'Lfu Institute for prueruts

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d Fluent BesponsesPart I

Dr. Carl BinderBinder Riha Associates

rficlnstitulte for Effective Education is a non-profit corporation that operatesprograms for individuals with unique learning needs. Coleman PreparatorySchool is TIEE's private-tuition school for children who are growing at normal orabove-normal rates. Three State-certified non-public schools, Children's Work-shop, the Marjorie Cook Education Center, and the Urban Skills Center, servestudents with learning and behavioral disabilities on contract with local schooldistricts. The non-public school option is part of the continuum of services pro-vided for in public law and is available for students who are not able to be servedby the public schools. Regular and special education programs utilize research-validated educational practices and are under the direction of Dr. Suzanne Fitch.

The Center for Childhood Behavior Problems, under the direction of Dr. Bar-bara Lounsbury, is TIEE's comprehensive medical and educational program forfamilies with children who are displaying any of a variety of childhood learningand behavior problems, including attention deficit disorder (ADD), pervasive de-velopmental delay (PDD) and conduct disorders. Problems leading to school fail-ure are a very courmon reason for referral. The Center offers complete medicaland educational evaluations and treatment, emphasizing effective educationalpractices in tutoring and training.

The Master Workshop Series, a component of TIEE's professional training pro-gram, brings to San Diego behavioral science researchers and other human ser-vice professionals whose research-based practices are likely to be of assistance tolocal professionals. The professional training program also provides workshopsand consulting to schools, agencies and private individuals concerning "best edu-cational practices."

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INSTITUTEFOREFFECTIVE

H

EDUCATION . . . creating, proaiding anl eoafuattng effutiae harning erutironments

o a

lntroduction to Behavioral Fluency

Dr. Carl Binder

Presenter Dr. Carl Binder has been a leader in instructional design and humanperformance technology for over 25 years, and is especially known for hisdevelopment of fluency-based performance systems, and pioneering work inPrecision Teaching for multiple populations. He publishes and speaks todiverse audiences and provides strategic performance consulting to private andpublic sector organizations. Check his firm's web site (www.Binder-Riha.com) for additional information.

In this packet This packet of handouts contains materials you'll use in the workshop as wellas tools you might want to try on your own plus some reference articles. Theorder of the materials (they do NOT have consecutive page numbers) is:

Item 0rderReference List 1

Copies of PowerPoint Overheads 2

Frequency comparisons of three populations 3

Accuracy comparisons of three populations 4

Match the Cities to their States (3 pages) 5

Fluency Facts Fluency Test (3 pages) 6

Fluency Blockers and Fluency Builders 7

Fluency Builder Worksheet 8

Learning Channel Matrix 9

Pinpointing Worksheet 10

Various and Sundry Objectives 11

See/Abbreviate Learning Channels (2 pages) L2

Addition Facts r3

Arrows Practice Sheet T4

Fingers Practice Sheet 15

Article: Precision Teaching Attention Span r6Article: The Importance of PRACTICE L7

Carl Binder, Ph.D 2300 Bethards Dr. Suite G Santa Rosa, GA 95405 CarlBinder@aol.com

Fluency Reference List

Binder, C. (1988a). Precision Teaching: Measuring and attaining exemplary academicachievement. Youth Policy, 10(7), 12-15.

Binder, C. (1990, September). Closing the confidence gap. Training,49-56.

Binder, C. (1990). Precision teaching and curriculum-based measurement. Jourual ofP re cis ion Te aching, 7 (2), 33 -35.

Binder, C. (1993, October). Behavioral fluency: A new paradigm. Educational Technology,1993,8-14.

Binder, C. (1996). Behavioral Fluency: Evolution of a New Paradigm, The Behavior Analyst,19,163-197.

Binder, C. Fluency Development. (1999). In Langdon, D.G., Whiteside, K.S., and McKenna,M.M. (Eds), Intervention Resource Guide. San Francisco: Jossey-Bass.

