Curriculum Development -- Kerri Milyko
2.0 Type II CE Credits
2.0 Type II CE Credits
Abstract:
A significant percentage of behavior analysts are trained in discrete trial training. This type of training focuses on restricted operants where there is a single discriminative stimulus and consequence for each response. However, our world is composed of more than restricted operants. Rather, we live primarily in a world of free-operant behavior. Unfortunately, many behavior analysts are not trained in shaping free-operant behavior. As a result, they encounter a barrier when wanting to integrate Precision Teaching into their services. Transitioning from restricted-operant training to free-operant training can be difficult. Therefore, this webclass seeks to educate the attendees on free-operants and other considerations when designing academic curriculum. This objective will be broken down into six units. The first unit will focus on exemplars and non-exemplars of free-operant programs. The second unit will detail the first step of Precision Teaching, pinpointing. Logistical considerations will be addressed in the third unit, formatting. Component and composite behaviors will be explained as well as a display of a curriculum map of our basic reading curriculum in the fourth unit. The fifth unit will list some tips on how to plan one’s curriculum generation. And finally, the sixth unit will address the importance of program descriptions and provide some samples as well as video clips of instructors utilizing such descriptions. A bonus video montage closes out the webclass showing the range of free-operant (or mostly free) programs that are utilized at Precision Teaching Learning Center.
Behavioral objectives include:
1) discriminate between restriected operants and free operants
2) create a pinpoint utilizing learning channels and movement cycles
3) sequence a client’s pinpoints according to component/composite skills
A significant percentage of behavior analysts are trained in discrete trial training. This type of training focuses on restricted operants where there is a single discriminative stimulus and consequence for each response. However, our world is composed of more than restricted operants. Rather, we live primarily in a world of free-operant behavior. Unfortunately, many behavior analysts are not trained in shaping free-operant behavior. As a result, they encounter a barrier when wanting to integrate Precision Teaching into their services. Transitioning from restricted-operant training to free-operant training can be difficult. Therefore, this webclass seeks to educate the attendees on free-operants and other considerations when designing academic curriculum. This objective will be broken down into six units. The first unit will focus on exemplars and non-exemplars of free-operant programs. The second unit will detail the first step of Precision Teaching, pinpointing. Logistical considerations will be addressed in the third unit, formatting. Component and composite behaviors will be explained as well as a display of a curriculum map of our basic reading curriculum in the fourth unit. The fifth unit will list some tips on how to plan one’s curriculum generation. And finally, the sixth unit will address the importance of program descriptions and provide some samples as well as video clips of instructors utilizing such descriptions. A bonus video montage closes out the webclass showing the range of free-operant (or mostly free) programs that are utilized at Precision Teaching Learning Center.
Behavioral objectives include:
1) discriminate between restriected operants and free operants
2) create a pinpoint utilizing learning channels and movement cycles
3) sequence a client’s pinpoints according to component/composite skills