Transcript Preparing Behavioral Objectives Chapter 2

Preparing Behavioral
Objectives
Chapter 2
Rationale for behavioral objectives
1) “…the objective serves as an
agreement among school personnel,
parents, and students about the academic
or social learning for which school
personnel are taking responsibility.
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An objective may also serve to inform
students of what is expected”.
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Rationale for behavioral objectives
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2) “a clearly stated target for instruction
facilitates effective programming by the teacher
and ancillary personnel. A clearly stated
instructional target provides a basis for
selecting appropriate e materials and
instructional strategies.
Rationale for behavioral objectives
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3) Checkpoints for success provide formative data
about the progress of a student. “Ongoing evaluation
and measurement enable the teacher, the student, or a
third party to monitor progress continuously and to
determine when goals have been reached”.
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“Before an objective can be written or a
behavior change program initiated, the target
behavior must be described clearly. Referral
information may often be vague and
imprecise. To write effective objectives the
applied behavior analyst must refine broad
generalizations into specific, observable,
measurable behaviors. This process is
frequently referred to as…
…pinpointing behavior.
Mainstream Assistance Team
A procedure for assisting teachers with
their “hard to teach” students.
 Evaluated by Nashville schools
 Described by Fuchs, Fuchs, & Bahr
(1990) in “Mainstream Assistance Teams:
A Scientific Basis for the Art of
Consultation”
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Abstract
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“The purpose of this investigation was to
determine whether a consultant-driven
prereferral intervention may be shortened in
duration, thereby improving its efficiency,
without reducing its effectiveness. Subjects
were 60 general educators; their 60 most
difficult-to-teach pupils without disabilities;
and 22 consultants, representing 17
elementary schools in a large metropolitan
school system. The teachers were assigned
randomly to a short and long version of the
prereferral intervention and to a control
group.
Abstract
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Analysis indicated that the two variants of the
prereferral intervention improved teacher
perceptions of their difficult-to-teach students
and decreased referrals for testing and
possible special education placement.
Moreover, results suggested that the short
and long versions were equally effective.
MAT Procedure
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Introduction - PROBLEM IDENTIFICATION
A. Describing the Target Child
 1. Describe your most…
 2. What does he (she) do…
 3. (…describe at least 1 behavior and, if
appropriate, at least 1 academic problem)
 4. How severe are… (see rating scale)
 5. Mild problems are not…rate each of these
problems (manageability)
MAT Procedure
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Introduction - PROBLEM IDENTIFICATION -PINPOINTING
A. Describing the Target Child
 6. I’m also interested =…how tolerable are each of
these problems (see rating scale)
 7. Pick a second student of the same sex…
 8-9. On which level in Ginn 20 (Nashville curriculum)
 10. Have your referred for assessment (MDT)?
 In your opinion, how appropriate would would it be to
refer the target child for some type of specialized
professional help,…
MAT Procedure
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Introduction - PROBLEM IDENTIFICATION
B. Specifying the Problem
 1. Earlier…(Restate the teacher’s response to A-2.)
 2. Rank order these problems…
 3. From the above list, select the one behavior
problem…
 4. Describe this…as carefully and specifically…
 5. In the past, have your taken any step to addres
this problem behavior? If yes, Specifically, what
have you tried to do
MAT Procedure
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Introduction - PROBLEM IDENTIFICATION
C. Summarizing the Target Child’s Problem Behavior
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2. Have I got it right? If not, please help me.
3. Do we agree that this will be the problem…
1. Let’s see if I have this clear…
D. Describe when you will be coming to collect data;
what will be occurring in class and process for
identifying the student.
MAT Procedure
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Introduction - PROBLEM IDENTIFICATION
D. Identifying Class times and Days to Observe the
Target Student
 1. When during the day (twp academic activities and
times) does…
 2. I would like to observe…two times.
 3. When I come…please identify her/him
inconspicuously…under typical circumstances.
 4. Describe this…as carefully and specifically…
MAT Observation System
Directions
 Observation Worksheets
 Observation Recording Form
 Summary of Data Across Two
Observation Periods
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Goals & Objectives
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Objectives should be
derived from a set of
educational goals that
provide the framework for
the academic year.
…goals are statements of
annual program intent,
whereas behavior
objectives are statements
of actual instructional
intent.
Goals & Objectives
 Goals
are based on
background information
and assessment data
that appear in the
‘current level of
performance’ (a.k.a.
PLOPs) segments of the
IEP. (OYO see p. 28)
Goals & Objectives
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Goal Domains
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Behavior
Cognitive
Communication
Motor
Self-help
Social
Vocational
Goals & Objectives - Considerations
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Realistic rate of development for
student;
Reflects current
communication/physical capabilities;
Inappropriate behaviors that may
influence learning;
Skills that generalize to other settings;
Availability of personnel, equipment,
and materials;
Acceptable antecedent behaviors; and
Functional utility of target skills.
(OYO see p. 28)
Goals & Objectives
Objectives have 4 components: They…
Identify the learner (Who)
Identify the target behavior
Use action verbs (p. 33)
Operationalize ambiguous terms
(p. 31) (What)
Identify conditions of intervention
(Situational - When, where, with
whom)
Identify criteria for acceptable
performance (Note: Can be quantity/
quality and time by which objective will
be met.)
Other Considerations
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Objectives typically follow a sequence:
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Acquisition
Fluency
Maintenance
Generalization
Act.: Be able to write a 4-component behavior
objective for each level in this sequence.