The benefits of precision teaching for educational psychologists
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| Veröffentlicht in: | Tizard Learning Disability Review vol. 30, no. 1 (2025), p. 17-22 |
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| 024 | 7 | |a 10.1108/TLDR-12-2023-0034 |2 doi | |
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| 100 | 1 | |a Kubina, Richard M |u Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA | |
| 245 | 1 | |a The benefits of precision teaching for educational psychologists | |
| 260 | |b Emerald Group Publishing Limited |c 2025 | ||
| 513 | |a Editorial | ||
| 520 | 3 | |a PurposeEducational psychologists play critical roles in assessing, supporting and enhancing student outcomes. Adopting Precision Teaching (PT) methods could amplify their capacity to serve struggling students. PT is a measurement system for defining target behaviours, systematic data collection, data displays and data-based programming decisions. The purpose of this paper is to present a rationale for the benefits of Precision Teaching to educational psychologists across four key domains: assessment, intervention, consultation, and research.Design/methodology/approachThis paper explains and provides examples of how PT principles would enhance practices in each domain. For assessment, PT enables clearer problem specification, direct behaviour measurement and growth metrics. For intervention, PT supplies tactics grounded in research and efficient progress monitoring. For consultation, PT aligns with data-based problem-solving models. For research, PT promotes tighter experimental control and measurement of key phenomena.FindingsIntegrating PT would sharpen assessment acuity through enhanced goal setting and progress quantification. Intervention expertise would improve via research-based techniques and response-driven decision rules. Consultation efficacy would rise from consistent data conventions and collaborative problem analysis. Finally, single-case experimental methods would raise the rigour of investigations into core learning processes.Originality/valueThe paper uniquely demonstrates how PT can enhance educational psychology practices across assessment, intervention, consultation, and research. By integrating precise behavior measurement, real-time data collection, and systematic decision-making, PT offers innovative solutions to improve student outcomes and professional efficacy. Its evidence-based approach also strengthens collaboration and research rigor in the field. | |
| 653 | |a Problem solving | ||
| 653 | |a Teaching | ||
| 653 | |a Goal setting | ||
| 653 | |a Behavior | ||
| 653 | |a Intervention | ||
| 653 | |a Students | ||
| 653 | |a Learning processes | ||
| 653 | |a Efficacy | ||
| 653 | |a Data collection | ||
| 653 | |a Developmental disabilities | ||
| 653 | |a Teachers | ||
| 653 | |a Measurement | ||
| 653 | |a Tactics | ||
| 653 | |a Educational psychology | ||
| 653 | |a Psychologists | ||
| 653 | |a Decision making | ||
| 653 | |a Reading comprehension | ||
| 653 | |a Psychological assessment | ||
| 653 | |a Professionals | ||
| 653 | |a Specification | ||
| 653 | |a Learning | ||
| 653 | |a Conventions | ||
| 653 | |a Educational psychologists | ||
| 653 | |a Evaluation | ||
| 653 | |a Evidence based research | ||
| 653 | |a Consultants | ||
| 653 | |a Teaching methods | ||
| 653 | |a Skills | ||
| 653 | |a Research methodology | ||
| 653 | |a Rigour | ||
| 653 | |a Design | ||
| 653 | |a Collaboration | ||
| 653 | |a Methodological problems | ||
| 653 | |a Research design | ||
| 653 | |a Behavior problems | ||
| 653 | |a Psychology | ||
| 653 | |a Academic achievement | ||
| 653 | |a Rules | ||
| 653 | |a Education | ||
| 653 | |a Psychological Evaluation | ||
| 653 | |a Measurement Techniques | ||
| 653 | |a Behavior Patterns | ||
| 653 | |a Interpersonal Competence | ||
| 653 | |a Charts | ||
| 653 | |a Educational Assessment | ||
| 653 | |a Educational Environment | ||
| 653 | |a Graphs | ||
| 653 | |a Authentic Learning | ||
| 653 | |a Addition | ||
| 653 | |a Learning Theories | ||
| 653 | |a Data Interpretation | ||
| 653 | |a Educational Change | ||
| 653 | |a Norm Referenced Tests | ||
| 653 | |a Data Analysis | ||
| 653 | |a Precision Teaching | ||
| 653 | |a Behavior Change | ||
| 653 | |a Educational Facilities Improvement | ||
| 700 | 1 | |a Van, Jared |u Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA | |
| 700 | 1 | |a Halkowski, Madeline |u Department of Educational Psychology, Counseling, and Special Education, The Pennsylvania State University, University Park, Pennsylvania, USA | |
| 773 | 0 | |t Tizard Learning Disability Review |g vol. 30, no. 1 (2025), p. 17-22 | |
| 786 | 0 | |d ProQuest |t Sociology Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3190542941/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3190542941/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3190542941/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |