Thanos has completed his Bachelor’s Degree in Philosophy, Pedagogy and Psychology at the University of Athens. He has also completed his MSc in Applied Behaviour Analysis (Intellectual and Developmental Disabilities) at the Tizard Centre.
While working in mainstream as well as special education settings for the last five years Thanos has been awarded Qualified Teacher Status (QTS) while he has also been certified as a CABAS Teacher (level 1) as well as a Board Certified Behaviour Analyst (BCBA). Thanos is currently pursuing a PhD in Applied Behaviour Analysis with a focus on Precision Teaching to students with an autism spectrum disorder primarily across academic skills (such as literacy, numeracy, science and geography) as well as social and play skills. His supervisors are Mecca Chiesa and Ciara Padden.
Thanos is currently providing teaching support at the Tizard Centre as part of hsi GTA scholarship.
You can follow Thanos on LinkedIn: https://uk.linkedin.com/in/athanasios-thanos-vostanis-ab118164back to top
Precision Teaching is a system of precise measurement of behaviour which has emerged from the field of Applied Behaviour Analysis (Lindsley, 1991, 1992). Through it, behaviour analysts and precision teachers make instructional decisions which allow their students to progress at an optimal pace. Decisions are made by plotting the data on a family of ratio charts called the Standard Celeration Chart (Calkin, 2005). At the heart of precision teaching lies Fluency. Fluent responding is quick, effortless, fluid and accurate (Binder et al., 1996; Johnson & Layng, 1996). The ultimate goal of precision teachers is for their students to achieve fluency across all areas of development (e.g. motor, academic, language, social, play skills) (Chiesa & Robertson, 2000; Cihon, 2007; Kubina & Starlin, 2003; Schirmer, Almon-Morris, Fabrizio, Abrahamson, & Chevalier, 2007). Precision Teaching has been well researched with typically developing students and has demonstrated significant effects (Beck & Clement, 1991). Emerging evidence suggests that precision teaching is highly beneficial for students with disabilities such as Autism Spectrum Disorder or Cerebral Palsy (Bank, Le, & Fabrizio, 2003; Brian & Snider, 2003; Schirmer et al., 2007; Zambolin, Fabrizio, & Isley, 2004). Although initial results are promising there is still a need for more data to allow us to suggest that precision teaching should be applied to populations with disabilities (Doughty, Chase, & O ’shields, 2004; Heinicke, Carr, Leblanc, & Severtson, 2010; Ramey et al., 2016). Thanos is currently focusing on the application of precision teaching primarily across academic skills (i.e., literacy, numeracy, geography and more) as well as social and play skills for students with a diagnosis of an Autism Spectrum Disorder.back to top