A Precision Teaching Framework for Training Autistic Students to Respond to Bids for Joint Attention Athanasios Vostanis, Rianna Ritchie, Peter E. Langdon Journal of Behavioral Education, 2026 Precision teaching has historically been primarily applied to academic skills. This study aimed to show how precision teaching could enhance the application of existing evidence-based interventions focused on crucial pre-academic skills, such as joint attention. Joint attention is typically broken into two categories: responding to bids for joint attention (RJA) and initiating joint attention (IJA). This study developed RJA using precision teaching and play-based, natural environment teaching. Four autistic students, aged between 5 and 6, attending a special education school in England participated. Six prerequisite skills were trained in two triads during 15-min sessions for three weeks. RJA was then targeted, and participants needed three, four, five, and seven days, respectively, to master it. A concurrent multiple baseline design across participants was used for all skills. Participants improved across all skills with moderate effect sizes that were maintained five weeks post-intervention. Moreover, participants demonstrated steep learning rates measured via celeration, low variability measured via the bounce metric, and a maintenance of performance improvements during the assessment of endurance, stability, and generalization. The results suggest that autistic students can quickly improve their RJA skills and demonstrate fluency in them. However, the results are tentative and require replication while addressing the limitations that have been identified. Integrating precision teaching and naturalistic approaches could offer practitioners additional information about the impact of existing evidence-based interventions on developing RJA and related skills.
Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services: A Proof-of-Concept Study Athanasios Vostanis, Oliver Douglas Payne, Anthony Cox, Jill Bradshaw Journal of Applied Research in Intellectual Disabilities, 2026 Background People with intellectual disabilities frequently communicate through Key Word Signs (KWS). Although various methods have trained practitioners to sign, they have not led to increased use. This study evaluated whether Precision Teaching would lead to improved outcomes. Method Practitioners were divided into experimental ( n = 4) and control conditions ( n = 5) using a multiple baseline across participants design. Experimental participants received Precision Teaching for 60 signs three times a week for 14 weeks. Control participants had completed a one‐day training event via Makaton at least 1 year before. Naturalistic observations were conducted for all participants to measure signing while supporting service users. Results Experimental participants demonstrated fluency, emergent application, and maintenance of improvements. They also signed more than control participants when supporting clients. Conclusion Precision Teaching can lead to increased usage of KWS under naturalistic conditions. However, training in isolation might be inadequate. Additional elements, such as practice leadership, are required.
A comparative analysis of error correction procedures for skill acquisition in autistic students Konstantinos Rizos, Sarah Fattal, Marlizanne Gouws, Sophie Meyer, Athanasios Vostanis Tizard Learning Disability Review, 2025 Purpose The purpose of this study is to compare the effectiveness of two error correction methods – Model Prompt Switch Repeat (MPSR) and Error Statement, Modelling and Active student Response (ESMASR) – for teaching new skills to autistic students. This study evaluates which method results in faster and more effective skill mastery, measured by the number of trials needed to reach the mastery criterion, and assesses long-term retention of learned skills. Design/methodology/approach Using a multiple-treatment reversal design within an Applied Behaviour Analysis framework, this study involved four participants aged 13–15 years. The participants were taught using both MPSR and ESMASR methods, with data collected on how quickly they mastered new skills. Maintenance data were gathered at one and four weeks after teaching to assess skills retention. Findings This study found that the MPSR method led to faster and more sustained skill acquisition than ESMASR for most participants. MPSR demonstrated better long-term retention in several cases. These results emphasise the effectiveness of structured error correction procedures in improving learning outcomes for autistic students. Research limitations/implications Because of the small sample size and focus on a specific educational setting, the findings of this study may not apply broadly. Future research should test these methods across a wider variety of learners and settings to ensure broader applicability and validation of the results. Practical implications This study’s findings offer practical strategies for educators working with autistic students, showing that structured error correction procedures like MPSR can be integrated into daily teaching to improve skill acquisition and retention. These strategies can also inform educator training and instructional planning. Social implications This study contributes to a more inclusive education system by offering evidence-based methods that help autistic students succeed. By identifying effective teaching techniques, this research supports efforts to ensure equal educational opportunities for neurodivergent learners. Originality/value This study fills a gap in research by comparing two specific error correction methods in an ABA setting, providing fresh insights into which strategies most effectively promote skill acquisition and long-term learning in autistic students. This study also offers practical guidance for educators seeking evidence-based methods to improve student outcomes.
Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing Geetika Kapoor, Athanasios Vostanis, Suzy Mejía-Buenaño, Peter E. Langdon Journal of Behavioral Education, 2025 This study evaluated the effects of Precision Teaching in improving typically developing students’ mathematical skills when delivered via teleconferencing in India. Four students received Precision Teaching, while nine acted as control participants. Precision teaching involved instruction in three mathematical skills; two prerequisite skills and the primary skill of mixed addition and subtraction facts. Instruction included untimed practice, timed practice, goal-setting, graphing, and a token economy. Participants who received Precision Teaching received ten practice sessions for the prerequisite skills and 55 sessions for the primary skill. The results demonstrated improvements in the prerequisite skills of varied magnitude and considerable improvements in the primary skill, which were maintained above baseline performance levels. In addition, those who received Precision Teaching were below the 15th percentile rank at the initial assessment and above the 65th percentile at the post-intervention assessment in the math fluency subtest of the Kaufman Test of Educational Achievement—Third Edition. Control participants did not demonstrate similar improvements. Results suggest that Precision Teaching could produce accelerated outcomes even when delivered via teleconferencing. Therefore, it could be a valuable system for helping students ameliorate potential learning losses resulting from the COVID-19 pandemic.
Increasing Face Mask Wearing in Autistic Individuals Using Behavior Analytic Interventions: A Systematic Review and Meta-analysis Rebekah Cowell, Athanasios Vostanis, Peter E. Langdon Journal of Autism and Developmental Disorders, 2024 The current review aimed to evaluate the effectiveness of behavior-analytic procedures in increasing face mask-wearing in autistic individuals. This comes following recommended guidance during the COVID-19 pandemic. A systematic review and meta-analysis were completed of peer-reviewed and grey literature. Six databases were searched and seven studies using single-case experimental designs met the eligibility criteria which were then quality appraised. Data were extracted on participant characteristics, study design, independent and dependent variables, fidelity, generalization, maintenance, and social validity outcomes. Both the non-overlap of all pairs and Baseline Corrected TAU were used to estimate effect size. Two studies were rated strong and borderline strong quality and five were rated as adequate or below. All studies showed positive outcomes for mask-wearing, with an average of 0.92 for non-overlap of all pairs and 0.47 for Baseline Corrected Tau effect sizes. The most common and effective procedures for increasing mask-wearing were graded exposure and differential and positive reinforcement. Factors such as mode of delivery, implementer, and setting did not appear to influence study outcomes. Procedures were found to be rated as acceptable by parents and professionals in five of the studies. The existing literature on increasing face mask-wearing in autistic individuals provides promising findings to add to existing literature around increasing tolerance to medical equipment and hygiene practices in autistic populations. However, these findings are based on a small sample size, with six of the studies taking place in the United States with varying study quality.
Comparing the Minimum Celeration Line and the Beat Your Personal Best Goal-Setting Approaches During the Mathematical Practice of Students Diagnosed with Autism Athanasios Vostanis, Ciara Padden, Aoife McTiernan, Peter E. Langdon Journal of Behavioral Education, 2023 This study compared two goal-setting approaches found in the Precision Teaching literature, namely the minimum celeration line and the beat your personal best during the mathematical practice of three male students diagnosed with autism, aged 8–9. An adapted alternating treatments design with a control condition was embedded in a concurrent multiple baseline across participants design. Each approach was randomly allocated to either the multiplication/division (×÷) table of 18 or 19, while no approach was allocated to the ×÷14 table that acted as a control. Instruction utilized number families and consisted of (a) untimed practice, (b) frequency-building, (c) performance criteria, (d) graphing, and (e) a token economy. Upon practice completion, an assessment of maintenance, endurance, stability, and application (MESA) was conducted. Participants improved with both conditions and maintained their performance well, while improvements with the control condition were weak. The beat your personal best approach was highlighted as slightly more effective in terms of average performance and more efficient in terms of timings needed to achieve criterion. No differences were identified in terms of learning rate (i.e., celeration) or performance on the MESA. More research is warranted to identify which goal-setting procedure is more appropriate for students in special education.
PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta-analysis Athanasios Vostanis, Paul A. Thompson, Ciara Padden, Konstantinos Rizos, Peter E. Langdon Campbell Systematic Reviews, 2023 Precision Teaching is a behavior measurement system that emphasizes the development of behavioral repertoires and utilizes Standard Celeration Charts as its primary tool. This system has been applied across various areas, including mainstream and special education, and has successfully improved academic, motor, communication, and other skills. While previous systematic reviews have highlighted important aspects of Precision Teaching, a more comprehensive evaluation is needed to consider all its different applications and recent developments in conceptualizing it. Therefore, this systematic review and meta-analysis will assess the effectiveness of Precision Teaching in accelerating human behavior, identify all the areas of its application, and review the technical aspects of its implementation. The review aims to provide a comprehensive understanding of the system and its potential benefits for individuals in different settings.
