JOURNAL

PRECISION TEACHING

Volume 2 Number 4

The Journa l af p r e c l s l o ~IexMng I s dedicated t o t h e d l r e c t and cont lnuous measurement of behavior, t h e recording of frequency and the rep resen ta t l on o f c e l e r a t l o n on t h e S tandard Behav ior C h a r t and Chart-based d e c l s l o n -maklng. The purpose of t h e Journal P f Precfslon B@&bg 1s t o acce lera te t h e shar ing o f s c l e n t l f l c and practical in format lon among I t s readers. To t h l s end, both formal manuscr lpts and Informal data-sharlng are encouraged.

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L l b ra ry o f Congress ISSN number: 0271-8200

As p a r t o f I t s goa l t o d l ssem l n a t e research, t h e U n l v e r s l t y A f f 1 I i a t e d F a c l l l t y f o r Developmental D lsab i . l l t i es WAF) a t t h e Un lve rs i t y o f Missourl I n Kansas C l t y , under t h e d l r e c t l o n o f Car l Cal k lns , a s s l s t e d w l t h t h e product1on o f t h 1s Journa I.

I

Volume I I Wlnter, 1982 Number 4

EdItor,: Pat r Ic k McGreevy Un lve rs l t y A f f l l l a t e d F a c l l l t y (UAF) Un ive rs l t y o f Mlssourl-Kansas C l t y

Admln is t ra t lve Assistant: V ick i Moreno

Consulting E d l t w s :

Ray Beck Er Ic Haugh ton P rec l s lon Teachlng Pro jec t L o y a l l s t College Great Fal ls , Montana B e l l e v l l l e , Ontar lo

Stephen Graf Susan Re i te r Youngstown Sta te Un lve rs l t y Spokane Pub l i c School s Youngstown, Oh 1o Spokane, Wash Ington

Ogden R, L lndsley Kevin O'Keefe Kansas Un lve rs l t y Psychologist Lawrence, Kansas Waterloo, Iowa

Edward Framer Jlm Johnson North Texas Sta te Unlvers l t y C.O.F. Tra l n l ng Servlces Denton, Texas Ottawa, Kansas

Owen Whlte Eugene llSklpn Berquam Un ive rs l t y o f Washlngton P o r t Angeles Pub l l c Schools Seat t 1 e, Wash 1ngton Por t Angeles, Washington

Henr 1 Goette 1 Ann Star1 I n 1ndependence Pub I l c School s Kansas Unlvers l t y Independence, Mlssourl Lawrence, Kansas

Steven Krantz Jlm Rudsl t Un lve rs l t y A f f l l l a t e d F a c l l l t y (UAF) Federal Way Pub l l c Schools Un ive rs l t y o f Missouri-Kansas C l t y Federal Way, Wash Ington

H. S. Pennypacker Deborah Wood Un lve rs l t y o f F l o r l d a Shemood Center, Inc. Galnesvl l le, F l o r l d a Kansas Cl ty, M I ssour I

Harold Kunzelmann Gene S.tromberg 1 n te rnat lona l Management Systems Adat A r l El Day School Boston, Massachusetts North Hol lywood, Cal l f o r n l a

Walter R. Berard Car l Binder Un lve rs l t y o f Montana Walter E. Fernal d Sta te School MI ssou Ia,. Montana Be lmont, Massachusetts

Consult ing Ed l to rs (cont(d.1

Carl Koenlg Nancy Johnson ConsuIt a n t Consultant Kansas Ci ty, M i ssour i DeKalb, I l l i n o i s

Sarah Kyrk lund Charles Merbltz Hennepl n Technlca I Centers Rehabll l t a t i o n lnst . o f Chicago Minneapol is, Minnesota Chfcago, l l l i n o f s

Peggy A l brecht W i l l l a m D. Wolking Precf s l on Teach 1ng ProJect Un iversf t y o f F l or1 da Grsat Fal ls, Montana Gainesvl i le, F lo r fda

Abf ga l I Cal k f n Marfe Eaton Topeka Publ i c Schools Western Washfngton Un ive rs f t y Topeka, Kansas Bellingham, Washfngton

Beat r ice H. B a r r e t t She1 l a Fox Walter E. Fernald S ta te School Western Washfngton Un ive rs f t y Bel mont, Massachusetts Bel l fnghm, Washfngton

Thomas C. Lovf tt Dagmar Neal Un ive rs l t y o f Washington Kurfng-Gal Col lege Seatt le, Washington L fndf fe ld , NSW, Austra l l a

Charles P. Olander Bob Bower Center for Indfv ldual lzed l n s t r u c t l o n Wayne Sta te Col lege Jacksonv il l e, A l abama Wayne, Nebraska

Susan Ryberg Utah Learning Resource Center Murray, Utah

SEVEN WAYS OF DESCRIBING READING- McGUFFEY'S AND S I X MORE: PART I I

Malcolm Neely Federal Way Pub l l c School s

A l i t e r a t u r e review reveals s i x t r a d i t i o n a l ways o f descr fb lng reading w f th problems and confusfons. Two descrfbe t h e readfng s t lmu l f and f o u r measure read1 ng performance. A s o l u t f o n I s t o measure t h e teach fng product , learnfng. Readlng learnfng i s measured by r a t i o s and becomes the seventh way o f descr lb lng readlng. The review of t h e s l x o rd lna l methods p lus t h e r a t i o way t o descrfbe readlng has both h l s t o r l c a l and systemfc value. The rev l e u i s d l v f d e d f n t o f o u r p a r t s : P a r t I - Lay c a t e g o r les, grade Ieve1 s, readab l l it y formulas, rate, and accuracy; Part I I - Read1 ng leve1 s; Pa r t II I - Problems and confusions o f t h e s l x measures and fn t roduc t lon t o P rec fs fon Teaching, t h e seventh measure; Par t IV - Slxteen R e c f s i on Teach1 ng p l c t u r e

components, d i scussIon, and c o n c l us1 ons. The p r e s e n t a r t 1 c l e r e p r e s e n t s P a r t II o f t h e review.

Reading l e v e l s were suggested e a r l y i n t h e 20th century. W. S. Gray (191 91, f o r examp le, suggested t w o t y p e s o f o r a I - read 1ng exe rc lses be p resen ted ch II d r e n each day: (1) one t y p e was simple, i n t e r e s t i n g , and t o be r e a d " independent lytt; (2) t h e second t y p e was c a r e f u l l y graded s e l e c t i o n s I n basic readers designed f o r learn ing t o recognize words n o t y e t known.

B e t t s (1946) i s c r e d l t e d w i t h f o r m a l i z i n g t h e f o u r l e v e l s o f r e a d i n g f r o m b o t h pup1 l and t e a c h e r v iewpo in ts , My m,&u&I.ng a&, , i n u h h s Q m ~m, and hear iu are used by B e t t s for the pup ll view pol nt. From t h e teacher viewpoi n t t h e steps a r e hdependent, j n s t r u c t i o u & frustratl_osl, and p r p h a = m y , respect ive ly .

Others have added t o t h i s descr ip t Lon o f read1 ng leve1 d l f f i cu lty (see Table 1). Most use B e t t s ' t e a c h e r v i e w p o i n t leve1 names. Some suggest o t h e r names as subs t i t u tes o r synonyms. Table 1 shows t h e author, reference year, and the names used f o r t h e four reading levels.

A leve1 o f read1 ng is measured by t h e r e a d e r l s accuracy and by an exper t ' s o p i n i o n o f o t h e r behaver responses ( 1.e.. express1 ons o f emot iona l 1ty) . B e t t s f c r i t e r l a inc lude both accuracy and emotional descript ions.

Tab le 2 shows 42 read 1ng, comprehension, and 1n te rp re ta t i on percent accuracy scores suggested by 16 d i f f e r e n t sources f o r t h e four reading levels.

Seven e x p e r t s suggested r e a d i n g accuracy s c o r e s f o r t h e independent o r mastery level. Thel r median readlng accuracy was a near ly pe r fec t score, 99%. T h e i r s u g g e s t i o n s ranged f r o m 92% t o 99.5%. Four e x p e r t s suggested comprehension accuracy scores. These scores ranged from 75% t o 1009, w i t h a m e d i a n o f 92%. K a r l i n (1 967) s u g g e s t e d a 99% a c c u r a c y s c o r e f o r i n t e r p r e t a t i o n a t t h e Independent o r mastery level o f reading.

Suggestions from t e n sources r e s u l t e d i n a 95% median reading accuracy f o r t he Ins t ruc t i ona l leve l w i th a range from 79% t o 97%. This median permi ts learn ing t o read new words 5% o f t h e time. Suggested comprehension scores r e s u l t e d i n an 85% median accuracy w i t h a range f rom 75% t o 90%. T h i s median p e r m i t s improvement i n comprehension 15% o f t h e t ime. Three c o n t r i b u t o r s suggested 73% accuracy f o r In t e r p r e t l ng t h e words read, p e r m i t t l n g improvement 27% o f t h e t ime. The i n s t r u c t i o n a l l eve1 perm i t s greater oppor tun i ty f o r learn1 ng t o i n t e r p r e t and comprehend. Learn1 ng t o read new words appears less important.

It i s d i f f i c u lt t o determine where new word learn ing I s recommended. F l ve reading author1 t i e s r e p o r t 90% reading accuracy as f r u s t r a t i o n level. Four r e p o r t 50% comprehension accuracy as f r u s t r a t i o n level. According t o B e t t s (19461, p u p i l s w i t h l e s s t h a n 90% r e a d i n g accuracy o r 50% comprehension accuracy a r e a p t t o ev 1dence s i gns o f undesi rab le emot l ona l Ity, t h a t Is, wiggl ing, II p o r n a l I -b i t ing , head movement, f inger point ing, and slgns of tension and w i thdrawal.

1964

The capac l t y f o r p o t e n t 1 a l r e a d i n g a t t a l n m e n t l e v e l I s de term ined by comprehension accuracy a f t e r IIs t e n i n g t o m a t e r i a l read. B e t t s (1 946) s ta ted t h a t 75% accuracy establ lshes t h e nprobablen capacl ty level. Spache (1 963) s ta ted t h a t 60% accuracy w Il l p r e d l c t a reader's potent1 at.

Spache (1 964) f u r t h e r descr ibed t h e in s t r u c t lonal and f r u s t r a t i o n levels, and descrlbed the standards o f B e t t s and Smlth as a r b i t r a r y and t o o hlgh.

I n 1975, Davls found Spache's c r l t e r l a descr ib ing t h e f r u s t r a t i o n level of reading acceptable as a general Indicator, bu t unacceptable f o r determining

TABLE 1

Nanes Suggested for Four Readlng Levels

lal=.uw -W.S. Gray, 1917 lndependent Bas1c

Thorndl ke, 1917 Suppl ementary

Burch, 1928 (Gray 1ndependent & Leary, 1935)

K l l l g a l l o n , 1942 Basa 1 l ns t ruc t l ona l F r u s t r a t l on CapacIty (Betts, 1946)

Betts, (Ch i ld ) My Step Teach Ing Step Troublesome Hear1 ng 1 946 Step Step

(Teacher lndependent ln s t r uc t ona l F r u s t r a t l on Capacl ty

Smlth, 1949 ln s t r u c t ona 1 (Spache, 1964)

Harr is . 1956 lndependent 1n s t r u c t ona l F r u s t r a t l on

Hellman, 1961 lndependent

Smlth & Harr is , l ns t ruc t l ona l 1 963

Spache, 1963, lndependent l ns t ruc t l ona l Potent1 a1

S l 1 en t Read 1ng Oral Read1 ng Listen1 ng

lndependent l ns t ruc t l ona l F r u s t r a t lon Capac1ty

lndependent 1ns t ruc t 1ona l F r u s t r a t i o n

Dolch, 1967 Recreatlonal lnd lv ldua l lzed

Kar l In, 1967 Basic 1n s t r u c t iona l

Davls, 1975 F r u s t r a t l on

- -

- -

-- -- -- -- -- -- --

TABLE 2

Percent Accuracy Suggested for Four Reading Levels

Author lndebendent Read.Comp. ln t * Read.Comp. l n t

Gray

Thorndi ke

Burch

Kl l lgal Ion

Betts

!hith

Harr ls

He1 lman

Smith 8 Harr is

Spache (G 182)

Spache (G 3-81

Strang

McCracken

Dolch

Karl i n

Dav is

-

Number 16 7 4 1 10 7 3 5 4 0 0 2 0

Range 7.5 25 18 15 3 2 1 15

MedI an 99 92 99 95 85 73 90 50 68

Weadlng.Cmprehens1on. Interpretation.

Individual pup1 I leve ls . To t e s t t hese c r i t e r i a , Dav is used t h r e e measurements on a polygraph, t h e c r i t e r i a o f po lygraph and n e u r o l o g i c a l e x p e r t s t o t e s t 62 ch iId r e n i n grades 3, 4, and 5 f rom t h r e e m a j o r e t h n i c groups. Davis found t h a t accuracy i n comprehension ranged from zero t o 99% dur ing f rus t ra t i on , wh i l e o ra l reading e r r o r s ranged from zero t o as h igh as 38%. F r u s t r a t i o n , i t w o u l d seem, i s i n d e p e n d e n t o f r e a d i n g and comprehensi on accuracy.

Watch ing sw 1mmers and o ther a t h l e t e s perform would conf i r m t h i s posit ion. No matter how poorly coordinated and e r r o r - l aden a beg inn ing c o m p e t i t i v e sw Immer seems t o be, g r e a t e l a t i o n can be observed each t i m e a persona l r e c o r d I s e s t a b l 1shed. For beg1 nners, t h Is occu rs n e a r l y eve ry t i m e they compete. Sw imming e r r o r s a r e o p p o r t u n i t i e s f o r c o r r e c t i v e p r a c t i c i n g . F rus t ra t i on enters la ter , as the consequences increase and h igh expectat ions a r e no t met.

McCracken ( 1 963) t i e d o r a l read1 ng f requenc ies t o t h e l eve1 s o f r e a d i ng. McCracken (1963) a l so reported both c o r r e c t and e r r o r minimal o ra l reading ra tes f o r t h e Independent, my step, o r mastery level o f reading. H is data show p re -p r imer mastery t o be 60 words pe r mlnute, w i t h a1 lowance f o r a l ittle more t h a n one e r r o r pe r m inute. The f requenc ies i nc rease I n a s t r a i g h t l ine on mu1 ti ply-divide c h a r t paper t o the four th grade, where they f l a t t e n ou t t o grade seven a t 150 c o r r e c t words per minute w i th two errors.

For the i ns t ruc t i ona l leve I, the teach 1ng step, McCracken (1 963) suggested o r a l readi ng frequencies between 48 and 60 words per minute f o r pre-primer material . He a lso suggested 120-150 words per minute from fou r th through seventh grade. Error frequencies ranged from 4-7.

S t a r l 1nls work (1 970) appears t o agree w it h McCrackenls i n s t r u c t i o n a l ranges, show 1 ng o r a l r e a d i ng f r e q u e n c i e s as low as 100 c o r r e c t words per minute i n senior high school. However, S t a r l i n l s reported e r r o r frequencies were lower (one per mlnute).

S i m i l a r r e s u l t s were r e p o r t e d f o r c o r r e c t o r a l reacting f r e q u e n c i e s by Kunzel mann (Washington State Superintendent o f Publ i c Inst ruct ion, 1974) and by Beck (1 9741, although nel t he r reported t h e e r r o r frequencies.

Ora l r e a d i n g accuracy i s more c o m p l e t e l y desc r ibed when c h a r t e d as f requenc ies c o r r e c t and i n c o r r e c t t h a n m e r e l y s t a t e d as percent . To 1 l lus t ra te t h 1s, t he read i ng accuracy percentages reported I n Tabl e 2 were c h a r t e d i n C h a r t 1 as words r e a d c o r r e c t l y and in c o r r e c t l y p e r minute, assuming 100 t o t a l words had been r e a d i n one minute. C h a r t 1 shows t h e r a t i o distances between co r rec ts and errors. Most o f these r a t i o s across a l l t h r e e r e a d i ng l eve l s exceed x9. Very l 1ttl e learn1 ng can o c c u r w i t h g r e a t e r than x 9 beg1 nn i ng a c c u r a c i e s (Neel y, 197 8; Neel y and L 1nds ley, l978b; Sokolove, 1977-78). I t i s a l s o e v i d e n t f r o m C h a r t 1 t h a t " rea l f1 f requenc ies woul d show a c t u a l pup1 l performance, r a t h e r t h a n l o g i c a l achievement. For example, 94% c o r r e c t l o g i c a l l y r e s u l t s I n 6 e r r o r s f o r every 100 words read. However, i f o n l y 50 t o t a l words had been read, t h e a c t u a l e r r o r f requency would have been l e s s t h a n l o g i c , t h a t i s , 3, r e s u l t i n g i n even fewer oppor tun i t ies t o learn.

The assumed da ta i n C h a r t 1 were s u b j e c t e d t o s t a t 1 s t i c a l a n a l y s i s . No s ign1 f i c a n t d i f f e r e n c e was found i n r e a d i n g words c o r r e c t 1 y between t h e independent and ins t ruc t i ona l l e v e l s ( u s i n g t h e median t e s t w 1 t h F i sherls

bhovior Lseorch Co. Box 3351 Konras Cify, Kansas 66103

Chart 1. Reading Percent Accuracy Scores Suggested by Ten A u t h o r i t i e s f o r Four Reading Levels : Percent Cor rec t Charted as Assumed Frequencies

INDEPENDENT LEVEL INSTRUCTIONAL LEVEL FRUSTRATION LEVEL 1

10 A u t h o r i t i e s i n t he suggest read ing % accuracy scores f i e l d o f Reading f o r 4 read ing l e v e l s

(char ted as words read c o r r e c t l y and i n c o r -r e c t l y per minute, assuming 100 t o t a l words

had been read i n one minu te )

exact p = ,181. A s l g n i f l can t s t a t i s t i c a l d i f fe rence was found between t h e I n s t r u c t i o n a l and f r u s t r a t i o n mastery leve ls (p = -04).

I n a n a l y z i n g e r r o r s . no s i g n i f i c a n t d i f f e r e n c e was found between t h e independent and l n s t r u c t i o n a l l e v e l s ( p = .18). A s i g n i f i c a n t s t a t i s t i c a l d i f fe rence was found between t h e i ns t ruc t i ona l and f r u s t r a t i o n l e v e l s (p =

.02). However, C h a r t 1 I n d i c a t e s t h a t 4 o f 10 a u t h o r 1 t i e s suggested e r r o r frequencies a t t h e i ns t ruc t i ona l level approaching o r g reater than t h e most common frequency suggested for t h e f r u s t r a t i o n level.

The comprehensl on and in t e r p r e t a t i on p e r c e n t accuracy scores reported I n Tab le 2 were c h a r t e d i n C h a r t 2 as c o r r e c t and i n c o r r e c t responses per minute, assuming 10 t o t a l responses i n a 10-minute exercise. No s i g n i f i c a n t d if ference was found between the independent and ins t ruc t i ona l c o r r e c t o r e r r o r comprehension responses ( the median t e s t w i t h t h e Fisher's exact p =

.30 f o r both). The c o r r e c t t o e r r o r r a t i o s ranged f rom x3 t o x 9 f o r b o t h reading leve1s. Comprehension a t t he capacl t y level was a l so x3.

