Abstract
This study evaluated children’s preference for self-charting of academic performances in a after school Precision Teaching program. Participants were trained to use Standard Celeration Charts and interpret their rates of responding during 1-min timings. Following 9 weeks of tutor-led sessions, students were left alone to conduct their own tutoring sessions with Standard Charts available. Later they completed a questionnaire to assess acceptability of charting. For all participants, there was a clear preference for running timings and charting skills on which a history of charting was provided during tutoring sessions. Furthermore, selfreported acceptability of charting was positively related to the number of timings charted when given a choice. Recommendations for future research are provided.
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