Behavioral psychology learning principles and procedures in the design of instructional programs to teach basic life skills. Focus is on data-based instructional strategies that facilitate skill acquisition, fluency, maintenance, and generalization.
Athena Title
Behavioral Methods of Instruct
Equivalent Courses
Not open to students with credit in EDSE 7210E
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Student learning Outcomes
Define and exemplify the principles and procedures of applied behavior analysis used in assessing a learner's performance on a target skill and in teaching tat skill.
Design teaching sequences which incorporate the basic components of instructional programs, including specific attentional responses, and which are responsive to the learner's cognitive, sensory and physical disabilities.
Critically discuss one-to-one and group instructional arrangements in teaching discrete trial and response chain tasks to students with developmental disabilities.
Conduct concept and task analyses.
Design instructional programs employing the following procedures: including, physical prompting and fading, system of least prompts, most-to-least prompt hierarchy, graduated guidance, progressive time delay, constant time delay, incidental teaching, and-model, and naturalistic time delay.
Critically evaluate the procedures listed under objective.
Discuss approaches to creating positive learning environments and strategies for facilitating observational and incidental learning.
Discuss programming strategies, including career/vocational and transition models, which facilitate behavior generalization and maintenance.
Demonstrate the ability to teach students with mental retardation/developmental disabilities in a variety of place settings and include formative evaluation as a means for determining the effectiveness of instructional programs.
Design instructional programs that use specific attentional responses and instructive feedback to facilitate incidental learning.
Design and implement "errorless" instructional programs that teach learners with disabilities a functional skill.
Write the results of the instructional program in accordance with APA (1994) publication guidelines.
Present the results of the instructional program to the seminar in a professional manner.
Design and implement sensory stimulation programs for individuals with extensive needs.
Demonstrate the ability to integrate selected related services into the instructional day of students with mental retardation/developmental disabilities.
Discuss the impact of multiple disabilities on the behavior on individuals with disabilities.
Discuss conditions and utilize assessment instruments that ensure maximum performance for students with mental retardation/developmental disabilities.
Utilize research-supported instructional strategies and practices, including the functional embedded skills approach, community- based instruction, task analysis, multisensory, and concrete/manipulative techniques and provide instruction in these areas.
Design instructional programs that teach culturally responsive functional life skills relevant to independence in the community, personal living, and employment, including assessing public transportation, cooking, shopping, laundry, functional reading, and sexuality.
Demonstrate and assist students in the use of alternative and augmentative communication systems.
Topical Outline
1. Designing Effective Learning Environments and Instruction
2. Facilitating Behavior Maintenance and Stimulus Generalization
3. Measuring Learner Performance
4. Evaluating Learner Performance
5. Attentional Processes and Learning
6. Concept Formation and Concept Analysis
7. Instructional Prompts, Task Analysis, and Instructive Feedback
8. Constant and Progressive Time Delay Procedures
9. Time Delay Procedures: Applications
10. Least-to-Most and Most-to-Least Prompting Procedures: Overview
11. Least-to-Most and Most-to-Least Prompting Procedures: Applications
12. Naturalistic Teaching Procedures: Overview and Applications
13. Antecedent Prompt and Test, Antecedent Prompt and Fade, and Graduated Guidance Procedures
