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JPT and JPTC articles by topic area

Page history last edited by Regina Claypool-Frey 10 years, 2 months ago

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Papers from the Journal of Precision Teaching and Journal of Precision Teaching and Celeration

Organized by TOPIC 


Author and copyright 2008, Regina G. Claypool-Frey Announcement to the SCListserv on 4/17/08

You are welcome to cite from this index with attribution, and linkback to this page

http://precisionteaching.pbworks.com/JPT and JPTC articles by topic area


The archived articles themselves are available at The Standard Celeration Society (SCS) website.

At the current time access to full text is restricted to members of the SCS (To become an SCS member).

 



 

PRECISION TEACHING: Introduction

  • Bower, B., & Orgel, R. (1981). To err is divine. Journal of Precision Teaching, 2(1), 3-12.

(Note: These were typical college-aged students) 

  • Dunn, B. (1983). Try and try again. Journal of Precision Teaching, 3(4), 96, 97. 
  • Eaton, M., Anderson, T., Jones, J., Kidder, S., Rees, P., & Storaasli, R. (1983). Precision teaching: Extending the boundaries. Journal of Precision Teaching, 4(3), 53-56, 57-60. 
  • Eaton, M., & Fox, S. (1983). Using precision teaching to teach precision teaching. Journal of Precision Teaching, 3(4), 91-96. 
  • Haughton, E., Freeman, G., & Graf, S. (1993). Accelerate your fluency on PT and charting concepts. Journal of Precision Teaching, 10(2), 38-39. 
  • Hicks, D. M., Johnson, E., & Framer, E. M. (1981). Why we should have used the standard behavior chart and celeration: A case study. Journal of Precision Teaching, 1(4), 14-16. 
  • Howell, K. W., & Lorson-Howell, K. A. (1995). What’s the hurry? Fluency in the classroom. Journal of Precision Teaching, 12(2), 24-28. 
  • Lindsley, O. R. (1995). Precision teaching: By teachers for children. Journal of Precision Teaching, 12(2), 9-17. 
  • Lindsley, O. R. (1995b). Ten products of fluency. Journal of Precision Teaching and Celeration, 13(1), 2-11. 
  • Lindsley, O. R. (1996). Do times two, then go for four, or more: Precision teaching aims for the 21st century. Journal of Precision Teaching and Celeration, 14(1), 11-17. 
  • Lovitt, T. C., & Fantasia, K. (1983). A precision teaching project with learning disabled children. Journal of Precision Teaching, 3(4), 85-91. 
  • Lovitt, T. C., Fister, S., Freston, J. L., Kemp, K., Moore, R. C., Schroeder, B., & Bauernschmidt, M. (1995). Using precision teaching techniques: Translating research. Journal of Precision Teaching, 12(2), 18-23. 
  • McGreevy, P. (1980). Hard to do becomes easy to learn. Journal of Precision Teaching, 1(1), 27-29. 
  • McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 4(4), 92-94. 
  • Smyth, P., & Keenan, M. (2002). Compound performance: The role of free and controlled operant components. Journal of Precision Teaching and Celeration, 18(2), 3-15. 
  • Spooner, F., & Spooner, D. (1983). Variability: An aid in the assessment of the effectiveness of training procedures. Journal of Precision Teaching, 4(1), 5-14. 
  • West, R. P., Young, K. R., & Spooner, F. (1995). Precision teaching: An introduction. Journal of Precision Teaching, 12(2), 2-8.

 

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Terminology

  • Lindsley, O. R. (1983). Say reward, relief, punishment, or penalty. Journal of Precision Teaching, 3(4), 100-101. 
  • Lindsley, O. R. (1983b). Terminology free/abbreviate, free/write, and free/say. Journal of Precision Teaching, 4(3), 74-75. 
  • Lindsley, O. (1994). Peaches and lemons aid clinical discovery. Journal of Precision Teaching, 11(2), 7-11. 
  • Lindsley, O. R. (1994). “Point/see/say” or “slide/see/say” learning channels. Journal of Precision Teaching, 12(1), 2-7. 
  • Lindsley, O. R. (2000). Terminology: Say reward, relief, punishment, or penalty. Journal of Precision Teaching and Celeration, 17(1), 46, 49-50.
  • McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 4(4), 92-94.

 

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Frequency

  • Berens, K. N., Boyce, T. E., Berens, N. M., Doney, J. K., & Kenzer, A. L. (2003). A technology for evaluating relations between response frequency and academic performance outcomes. Journal of Precision Teaching and Celeration, 19(1), 20-34. 
  • Billingsley, F. F., & Beebe, R. L. (1984). A single movement frequency strategy for programs serving severely handicapped learners. Journal of Precision Teaching, 5(2), 25-28. 
  • Bower, B., & Orgel, R. (1981). To err is divine. Journal of Precision Teaching, 2(1), 3-12. 
  • Evans, S. S., & Evans, W. H. (1985). Frequencies that ensure skill competency. Journal of Precision Teaching, 6(2), 25-30. 
  • Evans, S. S., Merger, C. D., & Evans, W. H. (1983). The relationship of frequency to subsequent skill acquisition. Journal of Precision Teaching, 4(2), 28-34. 
  • Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1(3), 3-20. 
  • Hicks, D. M., Johnson, E., & Framer, E. M. (1981). Why we should have used the standard behavior chart and celeration: A case study. Journal of Precision Teaching, 1(4), 14-16. 
  • Howell, K. W., & Lorson-Howell, K. A. (1995). What’s the hurry? Fluency in the classroom. Journal of Precision Teaching, 12(2), 24-28. 
  • Johnson, J. (1980). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching, 1(1), 31, 32. 
  • Jones, T. (1997). Peer-comparison percent and frequency scores for grades 8, 9, and 10. Journal of Precision Teaching and Celeration, 15(1), 111-118. 
  • McGreevy, P. (1984). Frequency and the standard celeration chart: Necessary components of precision teaching. Journal of Precision Teaching, 5(2), 28-36. 
  • Mercer, C. D., Mercer, A. R., & Evans, S. (2000). The use of frequency in establishing instructional aims. Journal of Precision Teaching and Celeration, 17(1), 1-8. 
  • Smyth, P., & Keenan, M. (2002). Compound performance: The role of free and controlled operant components. Journal of Precision Teaching and Celeration, 18(2), 3-15. 
  • Stevens, D. J. (2003). Single vs. multiple movement frequencies: How many times should we measure? Journal of Precision Teaching and Celeration, 19(1), 45-47. 
  • Wanat, P. (1990). Proficient frequencies: Have we lost sight? Journal of Precision Teaching, 7(1), 20-21.

 

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Movement cycles

  • Billingsley, F. F., & Beebe, R. L. (1984). A single movement frequency strategy for programs serving severely handicapped learners. Journal of Precision Teaching, 5(2), 25-28. 
  • CHECK THIS Jones, T. (1981). Peer-comparison percent and frequency scores for grades 8, 9, and 10. Journal of Precision Teaching, 1(4), 6-13. 
  • Stevens, D. J. (2003). Single vs. multiple movement frequencies: How many times should we measure? Journal of Precision Teaching and Celeration, 19(1), 45-47.

 

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Reward, relief, punishment or penalty (reinforcement & punishment).

