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A Precision Teaching Framework for Training Autistic Students to Respond to Bids for Joint Attention.

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Title: A Precision Teaching Framework for Training Autistic Students to Respond to Bids for Joint Attention.
Authors: Vostanis, Athanasios (AUTHOR), Ritchie, Rianna (AUTHOR), Langdon, Peter E. (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p446-480. 35p.
Subjects: Autism, Attention, Learning, Behavior modification, Teaching methods, Outcome-based education, Special education
Abstract: Precision teaching has historically been primarily applied to academic skills. This study aimed to show how precision teaching could enhance the application of existing evidence-based interventions focused on crucial pre-academic skills, such as joint attention. Joint attention is typically broken into two categories: responding to bids for joint attention (RJA) and initiating joint attention (IJA). This study developed RJA using precision teaching and play-based, natural environment teaching. Four autistic students, aged between 5 and 6, attending a special education school in England participated. Six prerequisite skills were trained in two triads during 15-min sessions for three weeks. RJA was then targeted, and participants needed three, four, five, and seven days, respectively, to master it. A concurrent multiple baseline design across participants was used for all skills. Participants improved across all skills with moderate effect sizes that were maintained five weeks post-intervention. Moreover, participants demonstrated steep learning rates measured via celeration, low variability measured via the bounce metric, and a maintenance of performance improvements during the assessment of endurance, stability, and generalization. The results suggest that autistic students can quickly improve their RJA skills and demonstrate fluency in them. However, the results are tentative and require replication while addressing the limitations that have been identified. Integrating precision teaching and naturalistic approaches could offer practitioners additional information about the impact of existing evidence-based interventions on developing RJA and related skills. [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: A Precision Teaching Framework for Training Autistic Students to Respond to Bids for Joint Attention.
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  Data: <searchLink fieldCode="AR" term="%22Vostanis%2C+Athanasios%22">Vostanis, Athanasios</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ritchie%2C+Rianna%22">Ritchie, Rianna</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>. Mar2026, Vol. 35 Issue 1, p446-480. 35p.
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Precision teaching has historically been primarily applied to academic skills. This study aimed to show how precision teaching could enhance the application of existing evidence-based interventions focused on crucial pre-academic skills, such as joint attention. Joint attention is typically broken into two categories: responding to bids for joint attention (RJA) and initiating joint attention (IJA). This study developed RJA using precision teaching and play-based, natural environment teaching. Four autistic students, aged between 5 and 6, attending a special education school in England participated. Six prerequisite skills were trained in two triads during 15-min sessions for three weeks. RJA was then targeted, and participants needed three, four, five, and seven days, respectively, to master it. A concurrent multiple baseline design across participants was used for all skills. Participants improved across all skills with moderate effect sizes that were maintained five weeks post-intervention. Moreover, participants demonstrated steep learning rates measured via celeration, low variability measured via the bounce metric, and a maintenance of performance improvements during the assessment of endurance, stability, and generalization. The results suggest that autistic students can quickly improve their RJA skills and demonstrate fluency in them. However, the results are tentative and require replication while addressing the limitations that have been identified. Integrating precision teaching and naturalistic approaches could offer practitioners additional information about the impact of existing evidence-based interventions on developing RJA and related skills. [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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193883886
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        Value: 10.1007/s10864-024-09568-2
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Attention
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      – SubjectFull: Learning
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              Text: Mar2026
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