Investigating the relationship between learning channel sets during the mathematical practice of autistic students Athanasios Vostanis, Ciara Padden, Peter E. Langdon British Journal of Special Education, 2022 Learning channels refer to the way students receive instruction and respond to it. We examined the relationship between See‐Say and See‐Write learning channel sets during the mathematical practice of four male autistic students, aged 8 to 14 years. Participants received practice in the ×7 and ×8 tables across both channel sets. Lessons included untimed practice, timed practice, graphing and goal‐setting. A multiple treatments design, embedded in a multiple baseline across participants design, was used. When practice on a set was completed, an assessment of endurance, stability, application, generalisation to the other set and maintenance was conducted. Practice led to improvements that were maintained. Participants achieved learning rates above 30% per week, which is a minimum expectation in Precision Teaching. Practice on one set affected performance on the other, and the order of practice was an important variable. The See‐Say channel set led to better generalisation outcomes while performance was stronger on the See‐Write.
Precision Teaching A Vostanis Elsevier , 2026 2026
Precision teaching to develop key word sign skills in practitioners in intellectual disability services: A proof‐of‐concept study A Vostanis, OD Payne, A Cox, J Bradshaw Journal of Applied Research in Intellectual Disabilities 39 (1), e70188 , 2026 2026
Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services. A Vostanis, OD Payne, A Cox, J Bradshaw 2025
Bridging the gap: Evaluating the divide between legal obligations, policy and practice in adult prison education in England T Mapp, A Vostanis, MFL Barnoux 2025
A comparative analysis of error correction procedures for skill acquisition in autistic students K Rizos, S Fattal, M Gouws, S Meyer, A Vostanis Tizard Learning Disability Review 30 (2), 77-88 , 2025 2025 Citations: 4
Guest editorial: Precision teaching for individuals with intellectual and developmental disabilities A Vostanis Tizard Learning Disability Review 30 (1), 1-6 , 2025 2025 Citations: 1
Nurse Bridging Education: Optimization, Innovation, and Sustainability C Sanders, A Roots, T Hoot, D Haggarty, M Howell, C Clyne, A Vostanis, ... 2025 Citations: 1
Using precision teaching to improve typically developing student’s mathematical skills via teleconferencing G Kapoor, A Vostanis, S Mejía-Buenaño, PE Langdon Journal of Behavioral Education 34 (1), 109-138 , 2025 2025 Citations: 11
A Generative Approach to Improving Spanish Articulation in Non-Native Speakers A Vostanis The Analysis of Verbal Behavior , 2025 2025
Nurse Bridging Education: Optimization, Innovation, and Sustainability. A Roots, C Sanders, D Haggarty, T Hoot, M Howell, C Clyne, A Vostanis, ... 2024
Increasing face mask wearing in autistic individuals using behavior analytic interventions: a systematic review and meta-analysis R Cowell, A Vostanis, PE Langdon Journal of Autism and Developmental Disorders 54 (11), 4061-4080 , 2024 2024 Citations: 6
A precision teaching framework for training autistic students to respond to bids for joint attention A Vostanis, R Ritchie, PE Langdon Journal of Behavioral Education, 1-35 , 2024 2024 Citations: 7
Guest editorial: Generating evidence to improve quality of life and other outcomes for children and adults with intellectual and other developmental disabilities A Vostanis Tizard Learning Disability Review 29 (1), 1-4 , 2024 2024
Charting New Frontiers in Education and Beyond: Precision Teaching in the Modern Era A Vostanis 2024
The Perceived Impact of Common Implementation Errors When Using Precision Teaching: Views from Experts in the Field A Vostanis Behavior Analysis in Practice , 2024 2024
Improving Standards-Based Mathematics Outcomes for Middle School Students with Extensive Support Needs A Vostanis Remedial and Special Education , 2024 2024
Using Precision Teaching to Improve Typically Developing Student’s Mathematical Skills Via Teleconferencing A Vostanis, G Kapoor, S Mejía-Buenaño, P Langdon Springer , 2023 2023
PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta‐analysis A Vostanis, PA Thompson, C Padden, K Rizos, PE Langdon Campbell Systematic Reviews 19 (1), e1317 , 2023 2023 Citations: 2
