Precision Teaching and Behavior Dynamics
Behavior dynamics gives you fluency data without a full functional analysis—chart rate and move on.
01Research in Context
What this study did
Kubina (2021) wrote a think-piece, not an experiment.
He asked: can precision teachers study learning speed without doing full functional analyses?
He answered yes—use behavior dynamics instead.
What they found
The paper says behavior dynamics gives clean, repeatable speed data.
You can track fluency without hunting for the exact reinforcer each time.
How this fits with other research
McDowell (2019) already showed behavior dynamics works as a big-picture theory. Kubina narrows it to the classroom.
Carr et al. (2002) stretched precision-teaching tools into college lectures. Kubina stretches them into a new measurement lane.
Fraley (1998) pushed behavior analysts into decision-making labs. Kubina pushes them into fluency labs—same spirit, new turf.
Why it matters
If you need fluency data fast, chart rate with behavior dynamics and skip the long functional assessment. Try it on sight-word speeds or math facts next week.
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02At a glance
03Original abstract
Precision teaching (PT) comprises a sophisticated measurement and decision-making system aimed at helping its users foster superior outcomes for the clients or students they serve. The longevity of PT has led to many discoveries surrounding measurement, performance, learning, and behavior change. The contributions to knowledge derive from a range of studies. Some of the research uses single-case experimental designs, whereas the majority employs an approach called behavior dynamics. The use of behavior dynamics distinguishes PT from behavior analysis. Behavior dynamics does not seek to uncover functional relations. Nevertheless, behavior dynamics represents a sound approach to conduct research, generate reliable information, and engender knowledge.
Behavior Analysis in Practice, 2021 · doi:10.1007/s40617-020-00482-3