Precision Teaching: Supporting Formative Assessment for Children with Autism Spectrum Disorder.

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Bibliographic Details
Title:	Precision Teaching: Supporting Formative Assessment for Children with Autism Spectrum Disorder.
Authors:	MANNION, LYDIA lydiamannion94@gmail.com, GRIFFIN, CLAIRE¹
Source:	Reach. Jun2018, Vol. 31 Issue 2, p142-154. 13p.
Subject Terms:	Precision teaching, Students, Autism spectrum disorders in children
Abstract:	The current article aims to provide a critical analysis of the potential of using Precision Teaching (PT) as a method of supporting formative assessment for children with Autism Spectrum Disorder (ASD) in an Irish context. PT is a method of programmed instruction which measures and evaluates learning in order to track students' learning progress (Binder, 1998; Binder & Watkins, 1990). PT has been utilised successfully with various populations to support improvements in a wide variety of subject areas. Thus, the authors of the current article consider the link between PT and ASD, with particular focus on the origins of such PT-usage in an Irish context. Thereafter, the use of formative assessment methods, particularly PT, are considered in terms of promoting the learning of pupils with ASD. Finally, both the strengths and limitations of the PT approach are outlined, with the aim of supporting a balanced approach to pupil teaching, learning and assessment. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The current article aims to provide a critical analysis of the potential of using Precision Teaching (PT) as a method of supporting formative assessment for children with Autism Spectrum Disorder (ASD) in an Irish context. PT is a method of programmed instruction which measures and evaluates learning in order to track students' learning progress (Binder, 1998; Binder & Watkins, 1990). PT has been utilised successfully with various populations to support improvements in a wide variety of subject areas. Thus, the authors of the current article consider the link between PT and ASD, with particular focus on the origins of such PT-usage in an Irish context. Thereafter, the use of formative assessment methods, particularly PT, are considered in terms of promoting the learning of pupils with ASD. Finally, both the strengths and limitations of the PT approach are outlined, with the aim of supporting a balanced approach to pupil teaching, learning and assessment. [ABSTRACT FROM AUTHOR]
ISSN:	07908695