The Effectiveness of Precision Teaching when Working with Children with Attention Deficit Hyperactivity Disorder

Abstract

A two-dyad multiple baseline design was used to determine if Precision Teaching (PT) was effective in improving the target skills of sight word recognition for two boys aged six and eight (Group A) and multiplication for a 12-year old boy and a 10-year old girl (Group B). The participants were all diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and attended the Kauri Centre. SAFMEDS (Say All Fast Minute Each Day Shuffled) cards containing words or sums were used. Correct and incorrect responses were recorded on a Standard Celeration Chart. Group A also read from a reader, recalled facts about books previously read to them, and copied a passage of writing, while Group B answered sums on multiplication, division, and word problem worksheets. These measures were used to see if PT in a target skill had any effect on other classroom activities. Furthermore, aggressive behaviour, off-task behaviour, and responses to instructions were observed to determine if any changes occurred following the implementation of PT. The arrival of a new teacher, however, confounded these results. PT is a very effective method for teaching target skills to ADHD children, however there is limited application of this skill to other classroom activities and no new behaviours emerged as a result of the PT process. Future research could look at teaching this population other skills using PT and/or using PT to help other children experiencing reading or maths difficulties.