A s i g n i f i c a n t d i f fe rence was found between the i ns t ruc t i ona l and f r u s t r a t i o n c o r r e c t and e r r o r comprehension responses (p = .045). ln t e r p r e t a t i o n data were s imi l a r t o the canprehension data.

REFERENCES

Beck, R. Uu&lanal ramadladlm far childtsa MUWelno & f k L b throw& ju3- teach.lna: FmgKQSsreDDrt 1921-uzl,ESEA Title l l l* Great Fal ls, Mont.: Great Fal ls Publ i c School s, 1974.

Betts, E. A. Foundations pt readlna h s t r u c t i o r l . New York: Amer ican Book Com pany, 1946.

Davis, E. E. "Readi ng f r u s t r a t i o n l eve1 as in d l c a t e d by t h e po Journa L ef f d u c a o n a -, 1975. a.286-288.

Dolch, E. W. l ~ l n d i v i d u a l l zed r e a d i n g vs. group reading." I n J. L. F r o s t (Ed.). ISSUBSand Lnnsullans i n 2Ju Tmchlng sf r_eadlng. Glenview, I 1 I.: Scott, Foresman, 1967.

Gray, W. S. ItPri nc i p l es of method i n teach ing read1 ng, as der ived from t h e s c i e n t i f i c i n ~ e s t i g a t l o n . ~ Ib alghhsn2b sf kb n&.lmal &Bki 3 h ~ Qf ~dUGaf:l~ll ,efr U, EPUrfh Qfa m m m i t t e e an st In &cation. Bloomington, Ill.: Pub l ic School Publ i sh ing, 1919, 26-51.

Gray, W. S. tlStudi es o f e l ementary school read ing th rough s tandard1 zed tests." Supplamanhry Edum3laeal Mmamhs (Vol. 1). Chicago: Department o f Education, Universi t y o f Ch icago, 1917.

Gray. W. S., 8 Leary, El. E. lh& m a l e s hooks m. Chicago: U n i v e r s i t y o f Chicago, 1935.

H a r r i s , A l b e r t J. b~JQ l n ~ r a n s gmading ahlllAy. New York: Longmans, Green, 1956.

bhaviw Research Co. b x 3351 Kansas City, Kansas 66 I03

Chart 2. Comprehension and I n t e r p r e t a t i o n Percent Accuracy Scores Suggested by Ten Au tho r i t i es f o r Four Reading Levels: Percent Correct Charted as Assumed Frequencies

Cornp. I n t . Comp . I n t . Comp. Comp .

XXWX

-49% 50%

INDEPENDENT LEVEL INSTRUCTIONAL LEVEL FRUSTRATION CAPACITY LEVEL LEVEL

Comp.= I n t . =

Comprehension I n t e r p r e t a t i o n

10 A u t h o r i t i e s i n t he f i e l d o f Readi ns ..

suggest comprehension and i n t e r p r e t a t i o n % accuracy scores f o r 4 reading l e v e l s

(char ted as c o r r e c t and i n c o r r e c t responses per minute, assuming 10 t o t a l responses i n

a 10-minute exerc ise)

Iman, A. W. P r 1n c l p l a r and. Dra_ct.lw af 3mshing uaU,ng. CoI umbus, Ohio: Charles E. M e r r i l l , 1%1.

I in, R. llPrograms f o r d l sab l ed readers." I n J. L. F r o s t (Ed.), _Isswes and I n n u J i m in iha iaashhg af rasd.lna. Glenview, Ill.: Scot t , Foresman, 1 967.

McCracken, R. A. "Indiv 1dua 1 iz 1ng beg1 nni ng read lng 1 n s t r u c t l on." I n E. C. V i l s c e k (Ed.), A _dlec_ade af W ~ U Q ~ :BaDroaches b 2 beo.lnnlna readiw. Newark, DeI.: 1 n te rnat iona l Readi ng Associ a t1 on, 1968.

McCracken, R. A. "The development and v a l 1d a t l o n o f t h e s tandard r e a d i n g inventory fo r t he i nd i v idua l appraisal o f reading performance i n grades one t h r o u g h six11 (Doc to ra l d is s e r t a t i on, Syracuse Un i v e r s i t y , 1963).P L Z S ~ ~ M ~&-, 1964, 24, 5200 ( ~ n i v e r s l tyM i c r o f iIm No. 64- 5659) .

Neely, M. D. "S ix y e a r s o f s u p e r v i s i n g a s p e c i a l e d u c a t i o n program by learnt ng productsM (Doctoral d l ssertat ion, Un i v e r s i t y o f Kansas. 1 W8). L U s w t a t i o n Abstracts -natlona.l, 1979, 19, 6443A.

Nee ly, M. D., 8 L inds ley , 0. R. I1Phonetic, I i n g u i s t i c , and s i g h t r e a d e r s produce s i m i la r l e a r n i ng w i t h e x c e p t i o n a l ch ildren." Jolrrn.a.l. ef SDec.fal Educai.ion, 1978b, 12, 423-441.

Sokc love, H. E. acce.lerator. Kansas Ci ty, Ks.: Shawnee Miss ion Pub l i c Schools, 1977-1 978.

Spache, G. D. -tic -ding -. Monterey, Ca.: CaI if o r n i a Tes t Bureau, 1963.

Spache, G. D. w n g in a % h a . Boston: A l l y n and Bacon, 1964.

S ta r1 in, C. M. "The use o f d a i l y r e c o r d i n g as an a i d i n t e a c h i n g o r a l r e a d i n g n ( D o c t o r a l d i s s e r t a t i o n , U n i v e r s i t y o f Oregon, 1970). PLzsafmJM lnlf_arna.t.llonal, 1971, Z, 812A ( U n i v e r s i t y M i c r o f 1lms No. 71 -16,844).

Strang, R. m o q tk teach.lna pt w. New York: McGraw-HI I I, 1 964.

Washington Sta te Superi ntendent o f Publ i c Inst ruct ion. 11, ch.tld SSU.LGB dsmmsimUm oroal-ams in S.aaf.t.le-Sookane-ma f a pfs l s~a d u m ramad.la.t.ion ~ Q Lma- af LUG J = I disab iIitles -s. Unpub 1 lshed document, author, 1974.

Malcolm Neely i s a f i r s t grade teacher w i t h the Federal Way Pub l ic Schools, Federa l Way, Washington. Dr. Neely r e s i d e s a t 2981 1 S i x t h Avenue South, Federal Way, Wash ington 98003.

TEACHING THE DAILY STANDARD BEHAVIOR CHART: A DIRECT INSTRUCTION APPROXIMATION

M i chael Mal oney Quinte Learning Centre Bel l e v i l le, Ontario

Many teachers a r e aware o f P r e c i s i o n Teaching and a r e convinced o f i t s benef i t s f o r maki ng data-based c u r r i c u l um dec i s i ons f o r the1 r students, Many workers i n a v a r i e t y o f educat iona l and s o c i a l s e r v i c e s e t t l n g s a r e t r a i ned i n t h e techniques o f Prec i sf on Teach i n g bu t have c o n t i nual d i f f i c u l t y i n co l l ec t i ng and analyzing data. I n some sltuatlons, as many as 70% o f t h e personnel who were t r a i n e d i n P r e c i s i o n Teach ing had stopped da 1 l y c h a r t i ng by t h e end of t w o years (Beck, 1981). Reasons f o r non-continuance can be easi ly generated a t 40-50 per minute. Summarized, they of ten ind lcate t h a t a l l char t lng and declslon-maktng was done by the change agent, n o t by t h e c l ient. Given numerous c l i e n t s and severa l data p o i n t s per c l lent, the change agent may have become overwhelmed w i t h chart ing and decision-making.

L 1ods ley ( 1980) 1ndlcated t h a t ch 1 Idren In regu la r educati on s e t t l ngs learn c u r r t c u l u m a t xl.1 per week, Ch i l d ren i n c lassrooms w i t h adequate behavioral management learn a t x13 per week, Children I n classrooms where continuous data i s charted on the Standard Behavior Chart learn a t x1.5 per week. C l assrooms i n wh ich Charts are kept by the ch ildren y i e l d t h e highest r a te o f learning a t x2.0 per week.

It seems obv ious t h a t t o promote excel lence I n c l assrooms and t o encourage teachers t o malntaln t h e i r charting, the Charts should be put i n the hands o f the ch 1ldren, Ann Star l i n pioneered t h i s e f f o r t i n 1970. Many teachers have at tempted t o f o l l o w i n h e r footsteps, b u t have found it d i f f i c u l t t o teach ch ildren how t o chart . Wh lIe they may be excel l e n t i n terms o f col lec t lng data and making decisions, It does no t necessari l y f o l low t h a t they are excel lent a t programming concepts i n instruct ion.

Engel mann (1 975) has descr ibed t h e essen t i a l components o f a teach ing methodology In which concepts are presented so t h a t they have one and only one i n t e r p r e t a t i o n . D i r e c t 1 n s t r u c t i o n has deve loped a number o f soph i s t i ca ted precepts o f good teach ing t o insure the learn1 ng o f a concept or operation by any ch 1Id, Thi s i s done by teaching both instances and non- instances of the concept o r operation; by re in fo rc igg correct responses and care fu l l y correct ing incorrect responses Immediately; by paclng the task and arrangl ng the env 1 ronment f o r maxi mum learner a t t e n t i on, p a r t i c i pat i on and r e 1 nforcement; and by teach1 ng t h e t a s k u n t l l t h e most unsk iI l ed ch iI d i n the group responds quickly and correct ly.

