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Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing

Kapoor, Geetika, Vostanis, Athanasios, Mejía-Buenaño, Suzy, Langdon, Peter E. (2023) Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing. Journal of Behavioral Education, . ISSN 1053-0819. (doi:10.1007/s10864-023-09520-w) (KAR id:101387)


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.

Item Type: Article
DOI/Identification number: 10.1007/s10864-023-09520-w
Uncontrolled keywords: Precision Teaching, Standard Celeration Chart, Mathematics, Fluency
Subjects: L Education
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 (
Depositing User: Athanasios Vostanis
Date Deposited: 23 May 2023 17:38 UTC
Last Modified: 24 May 2023 14:10 UTC
Resource URI: (The current URI for this page, for reference purposes)

University of Kent Author Information

Vostanis, Athanasios.

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Mejía-Buenaño, Suzy.

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