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Please note that in some cases that there will not be a clear Learning Picture and another possibility is Undetermined.
Possible changes are only generalized guides/strategies to consider and do not prescribe instructional change technique.
Please consult the references for information on data analysis for instructional decisions.
Links are to John W. Eshleman. - - Standard Celeration Chart Topics - -
11/11/08: This website has been discontinued by AOL as of 10/31/08.
The material from the website is currently being mirrored HERE
DEFINITIONS AND KEY
GREEN is the acceleration target (usually "correct" responses)
RED is the deceleration target (usually errors/aka, "learning opportunities")
Slice back =smaller movement or "slice" of the original movement; ex: if SeeSay 1-10; smaller slice is SeeSay 1-5.
(Improving) |
(Improving) |
(Improving) |
Submerge "Improving" but may require change |
|
celerations | greater than X1 X1 |
greater than X1 greater than /1 |
greater than X1 greater than /1 |
X1 greater than /1 |
approach to aim(s) |
approaching aim met aim |
approaching aim approaching aim |
approaching aim approaching aim |
maintaining below aim approaching aim |
accuracy ratio | increasing | increasing | increasing | increasing |
Indicates | divergence of correct & error trends is desired outcome of instruction; good discrimation of stimuli and differential reinforcement of desired behavior | divergence of correct & error trends is desired outcome of instruction; good discrimation of stimuli and differential reinforcement of desired behavior | divergence of correct & error trends is desired outcome of instruction; good discrimation of stimuli and differential reinforcement of desired behavior | Divergence of correct and error trends is desired, but not progressing sufficiently on rates of correct responses. |
Possible* instructional change or plan |
Continue the current step until both aim(s) met; |
Continue the current step until aim(s) met; plan the next step |
Continue the current step until aim(s) met; plan the next step |
Slice back and/or shorter timing |
Ref. pg. Graf & Lindsley [1] |
108 | 112 | 113 | 109 |
Other name (P. All [2 ]) | --- | Jaws | -- | Pop Pass |
Other name (McGreevy [3]) |
Up/0 VI-2 |
Up/Down VI-2 |
Up/Down VI-2 |
Flat/Down VI-2 |
"Improving" corrects, but not necessarily desirable |
"Improving" but may require change
|
"Improving" but may require change
|
(Maintaining)
|
|
celerations | greater than X1 greater than X1 |
greater than X1 X1 |
X1 greater than /1 |
X1 X1 |
approach to aim(s) |
approaching aim retreating from aim |
approaching aim
maintaining above aim |
maintaining below aim |
met aim met aim |
accuracy ratio | maintaining | increasing | increasing | maintaining |
parallel rising trend lines indicate possibility that errors are being reinforced or not corrected. | May indicate that errors are receiving reinforcement or not corrected. | Targets mastered | ||
Possible* instructional change or plan |
teach to errors | target and drill errors | Tool skill | targets mastered; Implement maintenance and generalization; step way up in the curriculum/move on to new task; |
Ref. pg. Graf & Lindsley [1] |
110 | 111 | 101 | 107 |
Other name (P. All [2]) | Uphill | TR-7 (a type of car sold in the 1970's) | 10:45 | goalie |
Other name (McGreevy [3]) |
Up/Up VI-2 |
Up/Flat VI-2 |
Down/Flat VI-2 |
Flat aim/0 VI-2 |
Mid-Level (Maintaining) |
Tracks (Maintaining) |
Rock Bottom (Maintaining) |
(Worsening) |
|
celerations | X1 X1 |
X1 X1 |
X1 X1 |
greater than /1 greater than /1 |
approach to aim(s) |
below aim met aim |
below aim above aim |
maintaining close to/below record floor maintaining close to/below record floor |
retreating from aim |
accuracy ratio | maintaining | maintaining | maintaining | maintaining |
Errors are at aim, but rate of corrects not progressing. | possibility that a discrimination problem exists. | No behavior | parallel falling trends may indicate possibility of extinction conditions. | |
Possible* instructional change or plan |
slice back to smaller subset of same skill; and/or shorter timing | step back in the curriculum | step (way) back to easy to do skill, Sr+? | Step back |
Ref. pg. Graf & Lindsley [1] |
105 | 106 | 104 | 102 |
Other name (P. All [2]) | -- | Get Truckin' | Rock bottom | Downhill |
Other name (McGreevy [3]) |
Flat/0 |
Flat/Flat VI-2 |
0/0 VI-2,3 |
Down/Down VI-2 |
(Worsening) |
(Worsening) |
(Worsening) |
||
celerations | greater than /1 greater than X1 |
X1 greater than X1 |
greater than /1 X1 |
|
approach to aim(s) | retreating retreating |
maintaining retreating |
retreating maintaining above aim |
|
accuracy ratio | decreasing | decreasing | decreasing | |
Convergence of correct and error trends may indicate possibility of discrimination problems and/or non contingent reinforcement. | Convergence of correct and error trends may indicate possibility of discrimination problems and/or non contingent reinforcement. | Convergence of correct and error trends may indicate possibility of discrimination problems and/or non contingent reinforcement. | ||
Possible* instructional change or plan |
Look at Sr+, Step back | slice back | slice back,look atSr+ | |
Ref. pg. Graf & Lindsley [1] |
100 | 103 | 99 | |
Other name (P. All [2 ]) | Snowplow | 9:40 | -- | |
Other name |
Down/Up VI-2 |
Flat/Up VI-2 |
-- |
(1) $ Graf,S. & Lindsley, O. (2002).Ch.11, Learning Pictures, pp.97-113, Standard Celeration Charting 2002. Youngstown, OH: Graf Implements.
Available at the Behavior Research Company and Behavior Development Solutions
(2) All, Patricia Ann (1977). From get truckin' to jaws, students improve their learning picture.
Unpublished master's thesis. University of Kansas, Lawrence, KS.
-NB; currently not listed in KU library catalog, OCLC dissertation search, or worldcat.org .
(3) $ Mc Greevy, P. (1983).Step 5 DECIDE WHAT TO DO. pp. VI: 1-4. Teaching and learning in plain English (2nd. ed.).
Kansas City, MO: Plain English Publications.
Available at Behavior Development Solutions
(3) Lindsley, O.R.,(1990).
Precision Teaching:By teachers for children. Teaching Exceptional Children, Spring, 10-15
FREE Online John W. Eshleman. Standard Celeration Chart Topics
Definitions, types of celerations, learning pictures,data shares, resources, special topics, links
Burney, J.D. (1976). Effects of teacher use of a precision lesson-planning technique on instructional interaction and pupil achievement. Unpublished doctoral dissertation. George Peabody College, Nashville, TN.
Until more references are added, a few gems from the SCListserv related to the topic:
Example of increase/decrease in bounce
1 May 1998 Carl Binder
Reply: Example of increase/decrease in bounce
2 May 1998 O.R. Lindsley
Reply: Example of increase/decrease in bounce
2 May 1998 Carl Binder
Reply: Example of increase/decrease in bounce
4 May 1998 O.R. Lindsley
Some chart examples discussed are from this paper:
Binder, C., Haughton, E., & Van Eyk, D. (1990). Increasing Endurance by Building Fluency: Precision Teaching Attention Span.
Teaching Exceptional Children, 22(3), 24-27.
2/8/08
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