Precision Teaching (PT) presents as a systematic educational approach used to monitor and evaluate pupil performance, as underpinned by data-based decision making. As part of the implementation process, PT emphasises the importance of frequency-building to promote behavioural fluency for the learner. This article seeks to critically examine the potential application of frequency-building and PT in Irish mainstream primary schools to support pupil intervention in foundational curricular learning. Particular focus is placed on core academic subjects, in light of the national governmental drive to increase literacy and numeracy standards for all. This article provides an overview of the PT approach to intervention, with reference to recent Irish developments in the field spanning research and practice. The application of frequency-building and PT within a special education context is considered, particularly for pupils struggling to move beyond the ‘acquisition’ stage of the learning hierarchy. The author critically considers the alignment of PT with key tenets of the guidelines from the Department of Education and Skills (2017a DES (Department of Education and Skills). 2017a. Guidelines for primary schools: Supporting pupils with special educational needs in mainstream schools. Accessed 31 January 2019. http://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream-Schools.pdf. [Google Scholar]) for supporting pupils with special educational needs in mainstream schools. Finally, limitations of PT-related research are forwarded, with reference to applied research in the field. Based on cumulative findings, the author advocates for a balanced and contextualised approach to fluency-focused instruction within schools, in light of the learning hierarchy and alternate, non-behaviourist approaches to teaching and learning.

精准教学 (PT) 是一种系统的教育方法，用于监控和评估学生的表现，并以基于数据的决策为基础。作为实施过程的一部分，PT 强调建立频率对于促进学习者行为流畅性的重要性。本文旨在批判性地研究频率构建和 PT 在爱尔兰主流小学中的潜在应用，以支持学生干预基础课程学习。鉴于国家政府努力提高所有人的识字和算术标准，特别关注核心学术科目。本文概述了 PT 干预方法，并参考了爱尔兰在研究和实践领域的最新发展。考虑在特殊教育环境中应用频率构建和 PT，特别是对于努力超越学习等级的“习得”阶段的学生。作者批判性地考虑了 PT 与教育和技能部指南的关键原则的一致性（2017aDES（教育和技能部）。2017a。小学指南：支持主流学校有特殊教育需求的学生。2019 年 1 月 31 日访问。 http://www.education.ie/en/The-Education-System/Special-Education/Guidelines-for-Primary-Schools-Supporting-Pupils-with-Special-Educational-Needs-in-Mainstream -学校.pdf。 [Google Scholar] ) 用于支持主流学校有特殊教育需求的学生。最后，结合该领域的应用研究，提出了 PT 相关研究的局限性。根据累积的研究结果，作者提倡在学校内采用平衡和情境化的方法进行以流利为中心的教学，鉴于学习层次结构和替代的、非行为主义的教学和学习方法。