Table 6.

Nonexamples of Precision Teaching

Nonexample	Features Analysis
A group of precision teachers has created an online group where they share SCCs displaying the number of tests administered in various regions during the COVID-19 global pandemic. They update their charts weekly, analyze current trends, and discuss their future predictions about how the infection rate may be affected by policy changes, population characteristics, and availability of supplies.	Critical features present: 2, 3, 4, 5, 6 Critical feature missing: 1 (accelerating behavioral repertoires)
An autism interventionist uses the SCC with learners on the autism spectrum. For one of the learners, the interventionist collects daily data on duration of on-task behavior, as well as duration of noncompliance. The interventionist charts these data at the end of each 2-hr session and immediately analyzes celeration, level, and bounce to make decisions about what to do next.	Critical features present: 1, 3, 4, 5, 6 Critical feature missing: 2 (precise behavior definitions)
A classroom teacher collects daily momentary time sampling data for a student to estimate the frequency of the following pinpoint: hear-say answers question during group instruction. The teacher picks up an SCC and charts the frequency of behavior based on observations at the end of a 1-min interval—thus a variation of momentary time sampling. To do this, the teacher uses the 10-min class period as the counting time and charts the frequency based on each 1-min interval in which the behavior occurred, with a ceiling of one per minute and a record floor of 0.1 per minute. The teacher looks at the chart daily and tries to make adjustments to interventions accordingly, using a variety of interventions throughout the first month of targeting this behavior.	Critical features present: 1, 2, 4, 5, 6 Critical feature missing: 3 (continuous observation)
A graduate student has been practicing Say All Fast Minute Everyday Shuffled (SAFMEDS) for class. Every day, the student goes through the cards in 1-min timings and does extra practice or review in between timings. For each timing, the student counts how many terms said correctly, out of the total cards the student got through within the timing. The student converts this to percentage correct, then puts this number (e.g., 85) on the daily per day SCC, where each number on the y-axis represents the percentage score. The student uses these charted data to make decisions about whether to do more practice the next day.	Critical features present: 1, 2, 3, 5, 6 Critical feature missing: 4 (dimensional measurement)
A sales consultant works with a team of professionals preparing to sell a new product. They have identified a handful of pinpoints (e.g., free-say lists features of the product, hear-says differences between their company’s product vs. a competitor’s) to address. They conduct a brief workshop where they deliver instruction via mathetics on the new product. After the workshop, the sales team works in dyads to implement frequency building on their pinpoints several times per week. They collect data on each other’s performance in 1-min timings and submit a spreadsheet with their best scores each week. The sales consultant reviews transcripts from sales calls to determine whether increased sales knowledge has resulted in better dialogue on calls with prospects. The CEO of the company reviews monthly sales of the product to see if their investment in this training has produced positive outcomes for the company.	Critical features present: 1, 2, 3, 4, 6 Critical feature missing: 5 (standard celeration chart)
A team of behavior analysts have recently adopted the SCC in their clinical practice. For one of their clients whom they see several times per week, they collect frequency data via a count-up procedure on the following pinpoint: see-do completes step to balance a budget. They use a variety of interventions including modeling, discrete-trial teaching, and differential reinforcement. A behavior technician collects the data sheets at the end of each week and charts them on the daily per minute SCC. The behavior analysts review the data in their monthly case reviews and make decisions regarding this client’s treatment plan.	Critical features present: 1, 2, 3, 4, 5 Critical feature missing: 6 (timely and effective data-based decisions)