In applying t h i s ins t ruct iona l methodology t o the key concepts embodied i n the Standard Behavior Chart, we would provide teachers w i th a means t o teach t he c h i l d r e n t o chart. The combinat ion o f good i n s t r u c t i o n and good measurement, coupled w i t h s u f f i c i e n t d l r e c t p rac t i ce , should r e s u l t in f luen t chart ing by the student wi th greater gains f o r everyone,

1. Arrann.t khs my.Lmnrn& Seat t h e s t u d e n t s I n a sem i - c i r c l e , c l o s e enough t o you so t h a t you can e a s i l y t ouch any ch iId f r o m where you stand. Place those who a r e l i k e l y t o perform we1 l a t t h e ends o f t he semi-circle, o r i n a second row. Place those who a re l i k e l y t o have d i f f i c u l t y d i r e c t l y 1n f r o n t o f you. Look t o see t h a t you can watch each ch ild respond. If the group i s t o o la rge t o work w i t h as one unit , d i v i d e them i n t o th ree groups. The f i r s t g roup shou ld I n c l u d e a l I o f your h i gh per formers , t y p i c a l l y t h e m a J o r i t y of t h e students. The second group shou ld c o n s i s t o f a1 l those s t u d e n t s who a r e Itaverage" per formers . Th i s group shou l d be somew h a t smal l e r t h a n t h e f l r s t group. The d i f f i c u l t pe r fo rmers shou ld be t h e sma l les t group, t y p i c a l l y 15-20% o f t h e chi ldren. Teach t h e groups so t h a t t h e top and middle group can be g iven independent p rac t i ce wh ile you spend t h e bu lk o f your i n s t r u c t i o n a l t i m e w i t h t h e d i f f i c u l t performers.

2. Pac.lnn Learners a t tend s i g n l f i c a n t l y b e t t e r t o high-paced i n s t r u c t i o n (200 p l u s wds/min) t h a n t h e y do t o low-paced p r e s e n t a t i o n s (100 wds/min) (Carnine, 1978). Rewards f o r learn ing occur more qu ick l y and main ta in on- task behavior. Slow-paced presentat ions a l low ch ildren t o learn and s t 1 l l have t i m e t o a t t e n d t o o t h e r s t i m u l 1 (such as t h e p i g t a i l t o be p u l led), which promotes o f f - task behav l o r which takes time t o correct.

3. S.J When you a r e teaching a group, you must ensure t h a t each c h i l d i s i n i t i a t i n g h i s own response and n o t m e r e l y model 1 i n g t h e behav io r o f f a s t e r per formers . A ch Ild m i g h t g i v e t h e i m p r e s s i o n o f learn ing , b u t be unable t o perform on an ind iv idua l turn. Th is can r e s u l t i n embarrassment f o r t h e c h i l d and f r u s t r a t i o n f o r t h e teacher. Engelmannts d i r e c t i n s t r u c t ion method u t iI izes s i gna ls as s t1 mu l i t o 1n s t i gate t h e responses o f t h e group i n unison. Typical ly, t he teacher w 1 l l ho ld her hand, palm fac ing ou twards t o w a r d t h e group, whi l e t h e t a s k d l r e c t i o n i s given. T h i s I s f o l lowed by a verbal s i gna l (llReadyn) and a ha1 f second pause. The teacher then drops her hand q u i c k l y as a signal f o r t h e ch il dren t o respond. It i s c r i t i c a l t h a t the per iod o f t ime between the V?eadytt s ignal and the IQo itn signal be kept constant so t h a t ch ildren can respond together. The per iod o f t i m e between t h e t a s k s i g n a l and t h e "Ready" s i g n a l can be v a r i e d t o he1 ghten on-task behav lor.

Someti mes ch ildren w 1 l l respond before o r a f t e r t h e IQo 1tns 1gnal , instead o f .In chorus. The co r rec t i on I s simply t o say t h a t someone was too soon or t o o l a t e and t o r e p e a t t h e sequence, r e i n f o r c i n g t h o s e who a r e do ing i t c o r r e c t ly. 4. nu Ch i l d ren w i l l make e r r o r s i n even t h e b e s t t e a c h i n g sequence. Correct ions must be Immediate, continuous and e f f e c t i v e t o insure f a s t , e f f i c i e n t l e a r n t ng. Engel mann p r o v i d e s a number o f c o r r e c t i o n procedures depending on the type o f e r r o r (Engelmann 1975, U n i t 3). Errors a r e m i n i m i z e d by a t h r e e - p a r t sequence i n which t h e c o r r e c t response i s demonst ra ted (mode I), then p r a c t i c e d w It h t h e ch 1 l dren ( lead), and then checked f o r l e a r n i ng ( t e s t ) . Th i s model - l e a d - t e s t f o r m a t i s des i gned so t h a t t h e t e a c h i n g can o n l y proceed when t h e c h i l d r e n can s u c c e s s f u l l y respond. The sequence a l s o makes a handy c o r r e c t i o n procedure i n many Instances.

5. -rn maferl& A l a r g e w a l l v e r s i o n o f t h e D a i l y Standard Behavior Chart o r a mylar transparency o f the Chart displayed on an overhead

pro jec to r can be used.

6. &esmLhg Ahs i&&i Some teachers may look a t t h e f o l low ing scr 1p t and f e e l t h a t it i s t o o long or t o o complex or too techn ica l f o r t h e i r students. It o n l y looks complex. The t e a c h e r shou ld f i r s t dec ide on how b e s t t o p r e s e n t t h e tasks. W i t h o l d e r c h i l d r e n t h e e n t i r e procedure can be accompl ished in 15 t o 30 minutes. W i t h younger ch IId r e n t h e t a s k s may be p resen ted f o r t e n m i n u t e s each day u n t l l t h e ch ild has comple ted h i s l e a r n i n g o f a l l o f t h e concep ts and opera t ions . Dai l y r e v i e w f rom t h e begi nni ng w il l f ir m the ch ildren's learni ng of the concepts and operations.

There are a number o f basic ideas which may ass i s t t h e teacher:

A. Arrange the ch ildren i n a sem 1-c i rc le close enough t o be ab le t o touch the ones i n f r o n t o f you;

B. PI ace t h e ch 1 Id ren who w i I I r e q u i r e t h e g r e a t e s t amount o f t each i n g d i r e c t l y i n f r o n t o f you i n t h e f r o n t row; p l a c e your b e s t l e a r n e r s a t t h e ends and in t h e second row; break up c l iques i n t h e group by es tab l ishi ng a seat ing plan;

C. Know your s c r ip i ; t e a c h it t o a wal I o r t o ano the r teacher b e f o r e you a t tempt t o teach the chi ldren;

D. Arrange da i l y sess ions s o t h a t you can cover t h e m a t e r i a l q u i c k 1 y and e a s i ly; usua l ly, t e n m i n u t e s a t t h e beg i n n i n g o f a c l a s s f o r a ten-day per iod w il l reach your ob jec t ives;

E. G ive p r a c t i c e sess ions u n t i l t h e c h i l d r e n reach t h e a i m s o n c h a r t i n g ; one-minute t imed prac t ices work we1 I;

F. Keep d a t a on how we1 I t h e ch Il d ren a r e le a r n i ng t o c h a r t ; c o u n t d o t s placed on the Chart per m i nute as the dependent variable;

G. Remember t h a t each c h i l d you teach t o c h a r t l e a r n s b e t t e r , has more c o n t r o l ove r h i s learn ing , can become a monl t o r f o r h imse l f and o t h e r ch Ildren, can become a d e c i sion-maker, and can he1 p you save p r e c i o u s classroan t ime and teacher energy.

I n t h e p r e s e n t a t i o n m a t e r i a l t h a t f o l lows items a r e marked t o ass1 s t t h e teacher. Tasks t h e teacher performs are i n parentheses, wh il e statements t h e t e a c h e r makes a r e In regu l a r type. Student responses a r e enc losed In quotaton marks.

M a : (Touch t h e 1 I I ne on C h a r t 1 ) (Say) Th is is t h e one p e r m In u t e I ine. There's a r u l e about t h i s l ine. Any behavior t h a t occurs more than one t i m e i n a m i n u t e i s c h a r t e d above t h i s I ine. L I s t e n aga i n. (Pause) (Touch t h e 1 I i n e ) (Say) Any behav io r t h a t happens more t h a n one t i m e i n a m i n u t e i s charted above t h e 1 I ine. M: (Say) Say It w i t h me. Ready. (Pause) (S igna l 1 Any behav io r t h a t happens more than one t ime i n a minute i s charted above the 1 I ine. (Repeat u n t i l students can hear and say r u l e a t 150 words/minute) Is,&: (Say) Your tu rn . Say t h e r u l e a l l by yourselves. Ready. (Pause) (Signal (Repeat u n t i l students can t h ink and say r u l e w i t h o u t e r r o r s a t 150

- - -

DAILY BEHAVIOR CHART (DCM-SEN) 6 C Y C L E - 1 4 0 D A Y S (20 W K S ) BEHAVIOR RESEARCH CO CALENDAR WEEKS BOX 3361 - K A N S A S CITY. K A N S 86103

I 1 I I I 1 1 I I I I I I I 1 I I l I 1 I 1 I I 1 I 1 1 1 I 1 I I I I I 1 I I 1 1 1 ~ I 1 ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~0 :"" 0 ' 20 30 40 50 60 70 80 90 100 110 120 130 140

A Pract ice Sheet f o r : E r i c and --- - -- -- Michael -AnnieandPam SUCCESSIVE CALENDAR DAYS Paul see and say El izabeth -- 15 8 --------

SUPERVISOR ADVISER MANAGER BEHAVER AGE LABEL COUNTED

Ouinte Learninq Centre B e l l e v i l l e , Ontario Paul Paul locat ion o f dots -

