Back to basics? A critical reflection on the use of frequency-building and Precision Teaching to support pupil intervention in foundational curricular learning.
Saved in:
| Title: | Back to basics? A critical reflection on the use of frequency-building and Precision Teaching to support pupil intervention in foundational curricular learning. |
|---|---|
| Authors: | Griffin, Claire P.1 claire.griffin@mic.ul.ie |
| Source: | Irish Educational Studies. Sep2021, Vol. 40 Issue 3, p469-491. 23p. |
| Subject Terms: | *Precision teaching, *Critical thinking, *Primary schools, *Educational intervention, *Special education, Irish educational assistance |
| Abstract: | Precision Teaching (PT) presents as a systematic educational approach used to monitor and evaluate pupil performance, as underpinned by data-based decision making. As part of the implementation process, PT emphasises the importance of frequency-building to promote behavioural fluency for the learner. This article seeks to critically examine the potential application of frequency-building and PT in Irish mainstream primary schools to support pupil intervention in foundational curricular learning. Particular focus is placed on core academic subjects, in light of the national governmental drive to increase literacy and numeracy standards for all. This article provides an overview of the PT approach to intervention, with reference to recent Irish developments in the field spanning research and practice. The application of frequency-building and PT within a special education context is considered, particularly for pupils struggling to move beyond the 'acquisition' stage of the learning hierarchy. The author critically considers the alignment of PT with key tenets of the guidelines from the Department of Education and Skills (2017a) for supporting pupils with special educational needs in mainstream schools. Finally, limitations of PT-related research are forwarded, with reference to applied research in the field. Based on cumulative findings, the author advocates for a balanced and contextualised approach to fluency-focused instruction within schools, in light of the learning hierarchy and alternate, non-behaviourist approaches to teaching and learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 152760109 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Back to basics? A critical reflection on the use of frequency-building and Precision Teaching to support pupil intervention in foundational curricular learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Griffin%2C+Claire+P%2E%22">Griffin, Claire P.</searchLink><relatesTo>1</relatesTo><i> claire.griffin@mic.ul.ie</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Irish+Educational+Studies%22">Irish Educational Studies</searchLink>. Sep2021, Vol. 40 Issue 3, p469-491. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Precision+teaching%22">Precision teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Irish+educational+assistance%22">Irish educational assistance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Precision Teaching (PT) presents as a systematic educational approach used to monitor and evaluate pupil performance, as underpinned by data-based decision making. As part of the implementation process, PT emphasises the importance of frequency-building to promote behavioural fluency for the learner. This article seeks to critically examine the potential application of frequency-building and PT in Irish mainstream primary schools to support pupil intervention in foundational curricular learning. Particular focus is placed on core academic subjects, in light of the national governmental drive to increase literacy and numeracy standards for all. This article provides an overview of the PT approach to intervention, with reference to recent Irish developments in the field spanning research and practice. The application of frequency-building and PT within a special education context is considered, particularly for pupils struggling to move beyond the 'acquisition' stage of the learning hierarchy. The author critically considers the alignment of PT with key tenets of the guidelines from the Department of Education and Skills (2017a) for supporting pupils with special educational needs in mainstream schools. Finally, limitations of PT-related research are forwarded, with reference to applied research in the field. Based on cumulative findings, the author advocates for a balanced and contextualised approach to fluency-focused instruction within schools, in light of the learning hierarchy and alternate, non-behaviourist approaches to teaching and learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Irish Educational Studies is the property of Taylor & Francis Ltd 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=152760109 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03323315.2021.1899018 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 469 Subjects: – SubjectFull: Precision teaching Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Special education Type: general – SubjectFull: Irish educational assistance Type: general Titles: – TitleFull: Back to basics? A critical reflection on the use of frequency-building and Precision Teaching to support pupil intervention in foundational curricular learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Griffin, Claire P. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 03323315 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Irish Educational Studies Type: main |
| ResultId | 1 |
