior analytic community, one of the major concerns with Precision Teaching is the lack of systematic, controlled research. Current efforts to remedy this problem by conducting analog studies in Precision Teaching typically involve single-subject designs common in mainstream behavior analysis. It is unknown whether such methodological models are best suited for Precision Teaching research. The current paper examines this problem by evaluating a common clinical practice used by Precision Teachers to increase behavioral endurance. Aggregate clinical data obtained across a large number of learners exposed to this procedure in an academic setting will be compared with data obtained from participants included in a more controlled, analog study. Findings will be discussed with respect to the limitations involved in combining Precision Teaching practices with typical single-subject methodologies used in behavior analysis. Implications of these findings along with recommendations for future research will be offered.
Teaching Intraverbal Repertoires: Can Precision Teaching Help?
TRACI M. CIHON (University of Nevada, Reno), Fernando Guerrero (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno)
Abstract: This paper offers a brief review of some of the literature exploring the most commonly employed methods of establishing intraverbal repertoires. A more in-depth review of the methods of Precision Teaching to teach intraverbal repertoires is included. A discussion of the effectiveness of each of the procedures employed follows. Finally, the implications of utilizing Precision Teaching to establish an intraverbal repertoire are discussed in detail.
Training Teachers with Precision: Development and Evaluation of a Teacher-Training Model to Produce Optimal Instructional Performance
KIMBERLY NIX BERENS (University of Nevada, Reno), Thomas E. Boyce (University of Nevada, Reno)
Abstract: Much of the research in staff training targets human service employees and their use of behavior management methods with disabled populations. Very little research has been conducted to investigate the impact of training educators to use behavioral educational methods such as Precision Teaching. It has been demonstrated that Precision Teaching methods produce exemplary performance outcomes with students. As such, it seems that these same methods could be used for training teachers to use more effective instructional strategies in their classrooms. It is the purpose of the proposed investigation to examine the use of Precision Teaching methods to train teachers to use Precision Teaching methods with their students. Specifically, the differential effects of a more traditional package will be evaluated against a training package where Precision Teaching and fluency-based instruction are used. The impact of these two training methods will be examined with respect to: (a) positive changes on teacher instructional behavior, (b) positive changes on student academic behavior, (c) general acceptance of the training package by teachers, and (d) generalization of training effects to novel instructional situations.



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