  • Abrams, T., & McLaughlin, T. F. (1997). Effectiveness of error correction, error drill, praise, role reversal, and hand signals on correct rate, error rate, and comprehension. Journal of Precision Teaching and Celeration, 14(2), 24-30. 
  • Andrews, P. E., & Billingsley, F. F. (1991). Stimulus control of personally intrusive behavior. Journal of Precision Teaching, 8(2), 13-24. 
  • Bashore, C., & McLaughlin, T. F. (1995). The effects of precision teaching and a token economy on handwriting skills: A case study. Journal of Precision Teaching and Celeration, 13(1), 60-66. 
  • Binder, C., Pollard, J., & Rast, J. (1981). Strategies for identifying reinforcers and punishers. Journal of Precision Teaching, 2(2), 21-25.
  • Binder, C., Pollard, J., & Rast, J. (1998). Strategies for identifying reinforcers and punishers. Journal of Precision Teaching and Celeration, 16(1), 48-51. 
  • Cancio, E. J., Young, K. R., Macfarlene, C. A., West, R. P., & Blair, M. E. (1991). Eliminating self-injurious behavior through the use of a functional analysis, antecedent interventions, reinforcement procedures and data-based decision making. Journal of Precision Teaching, 8(2), 25-36. 
  • Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S. (1996). The effects of using direct instruction reading and a re-reading contingency, coupled with a reward and praise contingency, with a high school sophomore. Journal of Precision Teaching and Celeration, 14(1), 35-40. 
  • Lindsley, O. R. (2000). Terminology: Say reward, relief, punishment, or penalty. Journal of Precision Teaching and Celeration, 17(1), 46, 49-50. 
  • Pennypacker, M. L., & Pennypacker, H. S. (1981). An effective group-based duration contingency for classroom management. Journal of Precision Teaching, 2(2), 18-21. 
  • Vitale, B., & Berquam, E. (1997). You get what you reinforce—the effects of rewarding performance. Journal of Precision Teaching and Celeration, 15(1), 59, 61, 62.

 

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SAFMEDS

  • Bolich, B., & Sweeney, W. J. (1996). An eleven-year old girls’ use of repeated readings, SAFMEDS, and see/write-think/write practice to develop fluent reading in Hebrew. Journal of Precision Teaching and Celeration, 14(1), 41-56. 
  • Clorfene, J. B., Matsumoto, J., Bergman, M., Zhang, M., & Merbitz, C. (1998). Unexpected effects of using SAFMEDS to teach taxonomy. Journal of Precision Teaching and Celeration, 15(2), 26-31. 
  • Eaton, M., & Fox, S. (1983). Using precision teaching to teach precision teaching. Journal of Precision Teaching, 3(4), 91-96. 
  • Eshleman, J. W. (1985). Improvement pictures with low celerations: An early foray into the use of SAFMEDS. Journal of Precision Teaching, 6(3), 54-63. 
  • McDade, C. E., Austin, D. M., & Olander, C. P. (1985). Technological advances in precision teaching: A comparison between computer-testing and SAFMEDS. Journal of Precision Teaching, 6(3), 49-54. 
  • McDade, C. E., & Olander, C. P. (1990). SAFMEDS design: A comparison of three protocols. Journal of Precision Teaching, 7(2), 69-73.

 

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Pilot Programs and Schools using PT

  • Albrecht, P., & Eaton, M. (1983). Preservice and inservice training. Journal of Precision Teaching, 4(3), 72-73. 
  • Anderson, L. L., & Alber, S. R. (2003). Precision teaching in a day treatment facility. Journal of Precision Teaching and Celeration, 19(1), 35-37. 
  • Beck, R., & Clement, R. (1991). The Great Falls Precision Teaching Project: An historical examination. Journal of Precision Teaching, 8(2), 8-12. 
  • Carbone, V. J., Gayler, D. E., & Barbour, L. (1993). The role of precision teaching in a special education department’s adoption of system-wide behavior analytic methods. Journal of Precision Teaching, 10(2), 54. 
  • Haughton, E., Freeman, G., & Binder, C. (1992). Learning with precision teaching: A gift we share at the Haughton Learning Center. Journal of Precision Teaching, 9(1), 33. 
  • Kerr, K. P., Campbell, A., & McGrory, S. (2002). The Saplings model of education: Case studies in autism. Journal of Precision Teaching and Celeration, 18(2), 49-60.
  • Koorland, M. A.,&  MacLeod, S. (2005). The Accuracy Improvement Measure: A tool for assessing the effectvieness of teacher preparation programs. Journal of Precision Teaching and Celeration, 21, 13-18. 
  • Lovitt, T. C., & Fantasia, K. (1983). A precision teaching project with learning disabled children. Journal of Precision Teaching, 3(4), 85-91. 
  • Lovitt, T. C., Fister, S., Freston, J. L., Kemp, K., Moore, R. C., Schroeder, B., & Bauernschmidt, M. (1995). Using precision teaching techniques: Translating research. Journal of Precision Teaching, 12(2), 18-23. 
  • Malabello, G. (1998). IMAGINE—the first six months. Journal of Precision Teaching and Celeration, 15(2), 41-49. 
  • McDade, C. E., & Brown, J. M. (1996). Experiencing success in education and life: An intensive skills-building program. Journal of Precision Teaching and Celeration, 13(2), 13-18. 
  • Merbitz, C. T., & Olander, C. P. (1980). Precision teaching in a university center. Journal of Precision Teaching, 1(1), 18-26. 
  • Miller, J. E., & Calkin, A. B. (1997). Using precision teaching in a secondary science class. Journal of Precision Teaching and Celeration, 15(1), 44-51. 
  • Neely, M. D. (1994). Camelot’s first grade reading pilot: Report of performance and learning effects from three years of ~SBG’s world of reading with the ’93 class enhanced by SRA’s reading mastery, fast cycle I/II and precision teaching. Journal of Precision Teaching, 11(2), 36-58. 
  • Stan-Spence, A., Spence, I., Whited, C., & Welch, J. (1992). Frequent flyers: The effect of increased fluency practice at planned intervals on students with severe memory deficits. Journal of Precision Teaching, 9(1), 34. 
  • Williams, G. J., Haring, N. G., White, O. R., Rudsit, J. G., & Cohen, J. (1995). Early identification and remediation of learning problems: The PIRL project. Journal of Precision Teaching, 12(2), 50-55.

 

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Issues of the field and History

  • Lindsley, O. R. (1995). Precision teaching: By teachers for children. Journal of Precision Teaching, 12(2), 9-17. 
  • Cooper, J. O. (1996). The standard celeration society supports precision teachers. Journal of Precision Teaching and Celeration, 13(2), 4-5. 
  • Graf, S. A., & Neely, M. D. (1996). The secret celeration society. Journal of Precision Teaching and Celeration, 14(1), 7-10. 
  • Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1(3), 3-20. 
  • Haughton, E. C. (1982). Considering standards. Journal of Precision Teaching, 3(3), 75-77. 
  • Haughton, E. C. (1984). Standards refining measurement. Journal of Precision Teaching, 4(4), 96-99. 
  • Johnston, J. (1980). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching, 1(1), 31, 32. 
  • Lindsley, O. R. (1995). Ten products of fluency. Journal of Precision Teaching and Celeration, 13(1), 2-11. 
  • Lindsley, O. R. (1996). Do times two, then go for four, or more: Precision teaching aims for the 21st century. Journal of Precision Teaching and Celeration, 14(1), 11-17. 
  • Lovitt, T. C., Fister, S., Freston, J. L., Kemp, K., Moore, R. C., Schroeder, B., & Bauernschmidt, M. (1995). Using precision teaching techniques: Translating research. Journal of Precision Teaching, 12(2), 18-23. 
  • Precision teaching resources guide. (1992). Journal of Precision Teaching, 9(1), 59-63. 
  • Wolking, B. (1982). Teacher training revisited. Journal of Precision Teaching, 3(1), 23, 25. 
  • Wolking, W., & Gerent, M. (1984). A precision teaching database. Journal of Precision Teaching, 4(4), 77-85.

