Abstract

Precision Teaching (PT) originated in the United States in the 1960s from the work of Ogden Lindsley and was influenced by B.F. Skinner’s behavioral measurement methodologies. It is a measurement system that uses frequency as a unit of measurement and aims to promote behavioral fluency. This exploratory review qualitatively investigates the applications of PT for typical functioning and neurodivergent participants to map recent trends and clarify conceptual components to foster broader adoption. We have included peer-reviewed papers published between January 2019 and February 2024 that have employed PT and provided information on using the Standard Celeration Chart, Frequency Building, or Rate Building. The research was conducted via the ProQuest database and systematic reviews, with selection based on PT or its critical components, behavioral change measures, and baseline or pre-test data. The extracted data include the study design, population, interventions, setting, conductors, and areas of intervention. The review included 22 studies showing the versatility of PT in enhancing skills such as handwriting, math, and reading, as well as vocational, sports, and recreational skills. PT has shown considerable potential as an educational and therapeutic tool. Future research should focus on adapting PT to different socioeconomic and cultural contexts to ensure its effective and inclusive use and on conducting studies using more rigorous experimental designs