Getting started with Precision Teaching for Applied Behavior

Getting started with Precision Teaching for Applied Behavior Analysis

Use the science of precision measurement and the Standard Celeration Chart technology to transform behaviors and lives. | taught by Rick Kubina

Course description

GRAB A FREE TRIAL: Module 5, lesson 1

Elevate Your Practice of Behavior Analysis with Precision Teaching

Drawing on the science of behavioral measurement and findings from some of the most successful behavior change engineers, this course teaches the most effective data analytic procedures you can use to change the lives of your learners and clients.

It’s called Precision Teaching.

Course description

Getting Started with Precision Teaching will teach you how to apply Precision Teaching to all your learners or clients. As a practicing behavior analyst or teacher applying behavior change principles, you will learn practical day-to-day methods that will facilitate the following skills:

  • Pinpointing behavior (takes the place of long, wordy operational definitions)
  • Recording behavior with frequency (using standard, absolute, universal measures for sensitive behavior measurement)
  • Standard Celeration Charting (applying the most precise visual tool for monitoring, analyzing, and communicating behavioral change data)
  • Enhanced problem solving (using systematic methods to advance behavioral progress and continually determine the effectiveness of interventions)

Behavior analysts who use Precision Teaching report a number of benefits to their practice:

  • They have a completive edge over other practitioners who use nonstandard linear graphs and low grade metrics (percent correct)
  • Parents and fellow colleagues understand data quickly due to the standard nature of behavioral labels (pinpoints) and a standard graphical display
  • Insurance companies are pleased to have reports with qualification of speed of learning and progress change
  • Clients make measurably faster progress due to the behavior analyst’s ability to discover the best interventions

What you will learn

Module 1. What is Precision Teaching and Standard Celeration Charting

  • What is Precision Teaching
    • The founder of PT, O. R. Lindsley
  • Guiding principles
    • Provide examples from science and show how guiding principles are rooted in science
  • The Precision Teaching Process
  • What Precision Teaching is not
    • One minute timings
    • CBM or CBA
    • Not using the chart
  • Precision Teaching and Behavior Analysis

Module 2. Pinpointing behavior

  • Problems defining behavior
    • Problems with operational definitions
  • Gold standard for selecting target behaviors
    • How to Accurately Define/Label a Target Behavior
  • Deadman’s test
    • What it is and what it is not
    • First filtering mechanism for movement cycle/pinpoint
  • Movement cycles
    • Three elements of the MC

      • Observable, repeatable, contains movement
    • Active verb
    • Object
  • Adding context to movement cycle = Pinpoint

Module 3. Learning Channels

  • Learning channel matrix Intro
  • Ins and Outs
    • Why the Learning Channel Matrix?
    • Using the LC Matrix (Part1): Labeled Blanks
    • Using the LC Matrix (Part 2): Ins and Outs
  • Channel Sets
    • Using the matrix to discover single channel sets
    • Using the matrix to discover yoked channel sets
  • Bringing it all together
    • Pinpointing and learning channel
    • Pinpoint+ compared to operational definitions

Module 4. Recording behavior

  • Problems in measurement
    • Limitations of dimensionless quantities
      • Percent
    • Problems with Interval recording
  • Frequency
    • What is frequency
    • Advantages of frequency
    • How to detect frequencies

      • Counting devices

      • Timing devices
  • Record data process
    • On paper
    • On Chartlytics

Module 5. Basic elements for charting behavior on the SCC

  • Three reasons for the Standard Celeration Chart
    1. A proportional view of the world
    2. Quantifying Behavior Change
    3. Standards and Natural Science
  • Different types of SCCs
    • What makes them standard

      • 6 cycles

      • 34 degree angle

      • 20 celeration periods
    • Not a Standard Celeration Chart
    • Two other celeration charts

      • Timings chart

      • FACC
  • Basics of the SCC
    • Labeled blanks
    • Time scale
    • Chart Conventions

Module 6. Evaluating data within a condition

  • Review of data on SCC
    • Zero
  • Experiments and Design
    • Single Case Design
    • Conditions
    • Conditions versus phases
  • Within condition analysis
    • Level
    • Celeration
    • Improvement Index
    • Bounce

Module 7. Evaluating data between conditions

  • Within and Between condition analysis
    • Single Case Experimental Design
    • Within condition analysis
    • Between condition analysis

      • Level change

      • Frequency multiplier

      • Celeration multiplier

      • Bounce change

      • Improvement index change

Module 8. On-target decision making

  • Evaluative and Goal-Driven Decisions
    • Applied and Experimental Outcomes
    • Precision decision making
  • On-target decision making
    • Decision Making
    • Aim stars and aim bands

      • Frequency
    • Looking at celeration aims

      • Projections

Module 9. How and when to make changes

  • Change
    • Continue, Change, Complete
    • Change within a Curriculum Sequence
  • How to Change
    • Change tactics
    • Fair Pair
    • Name it

Module 10 Trying again and problem solving

  • What does it mean to try again
    • Interplay between within and between condition decision making
    • Beyond hierarchy change tactics

Course format

The course consists of 12 video modules. Each module has different content areas providing information under each main topic. Topics include direct information explaining how to apply key ideas. Additionally, case studies and examples of specific content appear where applicable. All modules have downloadable key readings that course participants can read if they wish even more information. Throughout the modules short application tests occur providing feedback on emerging course knowledge. Many modules also provide key materials (e.g., the learning channel matrix) and flow charts downloadable so course participants can immediately put all course content to use.

