Back to Basics? A Critical Reflection on the Use of Frequency-Building and Precision Teaching to Support Pupil Intervention in Foundational Curricular Learning

Autor/in	Griffin, Claire P.
Titel	Back to Basics? A Critical Reflection on the Use of Frequency-Building and Precision Teaching to Support Pupil Intervention in Foundational Curricular Learning
Quelle	In: Irish Educational Studies, 40 (2021) 3, S.469-491 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.1899018
Schlagwörter	Precision Teaching; Elementary School Students; Intervention; Foreign Countries; Elementary School Curriculum; Core Curriculum; Special Education; Alignment (Education); Literacy; Numeracy; Ireland + Suchen Sie Ihr Suchwort? Ausland; Kerncurriculum; Special needs education; Sonderpädagogik; Sonderschulwesen; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Irland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01