 

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THE STANDARD CELERATION CHART

 

Teaching the chart

  • Bower, B., & Hildebrandt, C. (1982). Mother and daughter learning together. Journal of Precision Teaching, 3(2), 45, 46. 
  • Eshleman, J. W. (1984). Obtaining a learning picture in a half-hour. Journal of Precision Teaching, 5(2), 36-40. 
  • Maloney, M. (1982). Teaching the daily standard behavior chart: A direct instruction approximation. Journal of Precision Teaching, 2(4), 11-30. 
  • McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 4(4), 92-94. 
  • McGreevy, P. (1984). Frequency and the standard celeration chart: Necessary components of precision teaching. Journal of Precision Teaching, 5(2), 28-36. 
  • McGreevy, P. (1984). Around the standard celeration chart. Journal of Precision Teaching, 5(2), 43-48.

 

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Learner self-recording

X-check self-management citations

  • Bower, R. (1985). Self-charting: Giving kids a chance. Journal of Precision Teaching, 6(1), 14-20. 
  • Cancio, E. J., & Maloney, M. (1994). Teaching peer-tutors how to proficiently utilize the standard celeration chart: A field test. Journal of Precision Teaching, 12(1), 8-14. 
  • Crawford, E., & Olson, J. (1990). Precision teaching with the physically impaired: They can chart too! Journal of Precision Teaching, 7(1), 4-8. 
  • Evans, W. H., & Evans, S. S. (1983). Self-counting in the treatment of gilles de la tourette syndrome. Journal of Precision Teaching, 4(1), 14, 16-17. 
  • Kaiser, M. (1981). Precision teaching in adult basic education, or precise and frequent measurement as a life-saving device. Journal of Precision Teaching, 2(1), 24-26. 
  • La Porte, M., & McLaughlin, T. F. (1996). Effectiveness of assisted self-recording and assisted self-evaluation on vocational welding skills of a student with autistic behaviors. Journal of Precision Teaching and Celeration, 13(2), 37-43. 
  • Liberty, K. A., & Paeth, M. A. (1995). Self-recording for students with severe and multiple handicaps. Journal of Precision Teaching, 12(2), 63-66. 
  • Maloney, M. (1993). Teaching children to chart. Journal of Precision Teaching, 10(2), 18-19. 
  • Schroeder, B. (1992). Out of the classroom and into my planner: Charting accountability to achieve personal goals. Journal of Precision Teaching, 9(1), 28-29.

 

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Aims

  • Eaton, M., & Albrecht, P. (1983). Curriculum. Journal of Precision Teaching, 4(3), 69, 71-72. 
  • Evans, S. S., & Evans, W. H. (1985). Frequencies that ensure skill competency. Journal of Precision Teaching, 6(2), 25-30. 
  • Haughton, E. C. (1980). Practicing practices: Learning by activity. Journal of Precision Teaching, 1(3), 3-20. 
  • Haughton, E. C. (1982). Considering standards. Journal of Precision Teaching, 3(3), 75-77. 
  • Haughton, E. C. (1984). Standards refining measurement. Journal of Precision Teaching, 4(4), 96-99. 
  • Koorland, M. A., Keel, M. C., & Ueberhorst, P. (1995). Setting aims for precision learning. Journal of Precision Teaching, 12(2), 56-60. 
  • McGreevy, P., Thomas, J. G., Lacy, L., Krantz, S., & Salisbury, C. (1982). Can learning or variability be predicted from low initial performance: Implications for precision teachers and equal interval charters? Journal of Precision Teaching, 3(3), 63-68. 
  • Mercer, C. D., Mercer, A. R., & Evans, S. (1982). The use of frequency in establishing instructional aims. Journal of Precision Teaching, 3(3), 57-63.
  • Mercer, C. D., Mercer, A. R., & Evans, S. (2000). The use of frequency in establishing instructional aims. Journal of Precision Teaching and Celeration, 17(1), 1-8. 
  • Moors, A., & Fabrizio, M. (2002). Using tool skill rates to predict composite skill frequency aims. Journal of Precision Teaching and Celeration, 18(1), 28-29. 
  • Shirley, M. J., & Pennypacker, H. S. (1994). The effects of performance criteria on learning and retention of spelling words. Journal of Precision Teaching, 12(1), 73-86. 
  • White, O. R. (1984). Aim*star wars [setting aims that compete]. Journal of Precision Teaching, 5(3), 55, 58-64. 
  • White, O. R. (1985). Aim*star wars [setting aims that compete]. Journal of Precision Teaching, 5(4), 86-94, 95-96. 
  • White, O. R. (1985b). Aim*star wars [setting aims that compete]. Journal of Precision Teaching, 6(1), 7-14. 
  • White, O. R. (1985c). Aim*star wars [setting aims that compete]. Journal of Precision Teaching, 6(2), 30-35. 

All 4 of the above articles by Owen White can be downloaded,

White, O. R. (1984-85) AimStar Wars:  Episodes I through V [812 kb]. Journal of Precision Teaching , 5(3), 55-64; 5(4), 86-93; 6(1), 7-12; 6(2), 30-34.

From: EDSPE Classroom Measurment & Management

 

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Learning channels

  • Lindsley, O. R. (1983). Terminology free/abbreviate, free/write, and free/say. Journal of Precision Teaching, 4(3), 74-75. 
  • Lindsley, O. R. (1994). “Point/see/say” or “slide/see/say” learning channels. Journal of Precision Teaching, 12(1), 2-7. 
  • Lindsley, O. (1998). Learning channels next: Let’s go! Journal of Precision Teaching and Celeration, 15(2), 2-4. 
  • Wolking, W. D., Sakowitz, S., & Nancarrow, E. (1983). Some comparisions between see/write and see/type arithmetic timings. Journal of Precision Teaching, 4(2), 25-28.

 

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Learning Pictures and analysis

  • Berquam, S. (1981). STRAT analysis: Using stratified celeration stacks to summarize charted data. Journal of Precision Teaching, 2(1), 13-17. 
  • Eshleman, J. W. (1984). Obtaining a learning picture in a half-hour. Journal of Precision Teaching, 5(2), 36-40. 
  • Haughton, E. C., Maloney, M., & Desjardins, A. (1980). The tender loving care chart. Journal of Precision Teaching, 1(2), 22-25.
  • Haughton, E. C., Maloney, M., & Desjardins, A. (1997). The tender loving care chart. Journal of Precision Teaching and Celeration, 15(1), 56-58. 
  • Johnson, J., & Jackson, J. (1980). Stepping ahead results in improved learning. Journal of Precision Teaching, 1(1), 29-30. 
  • McGreevy, P., Thomas, J. G., Lacy, L., Krantz, S., & Salisbury, C. (1982). Can learning or variability be predicted from low initial performance: Implications for precision teachers and equal interval charters? Journal of Precision Teaching, 3(3), 63-68. 
  • Pollard, J. (1984). Letter to the editor. Journal of Precision Teaching, 4(4), 100-102. 
  • Randolph, M. (1983). Phase changes lead to success. Journal of Precision Teaching, 3(4), 96, 98-99. 
  • Robbins, C. (1984). Teacher to teacher. Journal of Precision Teaching, 4(4), 95. 
  • Spooner, F., & Spooner, D. (1983). Variability: An aid in the assessment of the effectiveness of training procedures. Journal of Precision Teaching, 4(1), 5-14. 
  • Wood, D. L., & Fisher, D. (1980). Precise program evaluation using learning picture reports or “you oughta be in pictures.” Journal of Precision Teaching, 1(1), 2-8.
  • Wood, D. L., & Fisher, D. (1997). Precise program evaluation using learning picture reports or “you oughta be in pictures.” Journal of Precision Teaching and Celeration, 15(1), 3-9.

