I.M.A.G.IN.E® is a system of strategies and tactics for accelerating learning. It employs the principles of Precision Teaching and the repeatedly tested modifications that have been devised to accommodate the learning needs of young children with autism spectrum disorders.

Precision Teaching allows individualized generative instruction for each learner through precise skill and knowledge measurement and analysis on a day-to-day basis. The catch cry of Precision Teaching is, "the child knows best" (a phrase coined by Lindsley).

If an instructional task fails - the learning decelerates - it is seen as a fault of the instruction. The failure to learn is not blamed on the nature of the learner. It is the Precision Teacher's position to seek concrete instructional solutions to the learning challenges presented by each individual learner. Precision Teaching provides the teacher with a systematic framework of instructional strategies and their tactics for the continuous real time monitoring of learning.

I.M.A.G.IN.E® systematically monitors learning as follows:

• target skills and knowledge - learning PINPOINTS - are defined in all areas of learning
• the learner's BENCHMARK (pre-instruction) counts of those learning pinpoints are established
• instruction of pinpoints is delivered across all SENSORY LEARNING CHANNELS 
• the instruction is monitored by the STANDARD CELERATION CHART (developed by Lindsley) to provide continuous feedback about the learner's immediate and longer term learning outcomes
• FREE OPERANT FREEDOM is established by allowing the learner to (1) self-present learning materials, (2) form variable responses, (3) to self-correct, and (4) to self-pace  (as defined by Lindsley).
• corrective instructional procedures are made on a day-to-day basis according to the direction of the celeration vectors on the Standard Celeration Charts
• learning is accelerated through FREQUENCY BUILDING of target skills 
• the learner's skill frequencies are built over calendar time, using incremental clock-time durations, until the skill C.A.R.E.S: that is, the learner's Celerations indicate Application, Retention, Endurance, and Stability of the performed target skill (defined in Precision Teaching as REAPS).

A Precision Teaching maxim is: CARE enough to Chart.  The I.M.A.G.IN.E® maxim is: Chart until it CARES!

I.M.A.G.IN.E® maximises generativity of skills through acceleration of learning, as it focuses on the frequency and endurance of performance, rather than correct performance. Accuracy is generated through high paced repetition of component skills before composite skills are attempted. In doing so, Precision Teaching allows children to "learn how to learn", and to multiply their skill base.

Learning is generated when a child elicits new, previously unlearned skills, by combining knowledge and skill elements into new compound repertoires. This generation of new skills with minimal or no instruction is referred to as a "curriculum leap". I.M.A.G.IN.E® substantially reduces instructional time while substantially multiplying learning opportunities.