Abstract
This paper presents a systematic review of the literature that assessed the effectiveness of frequency building and precision teaching with school-aged children. The authors evaluated studies in accordance with the What Works Clearinghouse standards and the council for exceptional children standards for evidence-based practices in special education. A total of 11 studies examining the effectiveness of frequency building and precision teaching for 170 participants were included in this review. Additionally, effect sizes were calculated for eligible studies. Small to large effects were found for all included variables. Overall, results indicated that the combination of frequency building and precision teaching is an effective method for increasing a variety of academic skills with school-aged children. Limitations, recommendations for future research, and implications for practitioners are discussed.
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