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= Stages of Learning =

Acquisition Stage: instructional goal focuses on helping the student perform the skill accurately
Example: Teach a child how to tie their show by demonstrating how to tie your own shoe. Then tell the child a short rhyme that helps memorize the steps for tying a shoe.

Proficiency Stage: goal is for the student to perform that task accurately and quickly
Example: Multiplication tables can be used as a classroom competition. Each child starts on the 1 table and as they complete the worksheet in the required time limit they more up to 2, 3, 4, 5, 6, 7, 8, 9, and finally 10. You can have race cars up that show who is currently in the lead.

Maintenance Stage: goal of instruction is to maintain the high level of performance
Example: Ask students one state capital every day before they can leave. Students may not be excused from the classroom until they get one correct.

Generalization Stage: perform the skill in different times and situations
Example: Student is able to carry on a conversation with different people, including someone they just met.

Adaption Stage: learner applies a previously learned skill in a new area of application without direct instruction or guidance
Example: Student can watch a commercial and read the information on the television.

= Individually Referenced Data Systems =

d irect measurement: emphasis on direct, continuous, and precise measurement of behavior
Example: oral reading rate

repeated measurement: behavior by counted and recorded over a period of time
Example: daily process of number of times student is reminded to stay on task

graphing data: visual display of data
Example: number of correct answers on each test taken throughout the semester

long-range goal performance monitoring: use of performance monitoring charts
Example: compare student’s progress with multiplication table with the goal set and move goals based on performance

short-range goal performance monitoring: use of a mastery monitoring chart
Example: worksheet of a task for assessing addition facts for sums of 1 to 9

data analysis: provide teachers and students with a framework to analyze data and evaluate student progress
Example: student performs multiplication facts with 80% accuracy

instructional decisions: teacher makes decisions based on the data analysis
Example: 3-day rule; teacher makes an instructional modification if the student’s progress is unsatisfactory for 3 days in a row

= Grading Alternatives =

Descriptive grading: teachers write descriptive comments regarding each student’s performance, attitude, effort, and learning preferences
Chart for testing modification.

Reference: Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)