Your instructor

Rick Kubina here, your friendly course instructor and data science advocate. Presently I work as a Professor of Special Education at Penn State University and also as the co-founder of Chartlytics. I spent the last 30 years of my life in the pursuit of the most powerful tools we have to change behavior. I studied Precision Teaching at Youngstown State University as an undergrad and worked with Steve Graf. Then I studied behavior analysis and Precision Teaching at The Ohio State University and worked with John Cooper (Coop) twice, once for my Master’s degree and later when I returned for my doctorate. My singular goal as a professional boils down to one thing —how can I contribute to engineering a better world through effective behavior change procedures. I have learned from behavior analysis to flourish and help others to the maximum extent, one must have the best measurement available for precisely identifying and measuring behavior and then analyzing and communicating behavior change data. I hope you join me in the quest to change the world with behavior analysis and the best measurement system science has to offer — Precision Teaching.

What you get

  • 12 video modules from renowned behavior analyst Dr. Richard Kubina
  • Dozens of downloadable additional readings
  • A digital copy of the Consumers Guide to Standard Celeration Charting ebook
  • 20 Type II CEUs
Rick Kubina
Rick Kubina

Rick Kubina, Ph.D., BCBA-D, is Director of Research at CentralReach, cofounder of Chartlytics, Professor of Special Education at Penn State University, and author of The Precision Teaching Book

Rick taught special education in a private schools specializing in post acute brain trauma rehabilitation for three years. During his doctoral program, Rick worked as a graduate teaching assistant for the Great Lakes Regional Resource Center. He was the editor of the Journal of Precision Teaching and Celeration and is the author of many publications.

Course Curriculum

Start Here!
Overview and Introduction FREE PREVIEW
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Module 1 - What is Precision Teaching and Standard Celeration Charting
Lesson 1 - What is Precision Teaching? FREE PREVIEW
Lesson 2 - Ogden Lindsley and Precision Teaching
Lesson 3 - Tenets of Precision Teaching
Lesson 4 - The Precision Teaching Process
Lesson 5 - What Precision Teaching is Not
Module 1 - Quiz
Module 1 - Downloads
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Module 2 - Pinpointing Behavior
Lesson 1 - Problems defining behavior
Lesson 2 - Gold standard for selecting target behaviors
Lesson 3 - Dead man test
Lesson 4 - Movement cycles
Lesson 5 - Adding context to a movement cycle
Module 2 - Quiz
Module 2 - Downloads
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Module 3 - Learning Channels
Lesson 1 - Introduction to the Learning Channel Matrix
Lesson 2 - Ins and Outs
Lesson 3 - Channel Sets
Lesson 4 - Bringing it all together
Module 3 - Quiz
Module 3 - Downloads
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Module 4 - Recording Behavior
Lesson 1 - Problems in measurement
Lesson 2 - Frequency
Lesson 3 - Record data process
Module 4 - Quiz
Module 4 - Downloads
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Module 5 - Basic elements for charting behavior on the SCC
Lesson 1 - Three reasons for the Standard Celeration Chart FREE PREVIEW
Lesson 2 - Different types of SCCs
Lesson 3 - Basics of the SCC
Module 5 - Quiz
Module 5 - Downloads
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Module 6 - Evaluative data within a condition
Lesson 1 - Review of data on SCC
Lesson 2 - Experiments and Design
Lesson 3 - Within condition analysis
Module 6 - Quiz
Module 6 - Downloads
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Module 7 - Within and between condition analysis
Lesson 1 - Within and between condition analysis
Module 7 - Quiz
Module 7 - Downloads
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Module 8 - On-target decision making
Lesson 1 - Evaluative and Goal-Driven Decisions
Lesson 2 - On-target decision making
Module 8 - Quiz
Module 8 - Downloads
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Module 9 - How and when to make changes
Lesson 1 - Change
Lesson 2 - How to Change
Module 9 - Quiz
Module 9 - Downloads
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Module 10 - Trying again and problem solving
Lesson 1 - What does it mean to try again?
Module 10 - Quiz
Module 10 - Downloads
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Reviews (2)

Wants to be a precision teacher

I like the speed of the course and the way of teaching. Hope in the future, there will be more in session videos and materials we can see and use

PT for APA

by abolfazl rashidi
hi. is good

Wants to be a precision teacher

I like the speed of the course and the way of teaching. Hope in the future, there will be more in session videos and materials we can see and use

PT for APA

by abolfazl rashidi
hi. is good