 

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Timing and charting

  • Calkin, A. B. (1998). One minute timing improves inners. Journal of Precision Teaching and Celeration, 16(1), 61-72. 
  • Haughton, E. C., Maloney, M., & Desjardins, A. (1997). The tender loving care chart. Journal of Precision Teaching and Celeration, 15(1), 56-58. 
  • Pennypacker, M. L., & Pennypacker, H. S. (1981). An effective group-based duration contingency for classroom management. Journal of Precision Teaching, 2(2), 18-21. 
  • Sroka, K. M. (1990). A comparison of thirty-second and sixty-second frequencies. Journal of Precision Teaching, 7(1), 8-11. 
  • Sweeney, S. R., Sweeney, W. J., & Malanga, P. (2001). The effects of one minute warm up procedures on addition one minute fluency timings. Journal of Precision Teaching and Celeration, 17(2), 76-88. 
  • Whalen, K. P., Willis, R. J., & Sweeney, W. J. (1993). Using 1-minute time trials and 4-minute practice sessions to improve a student’s performance of fraction problems. Journal of Precision Teaching, 11(1), 2-10.

 

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Other chart science

  • Eshleman, J. W. (1994). Celebrating 400 years of logarithms. Journal of Precision Teaching, 12(1), 87-96. 
  • Flanagan, B. C. (1980). Fisher’s exact probability and precision teaching: Uses, limits and an efficient method of calculation. Journal of Precision Teaching, 1(3), 21-29. 
  • Lindsley, O. R. (1994). Gunter’s line – standard celeration chart ancestor, not Napier’s logs or bones. Journal of Precision Teaching, 12(1), 97-104.

 

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ACADEMICS

 

Compositional & Creative Writing

 

 

  • Albrecht, P. (1981). Using precision teaching techniques to encourage creative writing. Journal of Precision Teaching, 2(1), 18-21.
  • Albrecht, P. (1998). Using precision teaching techniques to encourage creative writing. Journal of Precision Teaching and Celeration, 16(1), 18-21.
  • Calkin, A. B. (1996). Measuring creative writing. Journal of Precision Teaching and Celeration, 14(1), 89-90.
  • Johnson, K. R. (1993). How to build fluency in reading, math, and writing: An overview. Journal of Precision Teaching, 10(2), 14-15.
  • Lovitt, T. C. (1984). On writing a book. Journal of Precision Teaching, 5(1), 3-9.
  • McDade, C. E., Rubenstein, S. B., & Olander, C. P. (1983). Parallel between frequency testing and performance on essay questions in a theories of personality course. Journal of Precision Teaching, 4(1), 1-5.
  • Smith, C. L., & Hogan, D. (1992). Practice precisely write. Journal of Precision Teaching, 9(1), 26-27.
  • Spaulding, J., Haertel, M. W., Seevers, R. L., & Cooper, J. O. (1995). Visual imagery and structure words: Accelerating number and words and number of descriptive words written during free writing. Journal of Precision Teaching and Celeration, 13(1), 13-24.

 

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Direct Instruction & Precision Teaching

  • Albertson, L. R., & Billingsley, F. F. (1998). Improving children’s story writing: A direct instruction approach. Journal of Precision Teaching and Celeration, 15(2), 12-25.
  • Blackwell, A., Stookey, S., & McLaughlin, T. F. (1996). The effects of using direct instruction and a re-reading contingency with precision teaching. Journal of Precision Teaching and Celeration, 13(2), 19-22.
  • Delli Sante, A., McLaughlin, T. F., & Weber, K. P. (2001). The use and evaluation of a direct instruction flash card strategy on multiplication math facts mastery with two students with developmental disabilities and attention deficit hyperactivity disorder. Journal of Precision Teaching and Celeration, 17(2), 68-75.
  • Desjardins, E. A., & Slocum, T. A. (1993). Integrating precision teaching and direct instruction. Journal of Precision Teaching, 10(2), 20-24.
  • Drago, A., & McLaughlin, T. F. (1996). Using teaching your child to read in 100 easy lessons to teach letter sounds. Journal of Precision Teaching and Celeration, 13(2), 28-32.
  • Edmondson, A., Peck, S. M., McLaughlin, T. F. (1996). The effects of direct instruction on early reading skills of a kindergarten student. Journal of Precision Teaching and Celeration, 14(1), 72-76.
  • Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S. (1996). The effects of using direct instruction reading and a re-reading contingency, coupled with a reward and praise contingency, with a high school sophomore. Journal of Precision Teaching and Celeration, 14(1), 35-40.
  • Legault, A., Maloney, M., & Giroux, N. (2001). Learning rates with direct instruction, precision teaching and the corrective reading series. Journal of Precision Teaching and Celeration, 17(2), 89-91.
  • Maloney, M. (1982). Teaching the daily standard behavior chart: A direct instruction approximation. Journal of Precision Teaching, 2(4), 11-30.
  • Maloney, M. (1998). Teaching the daily standard behavior chart: A direct instruction approximation. Journal of Precision Teaching and Celeration, 16(1), 92-108.
  • Morrell, M., Morell, R., & Kubina, R.M. (1995). Using Precision Teaching to enhance Direct Instruction sight-word reading. Journal of Precision Teaching and Celeration, 13(1), 47-54.
  • Neely, M. D. (1994). Camelot’s first grade reading pilot: Report of performance and learning effects from three years of ~SBG’s world of reading with the ’93 class enhanced by SRA’s reading mastery, fast cycle I/II and precision teaching. Journal of Precision Teaching, 11(2), 36-58.
  • Stenseth, S., & McLaughlin, T. F. (1996). The effects of contingent consequences with Direct Instruction reading with a preschool child in the home. Journal of Precision Teaching and Celeration, 13(2), 53-56.

 

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Handwriting

  • Bashore, C., & McLaughlin, T. F. (1995). The effects of precision teaching and a token economy on handwriting skills: A case study. Journal of Precision Teaching and Celeration, 13(1), 60-66.
  • Brunner, M., McLaughlin, T. F., Sweeney, W. J. (1993). Employing error drill and feedback to improve the legibility of manuscript and cursive handwriting. Journal of Precision Teaching, 11(1), 32-37
  • DeAngelis, L., McLaughlin, T. F., & Sweeney, W. J. (1995). Use of error drill, feedback, praise, and fading to increase the legibility of D’Nealian handwriting with two special education students. Journal of Precision Teaching and Celeration, 13(1), 25-34.
  • Freeman, G., & Haughton, E. (1993). Handwriting fluency. Journal of Precision Teaching, 10(2), 31-32.
  • Kubina, R. M., Aho, D., Mozzoni, M. P., & Malanga, P. (1998). A case-study in re-teaching a traumatically brain injured child handwriting skills. Journal of Precision Teaching and Celeration, 15(2), 32-40.
  • Ladenburg, S., McLaughlin, T. F., & Sweeney, W. J. (1994). The effects of drill and practice on increasing accurate formation of lower-case calligraphy letters. Journal of Precision Teaching, 12(1), 67-72.