DEPOSITOR AGENCY TIMER COUNTER CHARTER

p l u s words per minute) (Give i nd i v idua l tu rns)

M-1: (Say) New Rule. L i sten. My t u r n . (Touch t h e 1 I ine) Thi s I s t h e 1 Iine. Any behavlor t h a t happens less than one t i m e I n a minute i s charted below t h i s l ine. L i s ten again. Any behavior t h a t happens less than 1 t lme i n a minute i s charted below t h i s l ine. : (Say) Say t h e r u l e w i t h me. Ready. (Pause) ( S i g n a l ) (Say) Any b e h a v i o r t h a t happens l e s s t h a n 1 t l m e I n a m i n u t e I s c h a r t e d below t h i s I ine. (Repeat u n t i l s t u d e n t s can hear and say r u l e a t 150 p l u s words per m lnute w Ithout e r r o r 1 Islf: (Say) Your tu rn . Say t h e r u l e a l l by you rse l ves. Ready, (Pause) ( S i g n a l ) (Repeat u n t i l s t u d e n t s can t h i n k and say t h e r u l e a t 150 p l u s wds/min w i thout e r r o r ) (Give i nd i v idua l turns)

w:(Say) New Rule. My turn. Listen. A behavior t h a t happens 1 tlme I n 1 minute i s char ted on the 1 I ine. L i s ten again. A behavior t h a t happens 1 t ime i n 1 mlnute i s charted on t h e 1 I ine. h a d : (Say) Say i t w l'th me. Ready. (Pause) ( S i g n a l ) (Say) A behav io r t h a t happens 1 time i n 1 mlnute i s charted on t h e 1 Ilne. (Repeat u n t i l students can hear and say the r u l e a t 150 p lus words per minute w i thout e r r o r ) : (Say) Your tu rn . Say t h e r u t e a l l by you rse l ves. Ready. (Pause) (Signal) (Repeat u n t i l students can t h i n k and say r u l e a t 150 p lus words per mlnute w i thout e r r o r ) (Give ind iv idua l t u rns )

(Touch t h e f i r s t d o t on C h a r t 1) (Say) Look a t t h i s dot. Tel l me I f It i s above t h e 1 l i ne, be1 ow t h e 1 i lne o r on t h e 1 l ine. Ready. (Pause) (S igna l 1 "Above t h e 1 I lne.I1 (Say) That 's r i g h t . (Touch t h e second d o t ) (Say) Now l o o k a t t h i s dot. I s t h i s d o t a b o v e t h e 1 I i n e , below t h e 1 l i n e o r on t h e 1 I 1ne? Ready. (Pause) S igna 1) "Be1 ow t h e 1 I i neOw (Say) That 's correct . (Repeat for dots 1-20) (Give ind iv idua l t u r n s w i t h dots 21-40)

Mgde.l.: (Say) New Rule, My turn. Listen. Lines t h a t go up and down a re day I lnes. Listen again. L i nes t h a t go up and down a re day I ines. had: (Say) Say It w i t h me. Ready. (Pause) (S igna l L i n e s t h a t go up and down a r e day I ines. (Repeat w It h s t u d e n t s u n t i l t h e y can h e a r and say r u l e a t 150 p lus words per minute w l t h o u t e r r o r ) I : (Say) Your tu rn . Say t h e r u l e about day I ines. Ready (Pause) (S igna l IgL i n e s t h a t go up and down a r e day l ines." (Say) That's r i g h t -you've g o t It. (Repeat u n t i l s t u d e n t s can t h i n k and say r u l e a t 150 p l u s words per mlnute w i thout e r r o r ) (Give ind iv idua l t u rns t o some students)

MQ~BI: (Say) I ' m g o i ng t o touch some 1 l n e s on t h e cha r t . Tel l me i f they

DAILY BEHAVIOR CHART IDCM.9ENl 6 CYCLE - 1 4 0 D A Y S (20 W K S

CALENDAR WEEKS B E H A V I O R RESEARCH CO BOX 3351 - K A N S A S C I T Y C A N S 6 6 1 0 3

W I- 5 - ,

3 z - z a W

I- & . 5 - I- z 3 0 0 . I-,

.05 -

.01- ,005 -

Chart 2. A P rac t i ce Sheet f o r Tasks V - V I

M I N

I

2

5

10

20

5 0

100

200

,500

.I000

E r i c and A P rac t i ce Sheet f o r : E l i zabe th Michael Annie and Pam SUCCESSIVE CALENDAR DAYS ~~~~i~ -- -- 11 6 see and say -- -- --- - --

SUPERVISOR ADVISER M A N A G E R BEHAVER AGE L A B E L COUN,TED

Quin te Learning Centre B e l l e v i l l e , Ontar io Laur ie Laur ie day 1 ines -- --

DEPOSITOR AGENCY TIMER C O U N T E R CHARTER

------------

a r e day l lnes o r n o t day I lnes. I f I touch a day l ine say 'day I ine.' I f I touch a l i n e t h a t i s n o t a day l i n e say 'No.' j&d:(Say) What do you say I f I touch a day I lne? Ready. (Pause) ( S i sna I ) "Day I ine." (Say) That 's good. And what do you say I f I touch a 1 i n e t h a t I s n o t a day I i n e ? Ready. (Pause) ( S i g n a l (Say) That 's very ~ o o d . (Touch l lne No. 1 on C h a r t 2 ) (Say) I s t h ls a day l ine? Ready. (Fause) (Signal) "Day l ine." (Say) Good remembering. You g o t It r i g h t .m: (Touch I Ine No. 2 on C h a r t 2) (Say) Look a t t h Is I Ine. Is t h is a day I Ine? Ready. (Pause) ( S igna I ) nNo.lf (Say) Very good. (Repeat w It h I ines 3-30 on C h a r t 2 u n t i l s t u d e n t s can see and say 30 t o 40 i n s t a n c e s o r hon-instances o f day l ines per m inute w ithou t e r r o r )

&&,I,:(Say) New Rule. My turn. Listen. Fat l ines t h a t go up and down a r e Sunday I lnes. Lead: (Say) Say It w i t h me. Ready. (Pause) (Signal) (Say) Fa t l i n e s t h a t go up and down a r e Sunday I Ines. (Repeat u n t i l s t u d e n t s can h e a r and say t h e r u l e a t 150 p lus words per minute w i thout e r r o r ) W: (Say) Your tu rn . Say t h e r u l e abou t Sunday I ines. Ready. (Pause) (Signal 1 (Repeat u n t i l students can t h ink and say r u l e a t 150 p l us words per minute w l thout e r r o r ) (Give i nd i v ldua l t u r n s )

Use Chart 3.

M a : (Say) I 'm g o i n g t o touch some I i n e s on t h e Chart. Tel l me i f t h e y are Sunday l lnes o r n o t Sunday Iines. If I touch a Sunday I1ne, say 'Sunday l ine.' I f I touch a l i n e t h a t i s n o t a Sunday l ine, say 'No.' lead: (Say) What w Il l you say I f I touch a Sunday I lne? Ready. (Pause) (Signal ItSunday Iineon (Say) Very good. And what w i l l you say i f I touch a l l n e t h a t I s n o t a Sunday I l n e ? Ready. (Pause) ( S i g n a l (Say) Good remembering. W: (Touch l 1 ne No. 1 on C h a r t 3 ) (Say) I s t h i s a Sunday I 1 ne? Ready. (Pause) ( S i g n a l ) ltNo.lt (Say) Good. Tha t i s n o t a Sunday I ine. (Touch l i ne No. 2) (Say) I s t h i s a Sunday l i n e ? Ready. (Pause) ( S i g n a l ) ItSunday l ine." (Say) N i c e work. 1 t h i n k you've g o t it. (Touch I ines 3 t o 20) (Repeat u n t i I s t u d e n t s c a n s e e and say 3 0 t o 40 Sunday l i n e o r non-Sunday l i n e d i sc r im ina t ions per minute w i thout e r r o r )

Mads.l.: (Say) Listen. What day comes a f t e r Sunday? Ready. (Pause) (Signal) "Monday." (Say) That's r igh t . So what day l lnes comes a f t e r a Sunday I ine? Ready. (Pause) ( S i gna I ) nA Monday I Ineem (Say) T h a t Is a l s o r ight. Say t h e days o f t h e week. Ready. (Pause) (Clap f o r each day) (Repeat u n t i l students t h i n k and say days o f the week a t 40 t o 60 per minute) M u : (Say) I ' m g o i ng t o touch day l i n e s and say t h e 1 r names. My turn. Watch. (Touch a Sunday I i n e on C h a r t 4) (Say) Sunday. (Touch a Monday I ine )

( . Chart 3. A Pract ice Sheet f o r Task V I I I I

Practic,e Sheet For: E r i c and Annie and Pam SUCCESSIVE CALENDAR DAYS Derrick see and say El izabeth Michael - 10 5 ---. .- -.-.

SUPERVISOR ADVISER MANAGER BEHAVER AGE LABEL COUNTED

Quinte Learning Centre Be1 l e v i 1 l e , Ontario Derr ick Derrick Sunday 1 ines --. -------

DEPOSITOR A G E N C Y TIMER COUNTER CHARTER

- - - - - - - - -

- - -

- - - -

D A I L Y B E H A V I O R C H A R T (DCM-SEN)

CALENDAR WEEKS 8 C Y C L E - 1 4 0 D A Y S ( 2 0 W K S ) B E H A V I O R RESEARCH CO BOX 3 3 5 1 - K A N S A S C I T Y . K A N S 6 6 1 0 3

500 -

100-5 0 -

10-5 -

I-: 5 -

.I-.05 -

Chart 4 . A P r a c t i c e Sheet f o r Tasks I X - X I V

E r i c and E l i z a b e t h- . - - - Michael Pam and Annie

.

