A Systematic Review of Frequency Building and Precision Teaching with School-Aged Children

Autor/inn/en	Gist, Corinne; Bulla, Andrew J.
Titel	A Systematic Review of Frequency Building and Precision Teaching with School-Aged Children
Quelle	In: Journal of Behavioral Education, 31 (2022) 1, S.43-68 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gist, Corinne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09404-3
Schlagwörter	Literature Reviews; Precision Teaching; Behavior Modification; Elementary School Students; Special Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This paper presents a systematic review of the literature that assessed the effectiveness of frequency building and precision teaching with school-aged children. The authors evaluated studies in accordance with the What Works Clearinghouse standards and the council for exceptional children standards for evidence-based practices in special education. A total of 11 studies examining the effectiveness of frequency building and precision teaching for 170 participants were included in this review. Additionally, effect sizes were calculated for eligible studies. Small to large effects were found for all included variables. Overall, results indicated that the combination of frequency building and precision teaching is an effective method for increasing a variety of academic skills with school-aged children. Limitations, recommendations for future research, and implications for practitioners are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01