 

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Math

  • Bower, R. L. (1984). Arcade style software for your micro: A review of DLM’s arcademic skill builders for math and language arts. Journal of Precision Teaching, 5(1), 14-19.
  • Bullara, D. T., Kimball, J. W., & Cooper, J. O. (1993). An assessment of beginning addition skills following three months without instruction or practice. Journal of Precision Teaching, 11(1), 11-16.
  • Campbell, K. U., & McCarthy-Jensen, D. (1982). Digit typing for micro-computer math programs: Toward a determination of proficiency standards. Journal of Precision Teaching, 3(3), 68, 70, 71.
  • Campbell, K. U., & McCarthy-Jensen, D. (2000). Digit typing for micro-computer math programs: Toward a determination of proficiency standards. Journal of Precision Teaching and Celeration, 17(1), 14, 16-17.
  • Desjardins, E. A. (1993). Teaching addition and subtraction word problems. Journal of Precision Teaching, 10(2), 25-28.
  • Delli Sante, A., McLaughlin, T. F., & Weber, K. P. (2001). The use and evaluation of a direct instruction flash card strategy on multiplication math facts mastery with two students with developmental disabilities and attention deficit hyperactivity disorder. Journal of Precision Teaching and Celeration, 17(2), 68-75.
  • Eaton, M., Partlow, C., Hermann, K., & Lankenau, A. (1984). Doubles, neighbors and two houses away: A quick trip to aim on addition facts. Journal of Precision Teaching, 5(3), 49-53.
  • Farley, J., & McLaughlin, T. F. (1996). Evaluating the effectiveness of home drill with a middle school student with ADHD. Journal of Precision Teaching and Celeration, 13(2), 33-36.
  • Hayden, J., & McLaughlin, T. F. (2004). The effects of cover, copy, and compare and flash card drill on correct rate of math facts for a middle school student with learning disabilities. Journal of Precision Teaching and Celeration, 20(1), 17-21.
  • Johnson, K. R. (1993). How to build fluency in reading, math, and writing: An overview. Journal of Precision Teaching, 10(2), 14-15.
  • Kaiser, M. (1981). Precision teaching in adult basic education, or precise and frequent measurement as a life-saving device. Journal of Precision Teaching, 2(1), 24-26.
  • Keel, M. C., Koorland, M. A., & Fueyo, V. (1997). Stimulus fading versus error correction in math fact acquisition by learning disabled students. Journal of Precision Teaching and Celeration, 14(2), 47-54
  • Lucas, M., & Wolking, W. (1991). Sending a note home: A great motivational factor for a seven-year-old female learning basic subtraction problems. Journal of Precision Teaching, 8(2), 49-50.
  • McCarthy-Jensen, D., & Campbell, K. U. (1983). A computerized math deficit remediation. Journal of Precision Teaching, 4(1), 14,15.
  • Peterson, S. K. (1985). Number reversals: An effective intervention. Journal of Precision Teaching, 6(1), 20-23.
  • Poe, A. L. (1993). Mad about math (or “Junior ~ExSEL”). Journal of Precision Teaching, 11(1), 44-49.
  • Raggio, S., & Bitgood, S. C. (1982). The effect of number of math drills per day on math performance. Journal of Precision Teaching, 3(2), 50, 51.
  • Raggio, S., & Bitgood, S. C. (1999). The effect of number of math drills per day on math performance. Journal of Precision Teaching and Celeration, 16(2), 58-60.
  • Spence, I., Hively, W. (1992). Self-select vs. programmed presentation: Does the child know best? Journal of Precision Teaching, 9(1), 39.
  • Sweeney, S. R., Sweeney, W. J., & Malanga, P. (2001). The effects of one minute warm up procedures on addition one minute fluency timings. Journal of Precision Teaching and Celeration, 17(2), 76-88.
  • Whalen, K. P., Willis, R. J., & Sweeney, W. J. (1993). Using 1-minute time trials and 4-minute practice sessions to improve a student’s performance of fraction problems. Journal of Precision Teaching, 11(1), 2-10.

 

