The purpose of this paper is to explore the process applied by Schepp et al. (2024; this issue) to enhance the acquisition of speech production. It discusses its relevance to individuals with intellectual and developmental disabilities (IDD), with a particular focus on motor movements and leisure skills. The intention is to encourage practitioners to consider the scope of application possibilities and to connect further with the literature surrounding fluency of motor movements and precision teaching.
A narrative approach is applied throughout. Context of skill proficiency, performance and practices for completing component-composite analyses are described, with a practical example given. Variable and critical features of precision teaching relative to discussed aspects are emphasised.
Fluency in fundamental movements is foundational for developing more complex skills. A component-composite analysis is a helpful, structured approach for identifying precursor skills. These approaches are particularly beneficial for individuals with IDD, who often experience motor movement challenges and barriers in accessing leisure activities.
This paper adds to existing descriptions and discussions regarding the purpose and practical process of identifying precursor skills, then fluency building to performance criterion. Less commonly discussed is the relationship between these and critical and variable features of precision teaching, which are highlighted here. Attention is also drawn to the lesser reported scope of applying these practices to leisure-orientated goals for individuals with IDD.
