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And also The Behavior Analyst 1993, 16, 177-189 No. 2 (Fall) Ogden R. Lindsley and the Historical Development of Precision Teaching Lisa Potts, John W. Eshleman, and John 0. Cooper The Ohio State University This paper presents the historical developments of precision teaching, a technological offshoot of radical behaviorism and free-operant conditioning. The sequence progresses from the scientific precursors of precision teaching and the beginnings of precision teaching to principal developments since 1965. Information about the persons, events, and accomplishments presented in this chronology was compiled in several ways. Journals, books, and conference presentations provided the essential information. The most important source for this account was Ogden Lindsley himself, because Lindsley and his students established the basic practices that define precision teaching.? Key words: precision teaching, historical analysis, Standard Celeration Chart, Ogden R. Lindsley Inner behavior included. "Inners" are stimuli and behaviors that only the person experiencing them can directly apprehend and possibly measure. They are not precepts (e.g., rules) or establishing operations such as aversive stimulation or deprivations (Calkin, 1992).?Calkin identified thoughts and feelings as the most common inners. In 1965, Ann Duncan was the first person in precision teaching to count and chart inners directly; she presented these data to the 1968 annual convention of the American Psychological Association (Calkin, 1992).?In an interesting early variation on the recording ofinner behavior, Edwards and Edwards (1970) had 8 pregnant women count every fetal kick during the waking day from the time when the first kick was felt until birth. Their Standard Celeration Charts, published in Science, were probably the first published standard charts of inner behavior.?Ann Duncan may have been the first to publish charts ofwhat most ofus probably think of as inners, that is, private events such as thoughts and feelings (Duncan, 1971). In 1977, Abigail Calkin began using 1-min counting periods to improve inners (e.g., Calkin, 1981).?Calkin (1992) identified 45 projects that directly counted and charted inners. Of these projects, 35 used 1-min counting periods to improve inners such as depression and unpleasant negative self thoughts and feelings. "Teachers who limit themselves to recording only external, reliability tested behavior lose access to their pupil's thoughts and feelings"?(Lindsley, 1990, p. 12).