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Reading

  • Abrams, T., & McLaughlin, T. F. (1997). Effectiveness of error correction, error drill, praise, role reversal, and hand signals on correct rate, error rate, and comprehension. Journal of Precision Teaching and Celeration, 14(2), 24-30.
  • Anthony, C., Rinaldi, L., Hern, C., & McLaughlin, T. F. (1997). Reading racetracks: A direct replication and analysis with three elementary school students. Journal of Precision Teaching and Celeration, 14(2), 31-36.
  • Bashore, C., & McLaughlin, T. F. (1995). The effects of precision teaching and a token economy on handwriting skills: A case study. Journal of Precision Teaching and Celeration, 13(1), 60-66.
  • Beneke, W. M. (1991). Precision teaching to enhance reading skills of introductory psychology students. Journal of Precision Teaching, 8(2), 37-43.
  • Berquam, E. M., & Siders, J. Z. (1980). Reading samples as predictors of reading achievement. Journal of Precision Teaching, 1(2), 3-9.
  • Berquam, E. M., & Siders, J. Z. (1997). Reading samples as predictors of reading achievement. Journal of Precision Teaching and Celeration, 15(1), 38-43.
  • Blackwell, A., Stookey, S., & McLaughlin, T. F. (1996). The effects of using direct instruction and a re-reading contingency with precision teaching. Journal of Precision Teaching and Celeration, 13(2), 19-22.
  • Bolich, B., & Sweeney, W. J. (1996). An eleven-year old girls’ use of repeated readings, SAFMEDS, and see/write-think/write practice to develop fluent reading in Hebrew. Journal of Precision Teaching and Celeration, 14(1), 41-56.
  • Brenchley, C., Beacham, M., Peterson, K., Sorensen, M., Ericksen, K., & McFarlane, B. (1993). The readasaurus knows – PT cross-age tutoring at Ephraim Elementary. Journal of Precision Teaching, 10(2), 34-35.
  • Carroll, C. L., McCormick, S., & Cooper, J. O. (1991). Effects of a modified repeated reading procedure on reading fluency of severely disabled readers. Journal of Precision Teaching, 8(1), 16-26.
  • Daly, P. M., & Guldswog, J. (1992). Repeated readings with precision teaching to distinguish LD from NLD. Journal of Precision Teaching, 10(1), 34-41.
  • Downs, J., & Morin, S. (1995). Improving reading fluency with precision teaching. Journal of Precision Teaching, 12(2), 46-49.
  • Drago, A., & McLaughlin, T. F. (1996). Using teaching your child to read in 100 easy lessons to teach letter sounds. Journal of Precision Teaching and Celeration, 13(2), 28-32.
  • Dunn, B. (1983). Try and try again. Journal of Precision Teaching, 3(4), 96, 97.
  • Edmondson, A., Peck, S. M., McLaughlin, T. F. (1996). The effects of direct instruction on early reading skills of a kindergarten student. Journal of Precision Teaching and Celeration, 14(1), 72-76.
  • Freeman, G., & Haughton, E. (1993). Building reading fluency across the curriculum. Journal of Precision Teaching, 10(2), 29-30.
  • Gregori, A., & McLaughlin, T. F. (1996). The effects of praise, error drill and assisted reading on oral reading. Journal of Precision Teaching and Celeration, 13(2), 23-27.
  • Hixson, M. D., & McGlinchey, M. T. (2002). Curriculum-based measurement reading scores as dynamic indicators of basic reading skills. Journal of Precision Teaching and Celeration, 18(1), 10-21.
  • Hoffman, C., & Hoffman, P. (1980). “Mom, put it down on my chart before you forget it.” Journal of Precision Teaching, 1(2), 26, 27.
  • Holz, K. R., Peck, S. M., McLaughlin, T. F., & Stookey, S. (1996). The effects of using direct instruction reading and a re-reading contingency, coupled with a reward and praise contingency, with a high school sophomore. Journal of Precision Teaching and Celeration, 14(1), 35-40.
  • Hurst, M., Hurst, R., & Clemons, J. (1980). Patsy started it and now everybody wants to do it. Journal of Precision Teaching, 1(3), 30-31.
  • Johnson, K. R. (1993). How to build fluency in reading, math, and writing: An overview. Journal of Precision Teaching, 10(2), 14-15.
  • Killu, K., Weber, K. P., & McLaughlin, T. F. (2001). An evaluation of repeated readings across various counting periods of see to think, think to say, and think to write channels with a university student with learning disabilities. Journal of Precision Teaching and Celeration, 17(2), 39-57.
  • Legault, A., Maloney, M., & Giroux, N. (2001). Learning rates with direct instruction, precision teaching and the corrective reading series. Journal of Precision Teaching and Celeration, 17(2), 89-91.
  • Malanga, P. (2003). Using repeated readings and error correction to build reading fluency with at risk elementary students. Journal of Precision Teaching and Celeration, 19(2), 19-27.
  • McDade, C. E., Cunningham, D. B., Brown, J. M., Boyd, B. B., & Olander, C. P. (1991). A minute a day to enhanced reading skills. Journal of Precision Teaching, 8(1), 27-33.
  • McDowell, C., McIntyre, C., Owen, B., & Keenan, M. (1998). Even more challenging reading. Journal of Precision Teaching and Celeration, 15(2), 6-11.
  • McGreevy, P. (1980). Hard to do becomes easy to learn. Journal of Precision Teaching, 1(1), 27-29.
  • Moore, J. (1992). Magic pencils – reading by writing. Journal of Precision Teaching, 9(1), 30-32.
  • Morrell, M., Morell, R., & Kubina, R.M. (1995). Using Precision Teaching to enhance Direct Instruction sight-word reading. Journal of Precision Teaching and Celeration, 13(1), 47-54.
  • Mounsteven, J. (1995). Speed reading: A technique for developing fluent readers. Journal of Precision Teaching, 12(2), 61-62.
  • Neely, M. (1981). Seven ways of describing reading—McGuffey’s and six more: Part 1. Journal of Precision Teaching, 2(3), 2-8.
  • Neely, M. (1998). Seven ways of describing reading—McGuffey’s and six more: Part I. Journal of Precision Teaching and Celeration, 16(1), 56-60.
  • Neely, M. (1982). Seven ways of describing reading—McGuffey’s and six more: Part II. Journal of Precision Teaching, 2(4), 2-10.
  • Neely, M. (1998). Seven ways of describing reading—McGuffey’s and six more: Part II. Journal of Precision Teaching and Celeration, 16(1), 85-91.
  • Neely, M. (1982). Seven ways of describing reading—McGuffey’s and six more: Parts III and IV. Journal of Precision Teaching, 3(1), 1-9.
  • Neely, M. (1999). Seven ways of describing reading—McGuffey’s and six more: Parts III and IV. Journal of Precision Teaching and Celeration, 16(2), 1-10.
  • Neely, M. D. (1994). Camelot’s first grade reading pilot: Report of performance and learning effects from three years of ~SBG’s world of reading with the ’93 class enhanced by SRA’s reading mastery, fast cycle I/II and precision teaching. Journal of Precision Teaching, 11(2), 36-58.
  • Neufeld, K., & Lindsley, O. (1980). Charting to compare children’s learning at four different reading performance levels. Journal of Precision Teaching, 1(1), 9-17.
  • Neufeld, K., & Lindsley, O. (1997). Charting to compare children’s learning at four different reading performance levels. Journal of Precision Teaching and Celeration, 15(1), 10-17.
  • Polk, A. L., & Miller, A. D. (1994). Repeated readings and precision teaching: Increasing reading fluency and comprehension in sixth through twelfth grade boys with emotional disabilities. Journal of Precision Teaching, 12(1), 46-66.
  • Rinaldi, L., & McLaughlin, T. F. (1996). The effects of reading racetracks on the fluency of see-to-say words in isolation by a student with learning disabilities. Journal of Precision Teaching and Celeration, 13(2), 44-52.
  • Scott, J., Wolking, B., Stoutimore, J., & Harris, C. (1995). Challenging reading for student with mild handicaps. Journal of Precision Teaching, 12(2), 40-45.
  • Seevers, R. L., Malanga, P., & Cooper, J. O. (2003). The use of self-managed proofreading for detecting and correcting mechanical errors by students with a learning disability. Journal of Precision Teaching and Celeration, 19(2), 2-18.
  • Spence, I. (2002). Reducing the time required by dyslexic readers to become fluent: A comparison of two approaches. Journal of Precision Teaching and Celeration, 18(1), 2-9.
  • Sulgrove, M. K., & McLaughlin, T. F. (2004). The effects of an additional timed reading on reading rate. Journal of Precision Teaching and Celeration, 20(1), 9-16.
  • Sweeney, W. J., Ring, M. M., Malanga, P., & Lambert, M. C. (2003). Using curriculum-based assessment and repeated practice instructional procedures combined with daily goal setting to improve elementary students oral reading fluency: A preservice teacher training approach. Journal of Precision Teaching and Celeration, 19(1), 2-19.
  • White, L. (2002). Rick’s reading progress. Journal of Precision Teaching and Celeration, 18(2), 69-77.
  • Spence, I. (2002). Reducing the time required by dyslexic readers to become fluent: A comparison of two approaches. Journal of Precision Teaching and Celeration, 18(1), 2-9.
  • Stenseth, S., & McLaughlin, T. F. (1996). The effects of contingent consequences with Direct Instruction reading with a preschool child in the home. Journal of Precision Teaching and Celeration, 13(2), 53-56.
  • Sweeney, W. J., Omness, C. K., Janusz, K. L., & Cooper, J. O. (1992). Adult literacy and precision teaching: Repeated readings and see/cover/write practice to improve reading and spelling. Journal of Precision Teaching, 9(1), 6-19.
  • Teigen, T., Malanga, P. R., & Sweeney, W. J. (2001). Combining repeated readings and error correction to improve reading fluency. Journal of Precision Teaching and Celeration, 17(2), 58-67.
  • Wolking, B., Harris, C., Ferro, J., & Scott, J. (1990). Effects of text grade level on oral reading with mildly handicapped students. Journal of Precision Teaching, 7(2), 59-68.
  • Young, K. R., West, R. P., & Crawford, A. (1985). The acquisition and maintenance of reading skills by intellectually handicapped deaf students. Journal of Precision Teaching, 5(4), 73-86.

 

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Spelling

  • Gryiec, M., Grandy, S., & McLaughlin, T. F. (2004). The effects of the copy, cover, and compare procedure in spelling with an elementary student with fetal alcohol syndrome. Journal of Precision Teaching and Celeration, 20(1), 2-8.
  • Noland, E., McLaughlin, T. F., & Sweeney, W. J. (1994). The effects of precision teaching and add-a-word spelling on spelling performance of an adult graduate student. Journal of Precision Teaching, 11(2), 14-18.
  • Shirley, M. J., & Pennypacker, H. S. (1994). The effects of performance criteria on learning and retention of spelling words. Journal of Precision Teaching, 12(1), 73-86.
  • Sweeney, W. J., Omness, C. K., Janusz, K. L., & Cooper, J. O. (1992). Adult literacy and precision teaching: Repeated readings and see/cover/write practice to improve reading and spelling. Journal of Precision Teaching, 9(1), 6-19.
  • Wright, D. M. (1983). We were spell bound. Journal of Precision Teaching, 4(1), 17-18.

 