Binder, C., & Bloom, C. (1989, February). Fluent product knowledge: Application in thefinancial services industry. Performance and Instruction, 17-21.

Binder, C., Haughton, E., & Van Eyk, D. (1990). Increasing endurance by building fluency:Precision teaching attention span. Teaching Exceptional Children,22(3),24-27.

Binder, C., & Watkins, C.L. (1990). Precision teaching and direct instruction: Measurablysuperior instructional technology in schools. Performance Improvement Quarterly,3(4),74-96.

Edwards, D. D., & Edwards, J. S. (1970). Fetal movement: Development and time course.Science, 169,95-97.

Haughton, E. C. (1972). Aims: Growing and sharing. In J. B. Jordan & L. S. Robbins (Eds.),Let's try doing something else kind of thing (20-39), Arlington, VA: Council onExceptional Children.

Haughton, E. C. (1980). Practicing practices: leaming by activity. Jountal of PrecisionTeaching, l(3),3-20.

Haughton, E. (1993). Auditory processing. Napa, CA: Haughton Learning Center 3166Jefferson St. Napa, CA 94558.

Haughton, E. (1993). Visualizing information Napa, CA: Haughton Learning Center 3166Jefferson St. Napa, CA 94558.

Haughton, E. (1994). Foundation Skills. Napa, CA: Haughton Learning Center. HaughtonLearning Center 3166 Jefferson St. Napa, CA 94558.

Continued on next page

Carl Binder, Ph.D 2300 Bethards Dr. Suite G Santa Rosa, CA 9S40S CarlBinder@aol.com

Fluency Reference List continued

Johnson, K. R., & Layng, T. V. J. (1992). Breaking the structuralist barrier: literacy andnumeracy with fluency . Ame rican P sycholo gist, 47, 147 5 -L490.

Johnson, K. R., &Layng, T. V. J. (1994). The Morningside model of generative instruction.In Gardner, R., Sainato, D.M., Cooper, J.O., Heron, T.8., Heward, W.L., Eshleman, J. W., &Grossi, T.A. Behavior analysis in education: focus on measurably superior instruction (pp.I73-I97). Pacific Grove, CA: Brooks/Cole Publishing Co.

Maloney, M., Desjardins, A., & Broad, P. (1990). Teach your children well. Journal ofP recision Teaching, 7 (2), 36-58.

Mercer, C. D., Mercer, A. R., & Evans, S. E. (1982). The use of frequency in establishinginstructional aims. Journal of Precision Teaching, 3(3), 57-63.

Starlin, A. (1972). Sharing a message about curriculum with my teacher friends. In J. B.Jordan & L. S. Robbins (EdsJ, Let's try doing something else kind of thing (pp. 13-19)Arlington, VA: Council on Exceptional Children,.

Starlin, C. (1979, December). Evaluating and teaching reading to "irregular" kids. IowaPerspective, Des Moines,IA: Department of Public Instruction.

Wood, S., Burke, L., Kunzelmann, H., & Koenig, C. (1978). Functional criteria in basic mathproficiency . Journal of Special Education Technology, 2,29-36

Cad Binder, Ph.D 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 CarlBinder@aol.com

Behavioral Fluency - An lntroduction

. lntrodudion and Background: Mine and Yours

. What is Behavioral FluenaJ? Why do We Care?o HistoU and Applications. Fluency Blockers and Fluency Builders. lmproving Materials and Prooedures. Endurance and Attention Span. ComponenVComposite Analysis and Design. Learning Channels. Fluency Aims. Assessment ConcepB and Tools. Discussion and Wrap-Up

. You will have exactly 1 minute.

. Write (abbreviate) as many words or phrases as youcan think of in association with this term.

Kindly don't start......

....until I say.

"Please begin!"

