Back to basics? A critical reflection on the use of frequency-building and Precision Teaching to support pupil intervention in foundational curricular learning

Abstract

Precision Teaching (PT) presents as a systematic educational approach used to monitor and evaluate pupil performance, as underpinned by data-based decision making. As part of the implementation process, PT emphasises the importance of frequency-building to promote behavioural fluency for the learner. This article seeks to critically examine the potential application of frequency-building and PT in Irish mainstream primary schools to support pupil intervention in foundational curricular learning. Particular focus is placed on core academic subjects, in light of the national governmental drive to increase literacy and numeracy standards for all. This article provides an overview of the PT approach to intervention, with reference to recent Irish developments in the field spanning research and practice. The application of frequency-building and PT within a special education context is considered, particularly for pupils struggling to move beyond the ‘acquisition’ stage of the learning hierarchy. The author critically considers the alignment of PT with key tenets of the guidelines from the Department of Education and Skills (2017a) for supporting pupils with special educational needs in mainstream schools. Finally, limitations of PT-related research are forwarded, with reference to applied research in the field. Based on cumulative findings, the author advocates for a balanced and contextualised approach to fluency-focused instruction within schools, in light of the learning hierarchy and alternate, non-behaviourist approaches to teaching and learning.

Keywords:

• Precision teaching
• fluency
• special education
• literacy
• numeracy
• Ireland

Notes

1 Acronym stands for ‘Say-All-Fast-Minute-Every-Day-Shuffled’ (Lindsley 1996; Quigley et al. 2017, 284).

2 DEIS schools are under the ‘Delivering Equality of Opportunity in Schools’ scheme, aimed at providing better opportunities for those in communities at risk of disadvantage and social exclusion (DES 2017c).

Additional information

Notes on contributors

Claire P. Griffin

Dr. Claire P. Griffin is an Educational Psychologist and lecturer in Educational and Developmental Psychology at Mary Immaculate College (MIC), Limerick. She is leader of the ‘B.Ed in Education and Psychology’ programme and supervisor of trainee Educational Psychologists. Claire originally worked within primary and special education settings and in residential care centres for persons with intellectual disabilities. Following postgraduate training in special education and Educational Psychology, she completed her PhD in 2018 through University College London. Claire has worked on national research projects and has published both nationally and internationally. She has also engaged in a range of applied work with schools, parents and children. Her research interests include inclusive education, psychological and educational assessment, student engagement, the voice of the child in education and paraprofessional support.