| An AB, multiple-probe design with a constant series control was used to evaluate the use of Precision Teaching as a method for training teachers to use this same method (i.e., Precision Teaching) in their classrooms. Three special education teachers from public schools in Northern Nevada served as participants. Through random assignment, two teachers received the Precision Teaching intervention and one teacher served as a constant series control. All teachers were exposed to a preliminary training workshop along with classroom-based observations and feedback. However, the constant series control participant received only general feedback regarding her implementation of Precision Teaching methods. Conversely, experimental participants receiving the Precision Teaching intervention were given specific, charted feedback aimed at building their frequencies on pinpoints identified as necessary elements of effective Precision Teaching. Results indicate that, although all participants improved on same components of Precision Teaching following the initial training workshop and general, classroom feedback condition, only the experimental participants achieved optimal levels of performance across all target skill areas and maintained these levels during various proficiency checks. Significant improvements were also obtained with all student participants receiving Precision Teaching during resource sessions. However, experimental participants were found to target a larger number of learners and academic skill areas during Precision Teaching sessions than the constant-series control participant. Results are discussed in terms of implications for teacher-training programs and the broad-scale adoption of more effective instructional methods. |