Fluency = Accuracy + Speed

= Quality + Pace

= Doing the Right Thing without Hesitation

= Automatic or "Second Nature" Response

= True Mastery

Time and Behavior

,,,,,,,,,;ffiBehavioral Fluency:An lntroduction

Dr. Carl Binder

B;ril.tu R;J,v" Aow;alat23@ Bethards Drive Suite G

Santa Rosa CA 95405l.EOGFLUENCY

www.Binder-Riha.com

1

@ 1998 Binder Riha Associates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-8OO-FLUENCY 1

O 1Sg8 Binder Riha Associatas

@ 19SB Binder Riha Associates 3

Behavioral Fluency r An lntroduction

i 100%',',Correctl An ,Arbitrf,rf,,,QEiling i

"Overlearnlng"

,T-

I

Percent correct is NOT a

Days

"If you want to get better at anything, you have to practice.There's no other way to do it. For me practicing is fun. Ienjoy improving myself, and I enjoy developing new skills."

Michacl lordan, 1991

Television Spot

10

Retention - Endurance - Apflication

Performance

Standa rds

1?

Fluency (True Mastery: accuracy + speed)

tPractice makes the difference!

+1 00% accuracy (traditional "mastery')

Beginne/s level (inaccurate and slow)

lncompetence (no measurable performance)

The only upper limits arephysio logical or environmental.

Countper

Minute

Days

. Retention and maintenance of skills andknowledge

. Endurance, attention span, resistance todistraction

. Application or transfer of training on the job andin subsequent leaming

11

@ 1998 Binder RihaAssociates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-800fLUENCY 2

7 O 1S98 Bin(hr Rihe Associetas

Gount per minute is a truemeasure of performance.

q

Behavioral Fluency r An Introduction

Each needs different procedures and materials.

14

ldeal TypicalProportions? Proportions?

15

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90

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13

. Measurement of performance and leaming

. Procedures for leaming and practice

. Materials for leaming and reference

. Skill elements

. Knowledge elements

Features of Learning and Performance Systems thatCan Either Prevent or Ensure Fluency.

16

Fluency Blockers Fluency Builders

Perform ance measurem entand evaluation that ignoresthe time dimension.

Measurement procedu resthat provide too fewresponse opportuni tiesfor the time anilable.

Time-based performancemeasu rement and eulu ation.

Timed measurementprocedures with moreresponse opporfuni ties thanan expert can complete in thetime allowed.

Fluency Blockers Fluency Builders

Too few practiceopportunites.

Procedu res that preventlearrers from moving attheir own pace.

Um ited opportu rities perni rute.

Emphasis on prewntingerors durhg leamhg.

Sufficient practice toattiain fluency.

Self-paced leamhg andpractice procedures.

Many opportunities torespond permhute.

Enors vieued as"learri ng opportun ilies"

IA

@ 1998 Binder Riha Associates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-8OO-FLUENCY 3

O 1998 Binder Riha Associat*

17

Behavioral Fluency r An Introduction

"You fall a thousand times. You don'tlearn anything if you don't fall."

Scott HaniltonChanpion Figure Skater1998 Otympics, NaganoTV Commentary

19

Fluency Blockers Fluency Builders

examples.

Unnecessarily wordy u,ork-sheets or instructions.

Diff icu lt-to-read m aterial sor di ff icul t-to-use i n terface.

Many enmples.

Easyto-manipul ate or u se,etficient use of paper andspace.

Succinct wo*sheets andhstructions.

Easyto-read andcomprehend, and use.

20

Fluency Blockers Fluency Builders

Critical steps inprocedures or chainedskills that are not fluent.

Fluent steps in procedures.

Prerequisite skils or skillelements that are notfluent.

Fluent prereguisite skills orelements.

21

Fluency Blockers Fluency Builders

Prerequisite knowledge thatis not "second nature" orfluent.

lnabi lty to flu ently locatecritical information.

Flu ent prerequ isi te knowledge(facts, concepts, structures,principles, classifications, orprocesses).

Attility to use referencesystems or job aids fluently,automatically.

2

. Links and Chains

. Discriminations and skilled movements

. Coordinated movements

. Elements of assocaations or "stimulus equivalence"

. Terminology

- Part / Whole

- Tool Skill / Basic Skill

- Element I Compound

- Component /Composite

ROBERTSIEGEL: You prrtice a lot?