SUCCESSIVE CALENDAR DAYS A P r a c t i c e Sheet f o r : - Angela 14 8 see and

. --- .- -

S U P E R V I S O R A D V I S E R M A N A G E R B E H A V E R A G E L A B E L COIJN 1F D

Q u i n t e Learning Centre - .- -. .- --.- ..- ----. - . .- Be1 l e v i l l e , Ontar io .- -

Angel a -Angel a day l i n e s and counting l i n e s

D E P O S I T O R A G E N C Y T I M E R C O U N T E R C H A R T E R

(Say) Monday. (Repeat i n order f o r each day o f the week) ha:(Say) Say t h e names o f t h e day l Ines w i t h me. (Touch a Sunday I l n e ) Ready. (Pause) ( S i g n a l ) (Say) Sunday. (Touch a Monday I i n e ) Ready. (Pause) (S igna l ) (Say) Monday. (Repeat f o r a l l the days o f t he week) Ig&: (Say) Your t u r n t o say t h e day l l n e s when I touch them. Ready. (Pause) (Touch a Sunday l ine) 5unday." (Say) Ready. (Pause) (Touch a Monday I lne) (Repeat f o r a l l days i n order u n t i l students can see and say day l i n e s i n order a t 40 t o 60 I ines per minute w i thout e r r o r )

Mshl: (Say) I ' m go1 ng t o touch some d o t s on day I Ines, and say t h e name o f t h e day I Ine. Watch. (Touch d o t No. 1 ) (Say) My tu rn . What day? Monday. My t u r n again. (Touch d o t No. 2 ) (Say) What day? Tuesday. (Repeat f o r several more dots L d : (Say) T e l l me what day I i n e each of t hese d o t s a r e o n . When I touch t h e d o t say t h e name o f t h e day I 1 ne w l t h me. (Touch d o t No. 1) (Say) What day l i n e I s t h i s d o t on? Ready. (Pause) (S igna l IIMonday." (Say) That 's r i g h t . - S f : (Say) Now I t ' s your tu rn . When I touch t h e dot, you t e l I me what day l 1ne It 1 s on. Th ink b i g. Look a t t h i s dot. What day? Ready. (Pause) (Touch d o t No. 1 ) " M ~ n d a y . ~ ~(Say) That 's r i g h t . (Repeat f o r o t h e r d o t s on C h a r t 4 u n t i l s t u d e n t s can see and say day l 1nes a t 40 t o 60 pe r m i n u t e w lthout e r r o r

( A f t e r error, Say) No, t h a t is n o t correct. S t a r t from t h e Sunday l 1 ne and count t o the dot. Say each day Sunday, Monday, Tuesday. Yes. What day? Tuesday.

Mode.l: (Say) New Rule. My turn. Listen. Lines t h a t go across a re count l ng I 1 nes. L i s ten agai n. L i nes t h a t go across are counting 1 ines. l&ad: (Say) Say It w 1 t h me. Ready. (Pause) (S igna l "L I n e s t h a t go a c r o s s are counting I i n e ~ . ~ l(Say) Good saying t h a t ru le. (Repeat u n t i l students can say the r u le w it h you a t 150 p l us words per minute w 1thou t e r r o r Isst: (Say) Your tu rn . Say t h e r u l e a l l by yourselves. Ready. (Pause) (Signal) (Repeat u n t i l students can t h i n k and say r u l e a t 150 p lus words per minute w ithout e r r o r )

(Say) I 'm go1 ng t o touch some I Ines. Tel l me I f I touch a c o u n t i n g l ine o r a l i n e t h a t i s n o t a c o u n t l ng I ine. (Touch a Sunday I i n e ) (Say) I s t h i s a count ing I1 ne? Ready. (Pause) (Signal 1 (Re1 nforce) (Touch a counting Iine) (Say) I s t h i s a counting I i n e ? Ready. (Pause) (Signal) (Reinforce) (Repeat f o r many I 1 nes on C h a r t 4 u n t 1 l s t u d e n t s can see and say c o u n t i n g I ines a t 40-60/mi nute w 1thou t e r r o r

M~hl:(Say) L i s t e n . New Rule. My tu rn . B i g numbers i n t h e m a r g i n t h a t s t a r t w 1t h 1 t e l l you wha t t o count by and what t o coun t from. L i s t e n again. B i g numbers i n the margin t h a t s t a r t w i t h 1 t e l l you what t o count by and what t o count frun. k,ad: (Say) I ' I I say t h e f i r s t par t , t h e n you say t h e l a s t p a r t w l t h me.

(G +Jell3 40 SWaM aaJq+ +SJl4 aq+ Ul S+OP Ile JOJ +eadaa) (aDJo4ulaa) (leu6 1s) (asned) -Apeaa LaJoDs slq+ sl +eqM (Aes pue +~eq3 uo +op +SJII aq+ q~nol) *A1aso13 q3+e~ *a~o~s aq+ aw I la+ noA +op aq+ q~no+ I uaqM *sau 1 1 6ul+uno~ uo s+op auos q~no+ o+ 6ulo6 u,l (Aes)

*~~DAD q~ea JOJ amanbas +sal pue 'peal 'lapo~ aq+ dn 6uly~ld 001 pue 01 JO) axanbas slq+ asn

(mua +noq+l M a+nu! w ad spmn sn ld OGl +e alnJ aq+ Aes pue yulq+ ue3 s+uapn+s aq+ II+un +eadeu) (leu61~) (8Sned) *Apead *sahlasJnoA Aq I le a1n-r aloqn aq+ Aes *uJn+ JnoA (Aes) :N

(alnJ Aes) (leu61~) (asned) *Apeea *+eaq aq+ q~+e3 MON (Aes) (alnJ Aes) (leu61~) (asned) *Apeaa *ow q+ln a1n-r aloqM aq+ Aes MON (Aes) (Jo-rJa +noq+! M a+nultu ad sp~on snld oGI +e alnJ aq+ 40 +-red +SJ~J 044 Aes pue Jeaq ue3 s+uapn+s Il+un +eadaa) ,* 01 q+1~ +-re+s +eq+ ul6Jew aq+ ul sdaqwnu 6!811 (leu61~) (asned) *Apeaa *woJJ +uno3 o+ +eqM pue Aq +uno~ o+ +eqM noA I la+* (Aes) *e 1n-r aq+ 40 +-led +SJ!J aq+ Aes noA pue alnJ aq+ 40 +-led +seI aq+ Aes I 11~ I MON (Aes) :m (JOJJB +noq+lM a+nulw ad sp~on sn~d OI;~ +e a(nJ aq+ 40 +~ed +se~ aq+ Aes pue Jeaq ue3 s+uapn+s I 1+un +eadaa) 'UOJ~ +uno~ o+ +eqM pue Aq +uno~ o+ 4121414 noA I la+* (Aes) (leu61~) (asned) *Apeaa *** '1 q+l M +-re+s +eq+ ul6~ew aq+ ul sJaqwnu 619

Maloney, M

ichael. Teaching th

e Daily Standard B

ehavior Chart:

a di rect i ns tructi on approxim

ati on. Jo

wlla

2 of Precision Teaching,

Volum

e 11,

Number

4, W

inter, 1982.

(Say) Tuesday. What s c o r e ? Two. (Repeat f o r a1 I d o t s I n t h e f i r s t t h r e e weeks o f Chart 5) W: (Say) A1 l by y o u r s e l ves. (Touch t h e f i r s t d o t on C h a r t 5) (Say) Te l I me what day t h i s d o t i s on. Ready. (Pause) ( S i g n a l ) (Say) What s c o r e ? Ready. (Pause) ( S l g n a l ) ( R e i n f o r c e ) (Say) Next dot. F i r s t t e l I me t h e day, t h e n t e l l me t h e score. What day? Ready. (Pause) (S igna I) (Say) What sco re? Ready. (Pause) ( S l g n a l (Touch each d o t In t h e f ir s t 3 weeks o f Chart 5 u n t 11 students see and say day 1 Ines and counting l 1ne scores a t 60 p lus per minute w i t h no lea rn ing oppor tun i t i es )

(Touch a d o t on t h e 10 I i n e ) (Say) Te l I me t h I s score. Ready. (Pause) ( S i gnat (Touch a d o t on t h e 20 If ne) (Say) Te i 1 me t h Is score. Ready. (Pause) ( S i g n a l ) (Touch a d o t w i t h a v a l u e o f 15) (Say) Look a t t h i s dot. I s t h i s score greater than 101 Ready. (Pause) (Signal) (Reinforce) (Say) Look again. I s t h I s d o t g r e a t e r t h a n 201 Ready. (Pause) ( S f gnat 1 (Re1 n f o r c e ) (Say) T h i s d o t i s ha1 fway between 10 and 20. What I s t h i s s c o r e ? Ready. (Pause) ( S i g n a l 1 (Re1 n f o r c e ) (Touch a d o t w I t h a v a l ue o f 17) (Say) Loo& a t t h i s dot. I s t h i s sco re g r e a t e r t h a n 151 Ready. (Pause) ( S i g n a l ) (Say) I s t h i s s c o r e g r e a t e r t h a n 201 Ready. (Pause) (S igna l (Re1 n f o r c e ) (Say) So t h i s do t i s ha1 fway between 15 and 20. What I s t h i s score? Ready. (Pause) ( S i g n a l ) ( R e i n f o r c e ) (Touch a d o t w i t h a v a l u e o f 19) (Say) Look a t t h i s dot. I s t h i s s c o r e g r e a t e r t h a n 201 Ready. (Pause) ( S i g n a l ) ( R e i n f o r c e ) (Say) What I s t h i s sco re? Ready. (Pause) (S igna l (Re1 n f o r c e ) (Repeat f o r o ther scores from 30 t o 1000)