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ADAPTIVE & VOCATIONAL

  • Ashbaugh, R., & McLaughlin, T. F. (1997). Precisely teaching street names and locations. Journal of Precision Teaching and Celeration, 14(2), 19-23.
  • Barretto, A., & McLaughlin, T. F. (1996). The effects of precision teaching on the acquisition of the prevocational skill of cross stitching: A case study. Journal of Precision Teaching and Celeration, 14(1), 80-86.
  • Binder, C. V., & Jameson, D. (1982). An analysis of interval size in a momentary time-sampling procedure. Journal of Precision Teaching, 3(1), 9-15.
  • Binder, C., Haughton, E., & Van Eyk, D. (1995). Increasing endurance by building fluency: Precision teaching attention span. Journal of Precision Teaching, 12(2), 29-34.
  • Bower, B., & Hildebrandt, C. (1982). Mother and daughter learning together. Journal of Precision Teaching, 3(2), 45, 46.
  • Brown, C., & Bower, B. (1982). The key to success. Journal of Precision Teaching, 3(1), 15 ,17 ,18.
  • Calkin, A. B. (1996). Learning Russian. Journal of Precision Teaching and Celeration, 14(1), 57-71.
  • Cohen, M. J. (2005). The effect of increasing the rate of clerical skill performance on challenging behavior. Journal of Precision Teaching and Celeration, 21, 2-12.
  • Dunn, B. (1983). Try and try again. Journal of Precision Teaching, 3(4), 96, 97.
  • Eaton, M., Anderson, T., Jones, J., Kidder, S., Rees, P., & Storaasli, R. (1983). Precision teaching: Extending the boundaries. Journal of Precision Teaching, 4(3), 53-56, 57-60.
  • La Porte, M., & McLaughlin, T. F. (1996). Effectiveness of assisted self-recording and assisted self-evaluation on vocational welding skills of a student with autistic behaviors. Journal of Precision Teaching and Celeration, 13(2), 37-43.
  • O’Brien, A. D. (1996). Success with precision teaching. Journal of Precision Teaching and Celeration, 14(1), 91-92.
  • Ritseman, S. K., Malanga, P. R., Seevers, R. L., & Cooper, J. O. (1996). Immediate retelling of current events from channel one by students with developmental disabilities and its effects on their delayed retelling. Journal of Precision Teaching and Celeration, 14(1), 18-34.
  • Strobl, M. E., Deshazer, T., & Deshazer, T. (1982). Together we can do it—we proved it. Journal of Precision Teaching, 3(2), 47, 49-50.

 

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INNER BEHAVIOR

  • Calkin, A. B. (1990). Changes in behavior as the result of the death of a relative. Journal of Precision Teaching, 7(2), 74-78.
  • Calkin, A. B. (1981). Facts, funs, and frees during educational films. Journal of Precision Teaching, 2(2), 3-17.
  • Calkin, A. B. (1981b). One minute timing improves inners. Journal of Precision Teaching, 2(3), 9-21.
  • Calkin, A. B. (1992). The inner eye: Improving self-esteem. Journal of Precision Teaching, 10(1), 42-52.
  • Calkin, A. B. (1982). Inners. Journal of Precision Teaching, 3(1), 26-27.
  • Calkin, A. B. (1999). Inners. Journal of Precision Teaching and Celeration, 16(2), 32.
  • Calkin, A. B. (1998). One minute timing improves inners. Journal of Precision Teaching and Celeration, 16(1), 61-72.
  • Calkin, A. B., & Blackwell, J. M. (1993). Charting inner behaviors. Journal of Precision Teaching, 10(2), 59.
  • Cobane, E. F., & Keenan, M. (2002). A senior citizen’s self-management of positive and negative inner behaviours. Journal of Precision Teaching and Celeration, 18(2), 30-36.
  • Conser, L. R. (1981). Charting: The quick picker upper. Journal of Precision Teaching, 2(3), 27-29.
  • Cooper, J. O. (1991). Can this marriage be saved? Self-management of destructive inners. Journal of Precision Teaching, 8(2), 44-46.
  • Holden, J. E. (1982). Losing grip on my neurosis—or how precision teaching changed my life. Journal of Precision Teaching, 3(2), 40, 42-43.
  • Judy, M., Malanga, P. R., Seevers, R. L., & Cooper, J. O. (1997). A self-experimentation on the detection of forgets: Using encouraging think/say and hear/tally statements. Journal of Precision Teaching and Celeration, 14(2), 37-46.
  • Keller, D., Graf, S., & Schroeder, B. (1992). Measuring the change of attitudes and opinions. Journal of Precision Teaching, 9(1), 51-52.
  • Kubina, R. M., Haertel, M. W., & Cooper, J. O. (1994). Reducing negative inner behavior of senior citizens: The one-minute counting procedure. Journal of Precision Teaching, 11(2), 28-35.
  • Lovett, A. (2004). Negative versus positive thoughts of others. Journal of Precision Teaching and Celeration, 20(1), 30-31.
  • Shryock, E., Eaton, M., & Bogert, M. (1981). “If you can’t say something nice….” Journal of Precision Teaching, 1(4), 2-5.
  • Young, K. R., West, R. P., Mitchem, K., & Embry, D. (1998). Creative positive school climates: Increasing the frequency of teacher and student praise notes. Journal of Precision Teaching and Celeration, 15(2), 89-90.

 

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LARGE SCALE COUNTING

  • Bower, R. (1980). Trends in education: A celeration analysis. Journal of Precision Teaching, 1(2), 28, 30-36.
  • Brown, C., & Gibson, B. (1982). Monitoring the use of a specialized library. Journal of Precision Teaching, 3(3), 68, 69.
  • Calkin, A. B. (1991). School attendance of Adolescent Unit patients at Capital City Schools. Journal of Precision Teaching, 8(1), 40-47.
  • Calkin, A. B. (1995). The national debt. Journal of Precision Teaching and Celeration, 13(1), 67-68.
  • Fox, S. (1982). Has precision teaching made an impact in the field of education? Journal of Precision Teaching, 3(2), 34-38.
  • Stephens, C. (2004). Oregon K-12 school funding and graduation rates. Journal of Precision Teaching and Celeration, 20(1), 34-36.

 

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MEDICAL/HEALTH APPLICATIONS

  • Abba, S., & McLaughlin, T. F. (1995). Use of daily measurement, standard celeration charting, and a Nicotrol Patch to reduce cigarette smoking with a female college student: A case study. Journal of Precision Teaching and Celeration, 13(1), 55-59.
  • Bank, N., Le, D., & Fabrizio, M. (2003). The precision teaching of food acceptance to a child with cerebral palsy. Journal of Precision Teaching and Celeration, 19(2), 35-36.
  • Binder, C., & Merbitz, C. (1999). Rehabilitation. Journal of Precision Teaching and Celeration, 16(2), 27.
  • Binder, C., & Merbitz, C. (1999). Habilitation/rehabilitation. Journal of Precision Teaching and Celeration, 16(2), 63.
  • Binder, C., & Merbitz, C. (2000). Rehabilitation. Journal of Precision Teaching and Celeration, 17(1), 22.
  • Caimi, J. R. (1986). Clearing the smoke. Journal of Precision Teaching, 6(4), 84, 86-87.
  • Calkin, A. B., (1983). Counting fetal movement. Journal of Precision Teaching, 4(2), 35-40.
  • Durr, G. (1986). Sleeping through the night. Journal of Precision Teaching, 6(4), 89, 90.
  • Evans, W. H., & Evans, S. S. (1983). Self-counting in the treatment of gilles de la tourette syndrome. Journal of Precision Teaching, 4(1), 14, 16-17.
  • Johnson-Talbert, C., & Cooper, J. O. (1992). Precision teaching and Alzheimer’s. Journal of Precision Teaching, 10(1), 53-72.
  • Kubina, R. M., Aho, D., Mozzoni, M. P., & Malanga, P. (1998). A case-study in re-teaching a traumatically brain injured child handwriting skills. Journal of Precision Teaching and Celeration, 15(2), 32-40.
  • Merbitz, C. T., King, R. B., Cherney, L. R., Marqui, H., Grip, J. C., & Markowitz, T. J. (1996). Computerized behavioral-data collection and analysis for improved clinical outcomes in rehabilitation. Journal of Precision Teaching and Celeration, 13(2), 57-63.
  • Miller, T., & Merbitz, C. (1999). Hemianopsia rehabilitation. Journal of Precision Teaching and Celeration, 16(2), 51-52.
  • Schroeder, B. (1992). Out of the classroom and into my planner: Charting accountability to achieve personal goals. Journal of Precision Teaching, 9(1), 28-29.
  • Timmons, V., McLaughlin, T. F., Kinakin, V. (1995). The effect of music on head posturing of a student with cerebral palsy: A case study. Journal of Precision Teaching and Celeration, 13(1), 35-46.
  • Wood, B. J., & McLaughlin, T. F. (1997). The use of a treatment package to reduce caffeine intake and increase water intake with a 21-year-old college student. Journal of Precision Teaching and Celeration, 14(2), 17-18.