RAY CIIARLES: Whenever l can. I don't -- I don't pracdce as much e I would like to,

becaus I'm not around a big piano all the tinp. But I try b, you know, I try to prrctice a

little bit every day for ttr rnost prt.

ROBERT SIEGEL: And nfien you do practice, I rran, do you practice tre turps thatyou'll be playing at lhe next concer6......?

RAY CIIARLES: Otr, nn, no, no, no, no, no, no, no, tK,, no.....

ROBERT SIEGEL: I guess he ans\r'er is ng you're saying?

RAY CIIARLES: No. No. I gnrctice things like scales andchords ad npvenent of my

hands ard things like traL becaus, I mean, I - *hat I'm going to playon stap, I know.What I'm praoicing for is o try o improve whatl might play, you know. You go[apractice. I nrcan you gclta keep your ltngers loose you Sottakeep your mind active, youknow, because *hat ycur mind think of -- tlrquestion is: what ycur mind think of, can yourfingers play it?

ROBERTSIEGEL: Right. Intsview onNatioml Publb RadioCelebating Ray Charles 5O yars in recordhgSeptanber 23, 1997

?4

O 1998 Binder Riha Associates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-800fLUENCY 4

O 1Sg8 Bindar Riha Assodalas

,1 tD tmn Rin&r Fliha Assrielx

Behavioral Fluency r An lntroduction

In the beginning, many brief practicesare better than a few long ones.

27

Where did cramming ever get you?(.....after the exam?)

? lot of kids have the idea they're going to get on the instrumentand are magically going to be able to play it. Then they get aninstrurnent, can't play, get frustrated and drop it."

She starts her fcrrth grade beginning players olf not withinstrurnents, but with three weeks of music reading and theory.

(the musical staffl in

,language first. lf yan Putfrmt of them and tell them

wtrat to do with their fingers at the same time, it's too much fcthem.Therc's so much going on when you're learning how to play anyinstrurnen t.'

Beverly Banon- Stolcz, musi c teacherSanfa Rosa Press Democrat,929n8

. suppress performance levels

. increase errors, negative thoughts and feelings,resistant behavior, etc., and

. slow down leaming.

6

. Reasons traditional "drill & practice" fails:

- lacks explicit fluency criterion as goal

- long durations stretch endurance and attention

-often the "chunks" are too big

. Reasons well engineered practice succeeds:

- explicit time-based goal for practice

- brief durations allow peak performance

-builds fluent elements before application

30

@ 1998 Binder Riha Associates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-800fLUENCY 5

O {qq8 Bindar Riha Associatas

O 1SA8 Bindar Riha Assnciete*

Behavioral Fluency - An Introduction

32

. Show

. Tell

. Guide

. Nudge

. Takes ambiguity out of objectives.

. Simplifies design of practice tasks.

. Organizes objectives by channel sets.

. Simplifies analysis of f luency trade-offs.

. Suggests generic fluency standards.

. Aids in diagnostic assessment.

. SEE/SAY practice cards

. SEE/SAY practice sheets

. SEEAIVRITE practice sheets

. SEE/MARK practice sheets

. HEAR/SAYQ&A

. HEAR.SEUSAY fluency aids

. HEAFI/DO follow directions

. FREBSAY talk about a topic

a.l

. Primary channels (examples)

- See.Hear/Say (e.9., object recognition)

- See.Hear/Do (e.9., motor imitation. With Support channels (examples)

- Guide.Hear/Do (e.9., gross motor elements)

-Show.Hear/Do (e.9., teaching with a model)

- Tell.See/Do (e.9., teaching computer use)

- Nudge.See/Do (e.9., sort objects)

@ 1998 Binder Riha Associates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-80O-FLUENCY 6

31

lE] tmA nin&r Fliha Asorialm

Behavioral Fluency r An Introduction

Accuracy plus.....

. Duration: how long it takes to produce one

. Latency: How long from prompt to response

. Rate or Frequency: How many per unit time, or

. Comparative: pace compared to a standard.

