Journal of Behavioral Education · 4 authors, 4 centres
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A single-case experimental study evaluated a Precision Teaching framework delivered via teleconferencing to typically developing students who had fallen behind in mathematics during the COVID-19 pandemic. All four Precision Teaching participants showed large improvements in the composite skill, while control participants failed to demonstrate similar gains.
This study evaluated a Precision Teaching (PT) framework delivered via teleconferencing to typically developing students who had fallen behind in mathematics. The intervention combined untimed practice, timed practice, goal-setting, graphing, and a token economy, delivered using free software on participants' existing devices. A component-composite analysis identified two prerequisite skills (saying numbers, counting) and one composite skill. All four PT participants improved across all skills, with large improvements in the composite skill evidenced by maintenance assessments and KTEA post-assessment performance. Control participants did not demonstrate comparable improvements. However, improvements in component skills varied in magnitude, and celeration values for component skills fell below the expected ×1.30 threshold for all participants. Effect sizes varied between NAP and BCT metrics, indicating a positive but imprecisely quantified effect. Limitations include non-random allocation of participants to conditions and the small number of participants.