 

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MOTOR SKILLS, SPORTS & RECREATION

  • Gallagher, M., McLaughlin, T. F. (1996). Use of precision teaching and a choke chain and verbal prompt to teach a yellow Labrador puppy to heel: A brief report. Journal of Precision Teaching and Celeration, 14(1), 77-79.
  • Johnson, J. (1997). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching and Celeration, 15(1), 27, 29.
  • McCrudden, T. (1985). Precision running: A real shortcut! Journal of Precision Teaching, 6(2), 35-36, 37.
  • McDowell, C., McIntyre, C., Bones, R., & Keenan, M. (2002). Teaching component skills to improve golf swing. Journal of Precision Teaching and Celeration, 18(2), 61-66.
  • McGreevy, P. (1984). From 1-1/4 miles to a marathon: Monitoring running on the standard celeration chart for 31 months. Journal of Precision Teaching, 4(4), 86, 89-91.
  • Neely, M. D. (2002). Anna’s food and stroke chart. Journal of Precision Teaching and Celeration, 18(2), 83-85.
  • Pollard, J. (1982). Celtic pride: A functional definition. Journal of Precision Teaching, 3(2), 45, 47, 48.
  • Ward, P., Cull, M. C., Sweeney, W. J., & Drevno, G. E. (1992). Teaching throwing: Precision teaching in physical education. Journal of Precision Teaching, 10(1), 16-21.

 

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PROBLEM BEHAVIOR & SOCIAL SKILLS

  • Andrews, P. E., & Billingsley, F. F. (1991). Stimulus control of personally intrusive behavior. Journal of Precision Teaching, 8(2), 13-24.
  • Binder, C., Haughton, E., & Van Eyk, D. (1995). Increasing endurance by building fluency: Precision teaching attention span. Journal of Precision Teaching, 12(2), 29-34.
  • Cancio, E. J., Young, K. R., Macfarlene, C. A., West, R. P., & Blair, M. E. (1991). Eliminating self-injurious behavior through the use of a functional analysis, antecedent interventions, reinforcement procedures and data-based decision making. Journal of Precision Teaching, 8(2), 25-36
  • Cohen, M. J. (2005). The effect of increasing the rate of clerical skill performance on challenging behavior. Journal of Precision Teaching and Celeration, 21, 2-12.
  • Eaton, M., Anderson, T., Jones, J., Kidder, S., Rees, P., & Storaasli, R. (1983). Precision teaching: Extending the boundaries. Journal of Precision Teaching, 4(3), 53-56, 57-60.
  • Elrick, K., & Maechtlen, A. D. (1983). How precision teaching decelerated inappropriate physical contacts. Journal of Precision Teaching, 4(2), 40-42.
  • Flanagan, P. (1983). Discipline in an elementary school. Journal of Precision Teaching, 4(2), 42-43.
  • Shryock, E., Eaton, M., & Bogert, M. (1981). “If you can’t say something nice….” Journal of Precision Teaching, 1(4), 2-5.
  • Lessen, E. I. (1980). The use of contingent nonverbal teacher-attention to decrease out-of-seat behavior. Journal of Precision Teaching, 1(2), 18-21.
  • Lovett, A. (2004). Using profane language versus using alternative words. Journal of Precision Teaching and Celeration, 20(1), 32-33.
  • Maechtlen, A. D., & McDowell, R. L. (1984). Reducing grabbing by a profoundly retarded boy in a public school. Journal of Precision Teaching, 5(1), 1-3.
  • Martin, J. L. (1986). Improving responses to parental requests. Journal of Precision Teaching, 6(4), 87-89.
  • Mason, C. Y. (1985). Social skills. Journal of Precision Teaching, 6(3), 68-69.
  • Mason, C. Y. (1985b). Precision teaching and social skills training: Some possible directions. Journal of Precision Teaching, 6(3), 69-71.
  • Mucci, T., & Evans, W. (1999). The effect of restricted television viewing on the violent remarks of a five year old boy. Journal of Precision Teaching and Celeration, 16(2), 45, 46.
  • Peterson, S. K. (1984). Self-report used to monitor and change positive and negative verbalizations. Journal of Precision Teaching, 5(1), 9-11.
  • Shryock, E., Eaton, M., & Bogert, M. (1981). “If you can’t say something nice….” Journal of Precision Teaching, 1(4), 2-5.
  • Smyth, P., & Hardy, N. (2002). Evan’s frequency of hand-biting during a six-hour school day. Journal of Precision Teaching and Celeration, 18(2), 67-68.
  • Young, K. R., West, R. P., Mitchem, K., & Embry, D. (1998). Creative positive school climates: Increasing the frequency of teacher and student praise notes. Journal of Precision Teaching and Celeration, 15(2), 89-90.
  • Zambolin, K., Fabrizio, M. A., & Isley, S. (2004). Teaching a child with autism to answer informational questions using precision teaching. Journal of Precision Teaching and Celeration, 20(1), 22-25.

 

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SPEECH-LANGUAGE PATHOLOGY & FUNCTIONAL COMMUNICATION

  • Almon-Morris, H., Fabrizio, M. A., Foley, K., & Abrahmson, B. (2005). Teaching a child with autism to respond to unfamiliar stimuli by asking for additional information. Journal of Precision Teaching and Celeration, 21, 25-27.
  • Eaton, M., & Albrecht, P. (1982). Curriculum. Journal of Precision Teaching, 3(2), 52-55.
  • Fabrizio, M. A., Pahl, S., & Moors, A. (2002). Improving speech intelligibility through precision teaching. Journal of Precision Teaching and Celeration, 18(1), 25-27.
  • Foley, K., & Fabrizio, M. (2005). Teaching sound frequency imitation to a child with autism. Journal of Precision Teaching and Celeration, 21, 22-24.
  • Isley, S. D., Almon-Morris, H., Pahl, S., & Fabrizio, M. (2005). Improving the syntax of a child with autism's spoken language. Journal of Precision Teaching and Celeration, 21, 28-32.
  • Mayer-Sherman, M. (1984). Teaching signing to children with severe handicaps. Journal of Precision Teaching, 5(2), 40-43.
  • Pierce, G. (1992). Implementation of precision teaching by the speech-pathologist. Journal of Precision Teaching, 9(1), 24-25.
  • Simmons, E. K., Derby, K. M., & McLaughlin, T. F. (1998). The use of functional communication training with precision teaching to reduce the challenging behavior of a toddler with autism. Journal of Precision Teaching and Celeration, 15(2), 50-55.
  • Thomsen, S. (1981). Articulation and language therapy using precision teaching. Journal of Precision Teaching, 2(3), 22-27.
  • Thomsen, S. (1998). Articulation and language therapy using precision teaching. Journal of Precision Teaching and Celeration, 16(1), 73-77.
  • Wolking, B., Branscum, G., & McKay, C. (1985). Functional communication skills among exceptional and normal eight year old children. Journal of Precision Teaching, 6(1), 1-6.
  • Zambolin, K., Fabrizio, M. A., & Isley, S. (2004). Teaching a child with autism to answer informational questions using precision teaching. Journal of Precision Teaching and Celeration, 20(1), 22-25.

 

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TOOL SKILLS

  • Johnson, J. (1980). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching, 1(1), 31, 32.
  • Johnson, J. (1997). The effectiveness of tool skills and a hunch about the performance and learning of retarded persons. Journal of Precision Teaching and Celeration, 15(1), 27, 29.
  • Moors, A., & Fabrizio, M. (2002). Using tool skill rates to predict composite skill frequency aims. Journal of Precision Teaching and Celeration, 18(1), 28-29.

 

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2/8/08

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