37

. Banjo Picking: 1200 to 3000 notes per minute

. Writing Digits: 140 to 160 characters per minute

. Speaking on a topic: 110 to 170 words per minute(or "at the same pace you'd speak about your hobby.")

. Arithmetic: 80 to 110 computations per minute

. Keyboarding: 60 to 90 words per minute

. Multiple choice test items: 15 to 20 items per minute

. Brainstorming: 20 to 30+ ideas per minute

. Playing a tune: at a sufficient pace to elicit enjoyment

38

. Repeated timings with "competent" sample(for some behaviors, no one is "competent.")

" Set aims, and see if they work - raise as needed. Use generic aims for different channel sets. Calculate ratios among componenUcomposite

frec;uencies to identify ceilings and set aims.. Conduct more systematic curriculum-specific research

(potentially hundreds of studies). ln some cases, "timing" may be comparative pace -

€.9., "speaking fluently about.........'

1998

. Collect REAPS data on all key pinpoints (objectives)

. Compare performance w/ REAPS (NOT class avg.)

. lD components that limit fluency on composites

. Look for biggest Deficit Flatios to remediate

. Check across leaming channels (e.9., SAIV vs. S/S)

. Use time-based measures across disciplines

. Use monthly screenings to track groups

n Use 7-10 day screenings to assess leaming rates

a1

. High Aims: use REAPS to set high expectatiors

. Chunk size: complexity of fre befravior unit(s)

. Curriculum slice: number of different beluvior units

. Practice session duration: build fluency before endurance(sometimes 30 seconds can be tm long)

. Total practice time: to achieve fluercy in limited time, limitchunks and curriculum slices

. How often and when: periodic is beter than massedpractice ("cramming")

A1

. "Academic' skills - PT worksheets

. Fine/gross motor - PT and OT behaviors

. Self-care - components of dressing, etc.

. Vocational skills - components of assembly

. Athletics - free throws, martial arts

. "Soft" skills - matching customer affect

. Spoken knowledge - professional talk

. Music - chords, scales, riffs

42

@ 1998 Binder Riha Associates 2300 Bethards Dr. Suite G Santa Rosa, CA 95405 1-80O-FLUENCY 7

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Match the Cities to Their States

When the 30-second timing begins, check ( { ) ttre state in which each city is located.

Please do not turn the page until the moment you begin.

@ 1989 Carl Binder

1. l{ew York City

South CarolinaNerw YorkRhrode IslandArizona

2. Tarmpa

OregonCaliforniaFloridaIllinois

3. Hsrrtford

Co,nnecticutTexasAlaskaGeorgia

4. Darllas

WiisconsinNe,w MexicoTexasOhrio

5. Ctricago

IllinoisTennesseeLouisianaOregon

6" Omaha

OhioNebraskaAlaskaArizona

7. Atlantic City

It{ew YorkWashingtonMississippiNew Jersey

8. Boston

UtahArkansasMassachusettsMichigan

9. Little Rock

New YorkCaliforniaArkansasHawaii

10. San Francisco

ArizonaCaliforniaMichiganPennsylvania

11. Detroit

AlaskaColoradoMichiganConnecticut

12. Dayton

Ir{ew MexicoI.{evadaOhioCalifornia

13. Denver

OhioHawaiiWisconsinColorado

14. Honolulu

HawaiiIowaDelawareOhio

15. Pittsburgh

South CarolinaPennsylvaniaDCVirginia

16. EI Paso

CaliforniaTexasIllinoisNevada

17. St. Paul

CaliforniaOregonMinnesotaTexas

L8. Cleveland

GeorgiaNew JerseyOhioCalifornia

19. Los Angeles

TennesseeTexasHawaiiCalifornia

20. Tallahassee

OregonCaliforniaFloridaIllinois

21. Anchorage

OhioGeorgiaWest VirginiaAlaska

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Fluency Test: Cities and States @ 19Bg Carl Binder page 1

