ERIC Number: ED237061
Record Type: Non-Journal
Publication Date: 1982-Aug
Reference Count: N/A
Precision Teaching Project. Formative Evaluation.
Tolliver, J. Howard; And Others
This evaluation report describes a project that used an innovative approach called precision teaching to train personnel who provide services to identified emotionally disturbed, mentally retarded, and cross-categorical children. Precision teaching is a data-based behavioral instructional program which encompasses pinpointing target behaviors, developing precise teaching interventions, charting rates of response, and evaluating changes. The major components of the training program were summer institutes with follow-up practicums and seminars during the school year. The intensive 4-week summer session offered the core content as if each trainee were a class of one, a process in which the trainee was taught how to learn by using an individualized instructional program. Features of this format included written study guides, mastery learning, self-pacing, the use of lectures or demonstrations and learning motivators, and the use of individual tutorials to provide one-to-one feedback on each unit of work. Practicums and seminars were conducted in both large and small groups. A discrepancy evaluation model was used to provide information for project modification or redesign. Issues generated by the report are outlined and three major recommendations are offered. Nine references and numerous project forms and questionnaires are appended. (LMM)
Descriptors: Behavioral Objectives, Emotional Disturbances, Formative Evaluation, Individualized Instruction, Inservice Teacher Education, Institutes (Training Programs), Mental Retardation, Postsecondary Education, Precision Teaching, Program Descriptions, Program Evaluation, Questionnaires, Special Education, Special Education Teachers, Surveys
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Authoring Institution: District of Columbia Univ., Washington, DC.