These

articles and responses offer the Euro-pean behavioral community more information about precision teaching. Each of the five ar-ticles stands for itself. I asked Boyce, Dougher, Johnson, Keenan, Moynahan, and Vargas to re-spond to the articles.2 I extend to each reviewer a personal thank you for going beyond a cursory structural analysis to do the in-depth analyses printed here. This section ties together and com-ments on points each of the responders made about how precision teachers approach behav-ior change, data, and data display. The varied responses relate to four major aspects of preci-sion teaching: (1) its basis in radical behaviorism; (2) its use of standard data across the past 4