(Touch a s c o r e o f 150 on t h e 6 t h week o f C h a r t 5) (Say) Look a t t h i s score. Can you t e l 1 me if t h i s score 1 s exact1 y 150 o r exact ly 1521 Ready. (Pause) (Signal (Touch a s c o r e o f 175) (Say) Can you t e l 1 me t h i s e x a c t sco re? Ready. (Pause) ( S l g n a l (Repeat f o r s e v e r a l s c o r e s on success ive day I ines) (Say) Listen. I t I s n o t Important t o be able t o t e l l t h e exact score. I t I s more impor tant t o be ab le t o say i f the scores a re going up or go1 ng down. (Touch t h i s g roup o f d o t s ) (Say) Are these d o t s got ng up o r go1 ng down? Ready. (Pause) (Signal) (Touch t h e second group o f scores) (Say) Are these dots got ng up, go1 ng down or s tay ing the same? Ready. (Pause) (Signal) (Repeat f o r a l l groups o f dots on Chart .5) (Repeat u n t i l students can see and say direction o f ce le ra t i ons a t 60 p l u s words per minute w i thou t learn ing o p p w t u n l t i e s )

ld,s&L: (Say) My turn. New Rul e. Listen. A record f l o o r t e l 1 s me how. long t h e measurement 1 asted. L i s ten again. A record f loor t e l Is me how long t h e measurement lasted. W: (Say) Say t h e r u t e about a r e c o r d f l o o r w l t h me. Ready. (Pause) ( S i g n a l ) (Say) A r e c o r d f l o o r t e l I s me how l o n g t h e measurement lasted. (Repeat u n t i l s t u d e n t s can h e a r and say t h e r u l e a t 150 p l u s words p e r minute w i thou t learn ing opportunl t i e s )

Maloney,

Mich

ael. Teaching the D

aily

Standard B

ehavior Chart:

a dire

ct in

stru

ctio

n approxim

ation. Jow

vlaZ of Precision Teaching,

Volume 11,

Num

ber 4, W

inter,

1982.

m: (Say) A l l by yourse lves . Say t h e r u l e about wha t a r e c o r d f l o o r t e l ls. Ready. (Pause) (Sl gnal (Ref nf orce) (Repeat u n t il students can t h Ink and say r u l e a t 150 p lus words per minute w i t h o u t l ea rn i ng o p p o r t u n i t i e s ) (Say) Listen. Think big. How many t imes does 1 minute happen i n 1 minute? Ready. (Pause) (S igna l ) (Say) 1 minute happens 1 t i m e i n 1 minute, so we put t h e record f l o o r on t h e 1 l i ne . (Draw I n record f l o o r ) (Say) How many ti mes does 30 seconds happen I n 1 m i n u t e ? Ready. (Pause) ( S i g n a l ) (Say) That 's r i g h t . Two t imes. So i f t h e measurement l a s t e d f o r 30 seconds we put t h e record f l o o r on t h e 2 I ine. (Say) How many t imes does 20 seconds happen i n 1 m i n u t e ? Ready. (Pause) ( S i g n a l ) (Say) That 's c o r r e c t . t h r e e t imes. So we p u t t h e r e c o r d f l o o r on t h e 3 l i n e . (Say) How many t i m e s does 15 seconds happen I n 1 m i n u t e ? Ready. (Pause) ( S i g n a l ) (Say) So where do we p u t t h e r e c o r d f l o o r ? Ready. (Pause) ( S i ~ n a l ) (Re1 n force) (Say) I ' m got ng t o touch some r e c o r d f lo o r s on t h e Chart. You t e l I me how l o n g t h e measurement las ted . (Touch 1 m i n u t e r e c o r d f l o o r ) (Say) How l o n g was t h i s measurement? Ready. (Pause) (Signal (Touch each r e c o r d f l o o r on C h a r t 6 and r e p e a t t h e In s t r u c t i o n ) (Repeat u n t l l s t u d e n t s can see and say r e c o r d f l o o r s a t 0 0 p l u s words pe r m i n u t e w i thou t l ea rn ing oppor tun i t i es )

MUM.: (Say) Listen. We mark co r rec ts w l t h a do t and learn ing oppor tun i t i es wl th an 'XI. L i s t e n again. (Repeat r u l e ) U: (Say) Say t h e r u l e w i t h me. Ready. (Pause) ( S i g n a l ) (Say r u l e w i t h s tudents u n t i l they can hear and say t h e r u l e a t 150 p l us words per m i nute w l t hou t l ea rn ing opportunl t i e s ) &a:(Say) Your t u r n t o say t h e r u l e about d o t s and 'x's1. Ready. (Pause) ( S i g n a l ) (Re1 n f o r c e ) (Repeat u n t i I s t u d e n t s t h i n k and say r u l e a t 150 p I us words per minute w i thout learn1 ng opportuni t i e s )

Repeat the above sequence f o r each o f these concepts: (Say) A quest ion mark under the record f l o o r t e l I s me the re were z e r o

learn1 ng oppor tun i t ies . (Say) A box t e l I s me how many I skipped. (Say) A t r l a n g l e t e l Is me when suneone he1 ped me wi th the answer. (Say) A s t r a i g h t l lne across day l i n e s t e l I s me t h e record f l o o r .

(Say) I 'm g o i n g t o touch some symbols on t h e C h a r t (Char t 6) (Say) You say what each symbol t e l l s, (Touch a d o t ) (Say) What does t h i s symbol t e l I ? Ready. (Pause) (Signal ) (Reinforce) (Repeat f o r o ther symbols u n t i l students can see and say symbols a t 60 p l u s words pe r m i n u t e w i t h o u t l e a r n i n g opportuni t i e s )

MPdsl.: (Say) Look a t t h e b o t t o m o f t h e Chart . ( C h a r t 6) (Say) There a r e l a b e l s f o r you t o f i l l i n t o h e l p us k e e p o u r c h a r t s b e t t e r . l l m g o i n g t o t e a c h you what goes I n each b l a n k above a l abe l . Look a t t h e b l a n k t h a t says Behaver. (Touch behaver) (Say) T h i s b lank I s where you p u t your name because y o u a r e t h e behaver. L i s t e n again. T h i s b l a n k i s where you p u t your name because you a re t h e behaver, (Touch behaver) had: (Say) Your t u r n . What do I w r i t e i n t h i s b l a n k ? Ready. (Pause) (Signal

-2

(Say) Look a t t h i s blank. T h i s l a b e l says Age, So i n t h i s b l a n k you w r l t e how o l d you are. What do you w r i t e i n t h i s b l a n k marked age? Ready. (Pause) (S igna l ) (Reinforce)

(Repeat procedure for o the r labet s 1 isted be1 ow) Label t e l I s what grade you a r e I n now. Counted t e l 1 s what you measured. Charter t e l I s who marked t h e chart. Counter t e l l s who counted up how much you did. Timer t e l I s who r a n t h e clock. Agency t e l ls what school you go to. Manager t e l l s who looks a f t e r your charts. Advisor t e l 1 s who he1 ps you make deci sions. Superv isor t e l 1s who he1 ps your teacher.

(Say) I'm going t o touch some labels. You t e l l me what t h e label says and w h a t g o e s i n t h e b l a n k a b o v e t h e l abe l . F i r s t t e l l m e w h a t t h e l a b e l says; t h e n t e l I me what goes I n t h e b lank. (Touch Behaver) (Say) What does t h i s l abel say? Ready. (Pause) (S igna l (Say) Yes, Behaver. And wha t do you w r i t e i n t h i s b l a n k above t h e word Behaver? Ready. (Pause) ( S i g n a l ) (Reinforce) (Touch Adviser) (Say) What does t h i s label say? Ready. (Pause) ( S i g n a l ) (Say) And what do you w r l t e i n t h i s b l a n k above t h e word A d v i s e r ? Ready. (Pause) (Signal) (Repeat f o r other l abe ls u n t i 1 students can see and say l a b e l s a t 60 p lus words per minute w l t hou t learn ing opportunl t i es .

Use Chart 7.

(Touch t h e f i r s t s e r i e s o f d o t s on C h a r t 7) (Say) Look a t t hese dots. Are t h e s e d o t s g o i n g up, g o l n g down o r g o l n g ac ross? Ready. (Pause) ( S i g n a l (Reinforce) (Repeat sequence f o r each s e t o f dots on Chart 7 u n t i l ch ildren can see and say I i n e s o f d o t s a t 60 p l u s words p e r m i n u t e w i t h n o l e a r n i n g opportuni tles)

(Touch t h e f i r s t s e r i e s o f X's on C h a r t 71 (Say) Look a t t hese X's. Are t h e s e X's g o l n g up, g o i n g down o r g o i n g a c r o s s ? Ready. (Pause) ( S i g n a l (Ref n f o r c e ) (Repeat sequence f o r each s e t o f X's on C h a r t 7 u n t i I ch iId r e n can see and say l i n e s o f X's a t 60 p l u s words p e r m i n u t e w i t h no l e a r n i n g opportuni t l e s )

ModeL: (Say) Listen. Here I s a new rule. You a re learn ing when cor rec ts go up o r learn ing when oppor tun i t i es go down. L i s ten agaln. You are learning when co r rec ts go up o r learn ing oppor tun i t ies go down. had: (Say) Say t h e r u l e w i t h me. Ready. (Pause) ( S i g n a l ) You a r e l e a r n i n g when c o r r e c t s go up o r l e a r n i n g o p p o r t u n i t i e s go down. (Repeat u n t i l students hear and say r ule a t 150 p l us words per m inute w 1thou t e r ro r W: (Say) Your tu rn . Say t h e r u l e abou t when you a r e learn ing . Ready.

