An Evaluation of Programmed Procedural Fidelity Errors on Data-Based Decision-Making During Precision Teaching

Research employing parametric analyses of fidelity have demonstrated that some behavior analytic procedures maintain their effectiveness when procedural fidelity is reduced. To date no research has experimentally explored the impact of procedural fidelity errors in Precision Teaching. Thus, the current study aimed to explore the impact of fidelity errors on the “decide” component of the Precision Teaching system. Specifically, the impact of omitting data-based decision-making on (a) celeration, (b) bounce or variability, and (c) number of frequency aims achieved. A between groups parametric analysis was employed within which five levels of programmed fidelity (100%, 75%, 50%, 25%, and 0%) were explored. Five mainstream second and third grade classrooms in educationally disadvantaged schools participated. Teachers implemented Precision Teaching and Frequency Building with the Morningside Math Facts Addition and Subtraction curriculum with programmed errors incorporated at differing levels across classrooms. Results suggest that learners can still demonstrate acceptable performance when fidelity on data-based decision-making is reduced in the short term. However, more research is warranted with larger sample sizes to ascertain more conclusive findings.