22. New Orleans

LouisianaIndianaMichiganNew York

23. Tucson

AlaskaMinnesotaMissouriArizona

24. Cambridge

UtahArkansasMassachusettsMichigan

25. Atlanta

NebraskaWashingtonGeorgiaColorado

26. Birmingham

AlaskaAlabamaNevadaPennsylvania

27. Milwaukee

New YorkTexasWisconsinWyoming

28. Nashville

TennesseeMichiganAlaskaArkansas

29. St. Louis

TexasMissouriMinnesotaWashington

30. Miami

IllinoisFloridaNew MexicoKansas

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Fluency Test: Cities and States @ 1989 Carl Binder page 2

Fluency Test - Fluency Facfs

When the 90-second timing begins, check ( { ) tfre one best response for each item, completing as

many as possible in the allotted time. Skipping is okay.

Please do not turn the page until the moment you begtn.

O 1999 Binder Riha Associates

1. Fluency =

accuracy plus qualitycolTectness plus confidenceaccuracy plus speedpace plus accuracy

2. Fluency feelings include:

fun and confidenceirritationendurancehesitation and certainty

3. The second stage of learning is:

Establish accuracyDevelop new patternsCombine and applyPractice for fluency

4. NOT a measure of perforrnance:

count of behavior or outputspercentage correctduration of behaviorcount per minute

4. A potential fluency blocker:

time-based measurestoo many response oppsefficient job aidsfocus on correcting errors

5. Key to achieving fluency is:

accuracyadult learning principlespracticebetter compensation

6. Learning with fluency-basedmethods can be fasterthan with conventional methods:

5Q7oas much as 2 times2 to 5 times20 to 30 times

7. Formula for opportunity multiplier:

OPM6 = OPM3OPMA x OPMgOPM6* OPM3OPMA - OPMg

8. A potential fluency blocker:

easy-to-use materialsopportunity multiplierstime-based practicenon-fluent skill elements

9. Learning channel for oral reading:

Hear/lvlarkHearlSaySee/SayFree/Say

10. The best fluency development is:

self-measuredbased on programmed textscomputer-baseddesigned by performers

1 1. Fluency measure for repeatedactions or components:

percentage correct plus timereaction time for each onecount per minuteduration of performance

12. Fluency bridges the gap between:

learning and perforrnanceaccuracy and speedMinneapolis and St. Paulopportunity and success

13. Another phrase for fluency:

cut to the chaselearning opportunitiesknowing by heartall you need to do

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Fluency Test Fluency Facts @ 299 Binder Riha Associates www.Binder-Riha.com 1-800-FLUENCY 1

14 Feature(s) of endurance:

high distractibilitystability and durationaccuracy without speedrapid acceleration

15. Most training programs havetoo high a proportion of:

practiceparticipant activitynew learningmeasurement

16. Fluency practice goals are called:

learning criteriaperforrnancebenchmarksaims

L7 . To build fluency, learners mustbe able to:

study a lotmove at their own pacelook up answerswork with experts

18. Cognitive science term for fluency:

information acce s sibilitycognitive dissonanceautomaticitysecond nature knowledge

t9 Perforrnance can be _higher with fluency-based learning

5 to 10 times1 to 2 times5O7oI07o to 207o

20. Most training results can beiryproved by increasing:

initial learningapplicationpracticestudy

?1 . Another term for errors:

Iearning opportunitiesresponse opportunitiescalculated risksfluency blockers

22. Dimensions of performancemeasurement:

quality and accuracycount and timeintensity and volumetrend and level

23. Stretching endurance beforebuilding fluency can cause:

unpleasant feelingsdistractibilitylower performanceall of the above

24. Major advantage of written ortyped responses:

leave permanent productsfaster than talkingproduce better learningfamiliarity

25. Fluency measure for "talkingabout a topic":

words per rninutehow long one can talknormal confident pacevoice quality and intensity

26. Makes learning objectives as

concrete and specific as possible:

Evaluation PlannerSix BoxesrM FormImplementation PlannerLearning Channel Matrix

2l . Measure of instructional efficiency:

opportunities per minutetime to criterionopportunity multiplierlevel of perforrnance achieved

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Fluency Test Fluency Facts @ A99 Binder Biha Associates www.Binder-Riha.com 1-800-FLUENCY 2

Fluency = Accuracy + Speed = True Mastery

Fluency Blockers Fluency Builders

Measurement Measurement procedures that ignorethe time dimension.

