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Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills Via Teleconferencing.

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Title: Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills Via Teleconferencing.
Authors: Kapoor, Geetika (AUTHOR), Vostanis, Athanasios (AUTHOR), Mejía-Buenaño, Suzy (AUTHOR), Langdon, Peter E. (AUTHOR)
Source: Journal of Behavioral Education. Mar2025, Vol. 34 Issue 1, p109-138. 30p.
Subjects: Educational standards, COVID-19 pandemic, Teleconferencing, Curriculum, Mathematics education
Abstract: This study evaluated the effects of Precision Teaching in improving typically developing students' mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement—Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature 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: Psychology and Behavioral Sciences Collection
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  Data: Using Precision Teaching to Improve Typically Developing Student's Mathematical Skills Via Teleconferencing.
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  Data: <searchLink fieldCode="AR" term="%22Kapoor%2C+Geetika%22">Kapoor, Geetika</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vostanis%2C+Athanasios%22">Vostanis, Athanasios</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mejía-Buenaño%2C+Suzy%22">Mejía-Buenaño, Suzy</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Langdon%2C+Peter+E%2E%22">Langdon, Peter E.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2025, Vol. 34 Issue 1, p109-138. 30p.
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  Data: <searchLink fieldCode="DE" term="%22Educational+standards%22">Educational standards</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19+pandemic%22">COVID-19 pandemic</searchLink><br /><searchLink fieldCode="DE" term="%22Teleconferencing%22">Teleconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study evaluated the effects of Precision Teaching in improving typically developing students' mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement—Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature 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.)
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        Value: 10.1007/s10864-023-09520-w
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: COVID-19 pandemic
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      – SubjectFull: Teleconferencing
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      – SubjectFull: Curriculum
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      – SubjectFull: Mathematics education
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              M: 03
              Text: Mar2025
              Type: published
              Y: 2025
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