Precision Teaching is a quantitative form of applied behavior analysis in education, a precise and systematic method of evaluating instructional tactics and curricula. Precision Teaching was initially developed by Ogden R. Lindsley and Eric C. Haughton in the 1960s based largely on the work of B. F. Skinner and Fred S. Keller.
Binder, C., & Watkins, C. L. (1990). Precision Teaching and Direct Instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3, 74-96.
Boyce, T. E. & Hineline, P. N. (2002). Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom.The Behavior Analyst, 25, 215 - 226.
Calkin, A. B. (2005). Precision teaching: The Standard Celeration Charts.The Behavior Analyst Today, 6, 207 -235.
Keller, F. S. (1968). “Good Bye, Teacher…” Journal of Applied Behavior Analysis, 1, 79–89
Lattal, K. A. (2004). Steps and pips in the history of the cumulative recorder. Journal of Experimental Analysis of Behavior, 82, 329-355.
Lindsley, O. R. (1964). Direct measurement and prosthesis of retarded behavior. Journal of Education, 147, 62-81.
Lindsley, O.R. (1971). From Skinner to Precision Teaching: The child knows best. In J. B. Jordan & L. S. Robbins (Eds.), Let’s try doing something else kind of thing (pp. 1- 11). Arlington, VA: Council for Exceptional Children.
Lindsley, O.R. (1991). From technical jargon to plain English for application.The Journal of Applied Behavior Analysis, 24, 449-458.
Lindsley, Ogden R. (1991)."Precision Teaching's Unique Legacy from B. F. Skinner".Journal of Behavioral Education, 1, 253–266.
Lindsley, O. R. (1992). Precision teaching: Discoveries and effects.Journal of Applied Behavior Analysis, 25, 51-57. Potts, L.,
Eshleman, J. W., & Cooper, J. O. (1993). Ogden R. Lindsley and the historical development of precision teaching. The Behavior Analyst, 16, 177-189.
Owen White: Precision Teaching
While Owen was teaching classes at the University of Washington, people from all over the world used his class sites for the information on Precision Teaching. When Owen retired he wanted to make sure the most important information was still available. Owen died unexpectedly in March 2012. The College of Education at the University of Washington is making this web site available to be sure people can still find Owen’s information. If you see anything that needs correcting or know items that he provided and you would like to have available, please use the e-mail (firstname.lastname@example.org). Peggy White, Owen’s wife, will respond and work with you to add it.
Precision Teaching Hub & Wiki
This site is an effort to collect many Precision Teaching links of interest and FAQs in one place for easy surfing.
The Fluency Project
This website was inspired by a growing interest among both laypersons and professionals in fluency research and application. The groundwork for fluency-based learning and performance improvement methods has been laid in many published articles and chapters, as well as in unpublished and out-of-print papers and reports. One of our goals is to provide access as widely as possible to as many of those invaluable resources as we can. For more information go to www.fluency.org
To download a PDF Standard Celeration Chart, the primary tool used for Precision Teaching and fluency-based instruction, click here.
Info from the Precision Teaching Hub & Wiki (updated by Regina Claypool in 2008).
The Journal of Precision Teaching & Celeration was a publication of the Standard Celeration Society. This non-refereed journal was a primary outlet for discoveries and practices being developed by chart users and precision teachers from 1980 to 2010. This archive contains a wealth of information, research, and insights directly from practitioners and scholars who used the standard celeration chart as their primary measurement and decision-making tool.
The Standard Celeration Society is a membership organization committed to supporting and disseminating tools, methods, and strategies for measuring learning and performance. We have deep roots in behavior science and its application, with a history that traces back to the early days of the experimental analysis of behavior. At the same time, our members are pragmatists who use the standard graphic data display called the standard celeration chart (deceleration or acceleration) to monitor ongoing performance, and changes in performance (“learning” or celeration) so that we can better understand and make decisions that affect individuals, groups, whole organizations, and support research and development in many fields.
Our members include educators, students, psychologists, therapists of many kinds, social scientists, researchers, business people, managers, individual self-managers, policy makers, and more. We invite people to explore possible applications.
All the information provided in the pages of Educando con Amor is done for information purposes only and does not constitute a legal contract between Educando con Amor LLC and any person or entity unless otherwise specified. Any links to external websites are provided as a courtesy and they should not be construed as an endorsement by Educando con Amor LLC of the contents or views of the linked materials.