Call for Trend Pieces: Precision teaching and people with learning/intellectual disabilities
Tizard Learning Disability Review (TLDR) is an accessible, readable and challenging high-quality source of information and intelligence for those researching and working in the field of learning/intellectual disabilities. We are seeking submissions for a special themed issue/section focused on the integration of precision teaching into professional practice for those working with people learning/intellectual disabilities.
Precision teaching (PT) has been primarily focused on developing skills of children with or without learning disabilities within classroom settings by teachers (Gist and Bulla, 2022; McTiernan et al., 2022; Ramey et al., 2016). However, other professionals could readily adopt the system, such as speech and language therapists, occupational therapists, behaviour analysts, educational psychologists, and more. We are keen to solicit new trend pieces for TLDR that examine how these professionals could integrate PT into their work, and what would be the benefits of it?
Some of the potential topics for opinion pieces could include (but not limited to):
- Precision Teaching and the development of speech and language skills.
- Precision Teaching and the development of motor repertoires.
- Precision Teaching within behaviour analytic systems of support.
- The use of Precision Teaching by educational psychologists.
Note: Trend Pieces are evaluated and reviewed by a member/s of the editorial team who make a final decision on any revisions (we may request) and whether or not to publish. Trend Pieces are papers where content is dependent on the author's opinion and interpretation. This may still include referencing and citations, but the paper will include views, opinions, and discuss ideas based on perspectives (which will often be expert led)
Submissions are made using ScholarOne Manuscripts. Registration and access are available by clicking the button below.
Submit your trend piece here!
Articles should be between 1800 and 2000 words in length. This includes all text, for example, the structured abstract, keywords, references, all text in tables, and figures and appendices. Please allow 350 words for each figure or table.
Gist, C. and Bulla, A.J. (2022), “A Systematic Review of Frequency Building and Precision Teaching with School-Aged Children”, Journal of Behavioral Education, Vol. 31 No. 1, pp. 43–68, doi: 10.1007/s10864-020-09404-3.
McTiernan, A., McCoy, A., Mendonca, J., Lydon, H. and Diffley, S. (2022), “The implementation of Precision Teaching for the improvement of academic skills: A systematic review of the literature over thirty years”, Behavioral Interventions, Vol. 37 No. 2, pp. 505–528, doi: 10.1002/bin.1852.
Ramey, D., Lydon, S., Healy, O., McCoy, A., Holloway, J. and Mulhern, T. (2016), “A Systematic Review of the Effectiveness of Precision Teaching for Individuals with Developmental Disabilities”, Review Journal of Autism and Developmental Disorders, Vol. 3 No. 3, pp. 179–195, doi: 10.1007/s40489-016-0075-z.