Precision teaching and fluency training across cognitive, physical, and academic tasks in children with traumatic brain injury: a multiple baseline study

Abstract

Abstract Children with traumatic brain injuries present significant challenges in terms of interrupted development and loss of previously mastered skills. The sequelae of pediatric brain injury develop in time whereas injury to an adult brain tends to create static deficits. Children with brain injuries present unique problems in their ability to form enduring memories of verbal material and performance strategies. Precision teaching and fluency training methodologies present teachers with powerful tools to capitalize upon over learning as a method of improving persistence of a new repertoire. In this series of studies precision teaching and fluency training were used across academic, communicative, and physical skill repertoires, to demonstrate the utility, efficiency, and efficacy of these methodologies. Significant improvements were reached in all functional target areas. By utilizing data‐based decision methods therapists can rapidly assess and adjust treatment to keep clients progressing. In this age of limited length of stay within the therapeutic treatment environment fast and effective treatment is a mandate. Copyright © 2005 John Wiley & Sons, Ltd.