--

DAILY B E H A V I O R C H A R T ( D C M 9EN) 6 C Y C L E - 1 4 0 D A Y S ( 2 0 W K S ) BEHAVIOR RESEARCH CO CALENDAR WEEKS BOX 3351 - K A N S A S CITY K A N S 66103

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Chart 7. A Prac t ice Sheet f o r Tasks XXII-XXIII Q W 3

m -rR rt

- 5 0 0 0 .. 3-

I 0 0 0 S'F

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140 A P r a c t i c e Sheet f o r :

Michael Pam and Annie Chris SUCCESSIVE CALENDAR DAYS -- and say - ------. -- --- ---- David 8 3 see--.

S U P E R V I S O R A D V I S E R M A N A G E R B E H A V E R A G E L A B E L COUNTFD

Qu in te Learning Centre Be1 l e v i l l e , Ontar io David -

David c e l e r a t i o n s - - --- -pp -

D E P O S I T O R A G E N C Y T I M E R C O U N T E R C H A R T E R

(Pause) (S igna l (Rei n f o r c e ) (G ive in d i v i d u a l t u r n s t o check s t u d e n t s ) (Repeat u n t i l students can t h i n k and say r u l e a t 150 p lus words per minute wi th zero learn ing oppor tun l t i es )

M a : (Say) L is ten . Here's a new ru le . You a r e n o t l e a r n i n g i f c o r r e c t s a r e g o l n g down o r a c r o s s and i f l e a r n i n g o p p o r t u n l t i e s a r e go ing up o r across. My t u r n t o say t h e rule. Listen. You a r e n o t learn l ng I f c o r r e c t s 'are g o i n g down o r ac ross and I f l e a r n i n g o p p o r t u n i t i e s a r e go ing up o r across. M: (Say) Say t h e r u l e w i t h me. Ready. (Pause) (Signal (Say) You a r e n o t learn ing if cor rec ts are going down o r across and i f learn ing oppor tun i t i es are go1 ng up o r across. (Repeat u n t i l students can hear and say r u l e a t 150 p lus words per minute w l f h zero learn ing oppor tun i t ies) W: (Say) Your turn. Say t h e r u l e about when you a r e n o t l e a r n l ng. Ready. (Pause) ( S i g n a l ) (Rei n f o r c e ) (G ive individual t u r n s t o check s t u d e n t s ) (Repeat u n t i l s t u d e n t s can t h i n k and say r u l e a t 150 p l u s words per minute w i t h zero learn ing opportuni t i e s )

(Say) L l sten. I'm going t o touch some learning p i c t u r e s on the Chart. Look t o see i f t h e person i s learn1 ng. Use your r u l e s about l e a r n i ng and n o t l ea rn ing . (Touch t h e f i r s t l e a r n i n g p i c t u r e on C h a r t 8) (Say) Are t h e co r rec ts going up, down or across? Are t h e learn ing oppor tun l t ies going up, down o r a c r o s s ? I s t h i s person l e a r n i n g o r n o t l e a r n i n g ? Ready. (Pause) ( S igna I ) (Re1 nforce 1 (Touch each learni ng p i c t u r e and repeat sequence 1

(Give each student a Standard Behavior Chart. I n s t r u c t them t o f i l l I n t h e the1r a t t e n t i o n t o l a b e l s. Check t o see If they d i d so c o r r e c t Iy. ~ i r e c +

t h e d a t a g r i d on t h e b lackboard (See Tab le 1). Youmay a l s o g l v e t h i s o u t as a handout i n s t e a d o f u s i n g t h e blackboard. I p r e f e r t h e b lackboard p r e s e n t a t i o n because it focuses a t t e n t i o n on t h e t e a c h e r Instead o f on a p i e c e o f paper which i s d i f f i c u l t t o m o n i t o r . C o r r e c t i o n s can be done by p lac ing dots on a wal l c h a r t o r mylar overhead f o r comparison1

SUN MON TUE WED THU FRI SAT

Week 1 2 3 4 5 6 7 8

DAILY B E H A V I O R C H A R T (DCM-SEN) 6 C Y C L E - 1 4 0 D A Y S ( 2 0 W K S 1 BEHAVIOR RESEARCH COCALENDAR WEEKS BOX 3351-KANSAS CITY. K A N S 66103

M I N

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2

5

10

20

50

100

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Chart 8. A Practice Sheet for Task X X V I 500

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A Practice Sheet for: Lynne SUCCESSIVE CALENDAR DAYS see and say .-. -- - Michael Pam and Annie Li sa 1 1 6 ----.-.-

SUPERVISOR ADVISER MANAGER BEHAVER AGE LABEL C O U N T E D

Quinte Learnins CentreJelleville, Ontario Lisa Lisa learning pictures DEPOSITOR AGENCY TIMER COUNTER CHARTER

(Say) Look a t t h e f i r s t s c o r e o n t h i s exerc ise . I t says a s c o r e o f 1 on Sunday. What s c o r e ? Ready. (Pause) ( S i g n a l ) "0ne.n (Say) Yes. What day? Ready. (Pause) ( S i g n a l ) ( R e i n f o r c e ) (Say) Watch. Here's how you s c o r e 1 c o r r e c t I n 1 minute on a Sunday. (Put a do t on the f 1 r s t Sunday l 1 ne and t h e 1 l i n e ) (Say) I s t h l s a Sunday I i n e ? Ready. (Pause) ( S i g n a l ) I I Y ~ s . ' ~ (Say) I s t h i s t h e 1 I i n e ? Ready. (Pause) ( S i g n a l ) "Yes." (Say) So does t h l s d o t show a s c o r e of 1 c o r r e c t I n 1 m i n u t e on a Sunday? Ready. (Pause) ( S i g n a l )

(Say) Look a t the next dot. (Repeat procedure f o r f i r s t row of dots)

(Say) Now i t ' s your tu rn . P u t a d o t on M e Sunday I i n e t o show a s c o r e o f 1. Put a d o t on the Monday l 1 ne t o show a score o f 2 c o r r e c t 1n 1 m i nute.

(Say) Let 's check o v e r your work. (Repeat f o r a l I scores on t h e d a t a g r 1 d u n t i l s t u d e n t s can see and drop d o t s a t 40-20 d o t s pe r m i n u t e w i t h z e r o learn ing oppor tun i t i es ) -

(Say) Now t a k e a f r e s h c h a r t and t h e shee t o f add f a c t s I gave you. F i I I o u t the bottom of the chart. Under Counted w r i t e See/Write add facts. What a r e you going t o w r i t e i n the blank marked Counted? Ready. (Pause) (Signal) (Check chi ldren's work) (Say) Now s e t your c h a r t aside. Take your add f a c t s h e e t and g e t ready f o r a 1-minute measurement o f add fac ts . Rai se you r penci ls. Get ready t o w r i t e answers. Work u n t i l I say 'thank you.'

REFERENCES

Beck, R. Curr-m m-m& .nr_ecf_sJon -. Address a t Associat ion f o r Behavior Analysis, S ix th Annual Conference, Dearborn, M Ich igan, 1980.

Carni ne, D. W. facfars Jn laar?n.lna (unpub l ished address I n response t o A. Jensen). Symposi um on Educational Alternat ives, York Univers i ty , Toronto, Ontario, 1978.

Engel mann. S. faLlllcas in pclm w. Chicago: Science Research Assoc iates, 1%9.

L lnds ley , 0. R. Eceauencu.. d a a . U & i a c ~ a z i h maul r.efnfoccemani ln mJcca-ococassed m.I n v i t e d address a t Associat ion f o r Behavior Analysis, Seventh Annual Conference, M i l waukee, Wisconsin, 1981.

Michael Maloney i s t h e d l rec to r o f t h e Qui n t e Learnt ng Centre, Bel l e v i i le, Ontario.

C 1 lP9 IJnosSlH 'A+ 13 sesuel PZZL xoa 'O'd

suol+e3l lqnd 4s116ul ule Id

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TEACHING ANDLEARNING in Plain English

T h i s book i s a p l a i n E n g l i s h i n t r o d u c t i o n t o P r e c i s i o n Teaching f o r p a r e n t s , t e a c h e r - a i d e s , t e a c h e r s , c l i n i c i a n s , t h e r a p i s t s and undergradua te and g r a d u a t e s t u d e n t s . I t can be used as a t e x t b o o k or a t r a i n i n g manual. Topics covered i n c l u d e movements you can coun t , l e a r n i n g channeZ s e t s , pace, c o r r e c t / i n c o r r e c t p a i r s , coun t ing p e r i o d s , p r a c t i c e , performance and l e a r n i n g , b e f o r e and a f t e r t e a c h i n g e v e n t s ( b e h a v i o r management), how t o c h a r t on t h e Standard Behavior Char t , Zearning o p p o s t u n i t i e s , Zearning p i c t u r e s and Chart-based dec i s ion -mak ing .

Readers l e a r n t o t e a c h academic s k i l l s , s u r v i v a l s k i l l s and a p p r o p r i a t e s o c i a l b e h a v i o r s i n a f i v e - s t e p p r o c e s s :

S t e p 1: S e l e c t a Task S t e p 2 : S e t an A i m S t e p 3: Count and Teach S t e p 4: Develop a Learning P i c t u r e S t e p 5: Decide What t o Do

Teaching and Learn ing i n P l a i n En 1 i s h . i ~ bound i n a n a t t r a c t i v e and d u r a b K 3 - r i n g b i n ~ r ~ i n c l u%es 40 sample t a s k s , 5 P l a n of Ac t ion s h e e t s , 5 s h e e t s of C h a r t Paper , a s h e e t of c l e a r a c e t a t e and a n a c e t a t e C h a r t Coun te r ( f requency f i n d e r ) .

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