Association for Behavior Analysis International

A frequent criticism of precision teaching in the field of applied behavior analysis is that this method of instruction has not undergone the rigors of empirical research. There is a growing interest, in particular, about the potential effects achieved by precision teaching with frequency building procedures with children with autism spectrum disorder (ASD). At present, there are no widely available empirical reports of precision teaching with frequency building procedures with students and adults with ASD. The limited research documenting the significant benefit of this teaching strategy has implications for education and the field of applied behavior analysis. Marlene Cohen and her colleagues at the Douglass Developmental Disabilities Center at Rutgers University have conducted three years of empirical research in precision teaching with frequency building with older learners with ASD. Specifically, their research has addressed the impact of precision teaching with frequency building procedures for the Big 6 plus 6 motor skills on the functional skills of adolescents and adults with autism receiving applied behavior analysis treatment. They have also evaluated the impact of frequency building for component language skills on the conversation complexity of an adult with autism. Current research focuses on the selection of aims for this population and evaluating which aims will produce the most efficient results. While a modest beginning, the empirical evidence suggesting that precision teaching is both efficient and effective with adolescents and adults with ASD has important implications. Dr. Cohens research uses single subject designs to assess the impact of precision teaching with individuals with ASD. Dr. Cohen will address the need for additional research examining other empirical questions regarding precision teaching with this population, and will offer suggestions for further research.