This page contains handouts and other materials from presentations about precision teaching, the standard celeration chart, and other topics related to development and measurement of behavioral fluency.

Binder, C. (2005). ​​​ How to plan for program implementation using The Six Boxes™ Model.   2005 International Precision Teaching Conference, Pittsburgh, PA. This presentation summarizes the simple but powerful Six Boxes model for performance management and suggests how you can use it to plan for program implementation, e.g., homeschool, classroom, or building-level roll-out of a Precision Teaching program. While the Six Boxes methodology was developed and implemented mostly in companies, it is also applicable for educational and human services agencies, and even for families. This PDF file contains live (clickable) links to additional resources on the Worldwide Web.

Binder, C. (2005). R/APS, REAPS, and other acronyms. On a panel chaired by Kent Johnson, with Michael Fabrizio and Elizabeth Haughton, entitled, "Aims: Growing and sharing – What we know about aims and what are the next questions." Presented at the 2005 International Precision Teaching Conference, Pittsburgh, PA. This part of a symposium corrects an historical and conceptual inaccuracy about Haughton's acronyms (R/APS and  REAPS), discusses the use of acronyms and their relationship to fluency research, and includes charts illustrating the effects that the acronyms represent.

Riha, C.A. (2005). Using Precision Teaching in a homeschool setting. 2005 International Precision Teaching Conference, Pittsburgh, PA. In this presentation Cynthia discussed why she decided to homeschool her two boys, what she has been doing with them for the last year, curriculum tips, and other observations. Great for homeschoolers or parents who want to help their kids.

Fabrizio, M., and Moors, A. (2005). The contributions of the standard celeration chart to intervention planning. Association for Behavior Analysis, Chicago, IL. In this presentation Fabrizio and Moors, two leaders in application of fluency-based educational methods for young students with autism, show how using the standard celeration chart -- Precision Teaching's central tool -- supports more effective measurement, assessment, and evaluation in educational programming.

Binder, C. (2005). Rate of response: A legacy for teachers and students from Skinner through Lindsley. Part of an Invited Symposium in honor of Ogden Lindsley, entitled: A tribute to Ogden Lindsley: Precision Teaching for fluency and celeration. Chicago, IL: Association for Behavior Analysis, May 28, 2005.

Binder, C. (2004). Charting results so we can understand and communicate them: The Standard Celeration Chart in Examples. A presentation at the International Society for Performance Improvement, Tampa, Florida. Describes basic features and advantages of
standard celeration charting.

Binder, C. (2004, April 2). Everybody Needs Fluency! for families and professionals serving people with autism and autism spectrum disorders , keynote presentation at the New York Academy of Medicine, “Working Together” Conference, New York City. A version of the previous presentation intended for parents and professionals involved with persons with autism.

Binder, C. (2003). Removing Ceilings on Performance: Early Discoveries and Important Implications. Presented at the 2003 (November) Precision Teaching Conference in Columbus, OH.

Binder, C. (2003). Everybody Needs Fluency! A Master's Series presentation at the annual conference of the International Society for Performance Improvement, April 2003 in Boston, MA. This presentation outlines the arguments for building fluent performance.

Binder, C., & Sweeney, L. (2002). Fluency coaching accelerates learning and productivity ramp-up. Poster presentation in the GOT RESULTS? exhibit at the annual conference of the International Society for Performance Improvement (ISPI), Dallas, Texas, April 24. This presentation described results in a customer service call center in which new hire training was completely re-designed to devote more than half the program time to fluency development. Also cut training time by one third.