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PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta‐analysis

Vostanis, Athanasios, Thompson, Paul A., Padden, Ciara, Rizos, Konstantinos, Langdon, Peter E. (2023) PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta‐analysis. Campbell Systematic Reviews, 19 (1). Article Number e1317. ISSN 1891-1803. (doi:10.1002/cl2.1317) (KAR id:100535)


Precision Teaching is a behavior measurement system that emphasizes the development of behavioral repertoires and utilizes Standard Celeration Charts as its primary tool. This system has been applied across various areas, including mainstream and special education, and has successfully improved academic, motor, communication, and other skills. While previous systematic reviews have highlighted important aspects of Precision Teaching, a more comprehensive evaluation is needed to consider all its different applications and recent developments in conceptualizing it. Therefore, this systematic review and meta‐analysis will assess the effectiveness of Precision Teaching in accelerating human behavior, identify all the areas of its application, and review the technical aspects of its implementation. The review aims to provide a comprehensive understanding of the system and its potential benefits for individuals in different settings.

Item Type: Article
DOI/Identification number: 10.1002/cl2.1317
Uncontrolled keywords: PROTOCOL, behavioral agility, behavioral fluency, REAPS, RESA, standard celeration chart
Subjects: H Social Sciences > HV Social pathology. Social and public welfare > HV1568 Disability studies
Divisions: Divisions > Division for the Study of Law, Society and Social Justice > School of Social Policy, Sociology and Social Research > Tizard
Funders: University of Kent (
SWORD Depositor: JISC Publications Router
Depositing User: JISC Publications Router
Date Deposited: 22 Mar 2023 15:59 UTC
Last Modified: 16 May 2023 14:04 UTC
Resource URI: (The current URI for this page, for reference purposes)

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