Measurement procedures with toofew response opportunities for theallotted time.

Time-based performancemeasurement and evaluation.

More response opportunities than anexpert can complete in the timeallowed.

Procedures Too few practice opportunities.

Preventing learners from movin g attheir own pace.

Limited response opportunities perminute.

Emphasis on preventing errorsduring learning.

Sufficient practice to attain fluency.

Self-paced learning and practiceprocedures.

Many opportunities per minute foractive responding.

Treating errors as "learningopportunities."

Materials Too few examples.

Materials that are difficult to use,waste paper, movement, etc.

Unnecessarily wordy worksheets anddirections.

Difficult-to-read and comprehend.

Many examples.

Easy-to-manipulate or use, efficientuse of paper, space and movement.

Succinct worksheets and directions.

Easy-to-read and comprehend.

Skill Elements Critical steps in procedures orchained skills that are not fluent.

"Tool" skills or elements that atenot fluent.

Fluent steps in procedures.

Fluent "tool" skills or elements

KnowledgeElements

Prerequisite knowledge that is not"second nature" or fluent.

Inability to fluently locate criticalinformation.

Fluent prerequisite knowledge (facts,concepts, structures, principles,classifications or processes.)

Ability to use reference systems orjob aids fluently, confidently.

For more information about the FluencyBuildingrM methodology, including published articles and research reviews, orto discuss on-site workshops for your organization, call 1-800-FLUENCY(358-3629) or visit www.Binder-Riha.com.

@ 1997 Binder Riha Associates

Learning Channel

Consultant Analyst

Performance Statement:

Organizalion: Date:

Categ ory I Criteria Practice Parameters / lmprovements

Measurement: accuracy + speed

. Time dimension?

. Responses fill timing period?(don't "run out")

. Doesn't stretch endurance?

Procedures. Many opportunities?

. Self -paced?

. Many opportunities per time unif?

o Minirnizes error slow-down?

Materials a Environment. Many examples?

. Easy to use / good ergonomics?

. Clear ef f ective directions?

. Easy to read / comprehend?

Skill Elementso Fluent steps I components?

. Fluent tool skills?

Knowledge Elemenfs. Fluent discriminations?

. Fluent verbal prerequisites?

. Fluent access to critical job aids,information I reference systems?

FluencyBuilderrM Worksheet @ 1996 Carl Binder Binder Riha Associates 1-8OO-FLUENCY www.Binder-Riha.com

Learning Channel Matrix

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Various and Sundry Ob,ectives

Given a PC with MS Word loaded, open a file named TEST.DOC.

Respond to sales objections about new products and services.

Select the appropriate features to stress with each of three market segments.

Write answers to sums of three-digit numbers.

Identify the causes of inadequate water supply conditions.

Determine if fire walls and partitions are required in the building design.

Given a particular operation to be performed, select the appropriate special protection system.

Match 1l-digit codes on a form 8809 to categories listed on a computer screen.

Replace passive verbs and phrases with active ones.

Completely fill out a form 70 reimbursement voucher.

Insert a lag bolt into its fitting and screw it down tighfly.

Discriminate between correcfly and incorrecfly formed Hebrew characters.

Compute the correct gas pressure for each set of parameters.

Generate as many reasons for participating in the program as you can.

Remember each person's name, in a group of 2O, after being introduced once.

Describe the benefits corresponding to each feature of the system.

Given a copy of Wordperfect on a PC and typed copy, load the program and enter the copy.

Be able to talk knowledgeably about consumer loans and credit lines.

