Precision Teaching: Supporting Formative Assessment for Children with Autism Spectrum Disorder.
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| Title: | Precision Teaching: Supporting Formative Assessment for Children with Autism Spectrum Disorder. |
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| 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] |
| Copyright of Reach is the property of Irish Association of Teachers in Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 131273200 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Precision Teaching: Supporting Formative Assessment for Children with Autism Spectrum Disorder. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22MANNION%2C+LYDIA%22">MANNION, LYDIA</searchLink><i> lydiamannion94@gmail.com</i><br /><searchLink fieldCode="AR" term="%22GRIFFIN%2C+CLAIRE%22">GRIFFIN, CLAIRE</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reach%22">Reach</searchLink>. Jun2018, Vol. 31 Issue 2, p142-154. 13p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Precision+teaching%22">Precision teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+spectrum+disorders+in+children%22">Autism spectrum disorders in children</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reach is the property of Irish Association of Teachers in Special Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=131273200 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 13 StartPage: 142 Subjects: – SubjectFull: Precision teaching Type: general – SubjectFull: Students Type: general – SubjectFull: Autism spectrum disorders in children Type: general Titles: – TitleFull: Precision Teaching: Supporting Formative Assessment for Children with Autism Spectrum Disorder. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: MANNION, LYDIA – PersonEntity: Name: NameFull: GRIFFIN, CLAIRE IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 07908695 Numbering: – Type: volume Value: 31 – Type: issue Value: 2 Titles: – TitleFull: Reach Type: main |
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