Comparing the minimum celeration line and the beat your personal best goal-setting approaches during the mathematical practice of students diagnosed with autism A Vostanis, C Padden, A McTiernan, PE Langdon Journal of Behavioral Education 32 (1), 21-50 , 2023 2023 Citations: 14
Precision Teaching: A meta-analysis and investigation into its components and effects upon students' mathematical ability within special education A Vostanis University of Kent, , 2023 2023
MOST CITED SCHOLAR PUBLICATIONS
A precision teaching framework for improving mathematical skills of students with intellectual and developmental disabilities A Vostanis, C Padden, M Chiesa, K Rizos, PE Langdon Journal of Behavioral Education 30 (4), 513-533 , 2021 2021 Citations: 38
Comparing the minimum celeration line and the beat your personal best goal-setting approaches during the mathematical practice of students diagnosed with autism A Vostanis, C Padden, A McTiernan, PE Langdon Journal of Behavioral Education 32 (1), 21-50 , 2023 2023 Citations: 14
Using precision teaching to improve typically developing student’s mathematical skills via teleconferencing G Kapoor, A Vostanis, S Mejía-Buenaño, PE Langdon Journal of Behavioral Education 34 (1), 109-138 , 2025 2025 Citations: 11
Investigating the relationship between learning channel sets during the mathematical practice of autistic students A Vostanis, C Padden, PE Langdon British Journal of Special Education 49 (3), 375-398 , 2022 2022 Citations: 9
Electrical brain stimulation during a retrieval-based learning task can impair long-term memory W Pyke, A Vostanis, AH Javadi Journal of Cognitive Enhancement 5 (2), 218-232 , 2021 2021 Citations: 8
A precision teaching framework for training autistic students to respond to bids for joint attention A Vostanis, R Ritchie, PE Langdon Journal of Behavioral Education, 1-35 , 2024 2024 Citations: 7
Increasing face mask wearing in autistic individuals using behavior analytic interventions: a systematic review and meta-analysis R Cowell, A Vostanis, PE Langdon Journal of Autism and Developmental Disorders 54 (11), 4061-4080 , 2024 2024 Citations: 6
A comparative analysis of error correction procedures for skill acquisition in autistic students K Rizos, S Fattal, M Gouws, S Meyer, A Vostanis Tizard Learning Disability Review 30 (2), 77-88 , 2025 2025 Citations: 4
PROTOCOL: Evaluating the application and effectiveness of precision teaching: A systematic review and meta‐analysis A Vostanis, PA Thompson, C Padden, K Rizos, PE Langdon Campbell Systematic Reviews 19 (1), e1317 , 2023 2023 Citations: 2
Guest editorial: Precision teaching for individuals with intellectual and developmental disabilities A Vostanis Tizard Learning Disability Review 30 (1), 1-6 , 2025 2025 Citations: 1
Nurse Bridging Education: Optimization, Innovation, and Sustainability C Sanders, A Roots, T Hoot, D Haggarty, M Howell, C Clyne, A Vostanis, ... 2025 Citations: 1
Precision Teaching A Vostanis Elsevier , 2026 2026
Precision teaching to develop key word sign skills in practitioners in intellectual disability services: A proof‐of‐concept study A Vostanis, OD Payne, A Cox, J Bradshaw Journal of Applied Research in Intellectual Disabilities 39 (1), e70188 , 2026 2026
Precision Teaching to Develop Key Word Sign Skills in Practitioners in Intellectual Disability Services. A Vostanis, OD Payne, A Cox, J Bradshaw 2025
Bridging the gap: Evaluating the divide between legal obligations, policy and practice in adult prison education in England T Mapp, A Vostanis, MFL Barnoux 2025
A Generative Approach to Improving Spanish Articulation in Non-Native Speakers A Vostanis The Analysis of Verbal Behavior , 2025 2025
Nurse Bridging Education: Optimization, Innovation, and Sustainability. A Roots, C Sanders, D Haggarty, T Hoot, M Howell, C Clyne, A Vostanis, ... 2024
Guest editorial: Generating evidence to improve quality of life and other outcomes for children and adults with intellectual and other developmental disabilities A Vostanis Tizard Learning Disability Review 29 (1), 1-4 , 2024 2024
Charting New Frontiers in Education and Beyond: Precision Teaching in the Modern Era A Vostanis 2024
The Perceived Impact of Common Implementation Errors When Using Precision Teaching: Views from Experts in the Field A Vostanis Behavior Analysis in Practice , 2024 2024