Adjust all settings so that the turbine runs at peak efficiency.

Specify the correct mix of solution A and solution B to produce a given ph value.

O 1989 Carl Binder Binder Biha Associates 1-800-FLUENCY www.Binder-Riha.com

Primary:Support:

See/Abbreviate Learning Channels (1 ) Fluency Standard: 25 - 15 correct per minute

W=Write Ty=Type S=Say Abb=Abbreviate M=Mark Do=Do Ta=Tap C=Click Th=ThinkS=See H=Hear Sn=Sniff To=Touch Ta=Taste F=FreeSh=Show Te-Tell G=Guide N=Nudge

L. Ghannel Performance Statement L. Channel Performance Statement

Assemble furniture using printed instruction sheet Answer questions on phone using online help screen

Read stories aloud Adjust seasoning in soup to desired spiciness

Transcribe court proceedings Put on shirt with physical help

Say "Hello" and "Goodbye" to people at school Point to printed word to match spoken word

Answer multiple choice test Jot down ideas from brainstorming session

Say answers to flashcards Fill out online order form

Perform push-ups without coaching Smell shirt to decide whether to wear it again

Come up stairs when asked Follow map to desired location

Write in diary Write answers to math problems

Write answers to reading comprehension questions Insert screws into sub-assembly on production line

Respond to sales objections from customer Type letter from notes

Correct grammatical errors on practice sheet Find grammatical errors on practice sheet

Compose letter to friend Sand wooden table until smooth

Do jumping-jacks following leader Doe jumping jacks following leader (sight disabled)

Complete computerrzed multiple choice test Use job aid to diagnose shop equipment

Use overhead transparencies to give presentation Write spelling words from dictation

Check dampness of soil to add water Say answers to math problems when asked

Vocally spell words from pictures Select cologne for birthday gift using samplers

Follow commands of drill sergeant Say key points for speech while driving to event

Use pincer grasp to pick up dominos Sort colored shapes into cans

SeelAbbreviate Leaming Channels @ 02199 Binder Riha Associates FluencyBuildingrM Workshop www.Binder-Riha.com 1-8OO-FLUENCY

Primary:Support:

See/Abbreviate Learning Channels (2)

S=See H=Hear Sn=Sniff To=Touch Ta=Taste F=FreeSh=Show fs=Tell G=Guide N=Nudge

Fluency Standard: 25 - 15 correct per minute

W=Write Ty=Type S=Say Abb=Abbreviate M=Mark Do=Do Ta=Tap C=Click Th=Think

L. Channel Performance Statement L. Channel Performance Statement

Compose draft of speech on PC Turn head back and forth with brief physical prompt

Navig ate kitchen in the dark Select menu item on screen to access customer data

Place folder in alphabetized filing cabinet Pick damaged items from production line

Check off best answers on questionnaire Imitate physical gesture shown by teacher

Name objects in room Assemble puzzle with verbal prompts, as needed

Set dial to standard temperature Adjust valve when asked by supervisor

Underline verbs in sentences Pick up requested items from a set when asked

Check pilot flame after noticing odor Select best red wine from finalists

Respond with empathy to upset customer caller Punch in code at cash machine using Braille

Say separate sounds in nonsense words on sheet Deliver brief presentation from memory

Say alphabet forward and backward Spell words from dictation

Play piano from sheet music Perform dance on stage

Grasp and release sque eze ball Insert screwdriver into screw head

Throw Frisbee@ to friend on lawn Enter appointment on wall calendar

Compose BASIC computer program from flow chart Write learning channels for performance statements

Check own face in dark to see if a shave is needed Read silently

Take steps on balance beam Run 1000 meter race

Shoot free throws Select screen in system based on caller's problem

Jot down as many thoughts as possible on a topic Read ideas to group on own list from brainstorm

Dial best friend's telephone number Move arm through range of motion with help

SeelAbbreviate Leaming Channels O 02/99 Binder Riha Associates FluencyBuildingrM Workshop www.Binder-Riha.com 1-BOO-FLUENCI

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