K-Schedules Meet Precision Measurement: A Protocol for Intervention

Precision teaching (PT) involves shaping increases in frequencies during frequency-building interventions (Dembek & Kubina, Reading Improvement, 55(3), 93–105, 2018) toward an optimal frequency level, or aim. However, common PT reinforcement systems, such as celeration aim lines and personal best, result in very lean schedules of reinforcement if exceptions are not made to the rules. Therefore, a schedule that could shift in the density of reinforcement and the requirement of delivery based on a learner’s current behavior is warranted for learners who require more frequent reinforcement. Galbicka (Journal of Applied Behavior Analysis, 27(4), 739–760, 1994) outlined a systematic approach to bringing objectivity into the art of shaping. The percentile schedules of reinforcement met the 4 requirements for shaping, with PT bringing even more clarity to the fourth requirement of a discrete terminal response. The current article serves as a tutorial on how to incorporate a sophisticated and objective shaping preparation into various PT interventions.