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Precision teaching as a supplementary approach to skills training for individuals with schizophrenia
Date of Award
2001
Document Type
Thesis - Pacific Access Restricted
Degree Name
Master of Arts (M.A.)
Department
Psychology
First Advisor
David Wilder
First Committee Member
Kenneth Beauchamp
Second Committee Member
Carl Binder
Third Committee Member
Keven Schock
Abstract
While most agree that individuals with Schizophrenia require integrated skills training in multiple areas, fewer agree as to how to provide the most effective training. In this thesis, empirical studies on skills training for individuals with Schizophrenia and other psychiatric disorders are examined briefly, with precision teaching representing a possible addition to the procedures currently used for rehabilitating and instructing these individuals. Precision teaching, an empirically validated instructional technology, focuses on fluency-based instruction and makes use of a standard chart to guide data-based instructional decisions. This study evaluates the effectiveness of using precision teaching for teaching basic math skills to 2 individuals with Schizophrenia. Results indicate that precision teaching effectively increased the rate of correct answers to multiplication problems during the intervention. In addition, during follow-up probes, both participants maintained greater knowledge of problems learned to a fluency criterion than those problems learned to a criterion of accuracy alone.
Pages
64
ISBN
9780493153339 , 0493153330
Recommended Citation
MacDonald, Jennifer Elizabeth. (2001). Precision teaching as a supplementary approach to skills training for individuals with schizophrenia. University of the Pacific, Thesis - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2672
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