Descriptor
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| Deno, Stanley L. | 1 |
| Koorland, Mark A. | 1 |
| Marston, Douglas | 1 |
| Nelson, C. Michael | 1 |
| Raybould, E. C. | 1 |
| Solity, J. E. | 1 |
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| Journal Articles | 3 |
| Opinion Papers | 3 |
| Reports - Descriptive | 1 |
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| Practitioners | 3 |
| Researchers | 2 |
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Peer reviewedRaybould, E. C.; Solity, J. E. – British Journal of Special Education, 1988
Two proponents of the precision teaching approach to teaching the handicapped discuss such principles as: the problem of partial application of the method; relationship to behaviorism; relationship to experiential learning; and the importance of fluency in task performance, mastery learning, and recordkeeping. (DB)
Descriptors: Diagnostic Teaching, Disabilities, Elementary Secondary Education, Experiential Learning
Peer reviewedKoorland, Mark A.; Nelson, C. Michael – Exceptional Children, 1990
This critique discusses conceptual and practical issues raised in a paper by D. Marston (EC 210 837) on choosing the most technically adequate graph for measuring progress on individual education plans. The critique argues that the Standard Behavior Chart is a technically adequate and useful measurement tool. (JDD)
Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, Graphs
Peer reviewedMarston, Douglas; Deno, Stanley L. – Exceptional Children, 1990
This article responds to a criticism (EC 231 964) of a paper that discusses graphs for measuring progress on individual education plans (EC 210 837). It notes that the type of chart used is not a major issue; the important point is that teachers repeatedly gather data on educationally relevant tasks and evaluate intervention effectiveness. (JDD)
Descriptors: Disabilities, Elementary Secondary Education, Evaluation Methods, Graphs
