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Periódicos indexados 28 fonte(s) com registros ativos
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Acta Comportamentalia
Abrir fonte oficialBehavior Analysis in Practice
Abrir fonte oficialBehavior Analysis: Research and Practice
Abrir fonte oficialBehavior and Social Issues
Abrir fonte oficialBehavioral Development Bulletin
Abrir fonte oficialBehavioral Interventions
Abrir fonte oficialEducation and Treatment of Children
Abrir fonte oficialEuropean Journal of Behavior Analysis
Abrir fonte oficialInternational Journal of Behavioral Consultation and Therapy
Abrir fonte oficialJapanese Journal of Behavior Analysis
Abrir fonte oficialJournal of Applied Behavior Analysis
Abrir fonte oficialJournal of Applied Radical Behavior Analysis
Abrir fonte oficialJournal of Behavior Analysis and Support
Abrir fonte oficialJournal of Behavioral Education
Abrir fonte oficialJournal of Contextual Behavioral Science
Abrir fonte oficialJournal of Organizational Behavior Management
Abrir fonte oficialJournal of Positive Behavior Interventions
Abrir fonte oficialJournal of the Experimental Analysis of Behavior
Abrir fonte oficialNorsk Tidsskrift for Atferdsanalyse / Norwegian Journal of Behavior Analysis
Abrir fonte oficialPerspectivas em Análise do Comportamento
Abrir fonte oficialPerspectives on Behavior Science
Abrir fonte oficialRevista Brasileira de Análise do Comportamento
Abrir fonte oficialRevista Mexicana de Análisis de la Conducta / Mexican Journal of Behavior Analysis
Abrir fonte oficialThe Analysis of Verbal Behavior
Abrir fonte oficialThe Behavior Analyst
Abrir fonte oficialThe Behavior Analyst Today
Abrir fonte oficialThe Journal of Speech and Language Pathology – Applied Behavior Analysis
Abrir fonte oficialThe Psychological Record
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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.
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