Quiz 3 - 850 - Daly Witt Martins 1997 Hypothesis/Heuristic

know table Figure 1: reasonable hypothese for academic deficits

know Figure 2, taking the hypotheses and moving to possible interventions

know highlights in article

A structural/explanations approach to understanding failure

• Relating academic performance to other observed or inferred student characteristics

• relies on correlational research to help organize student strengths and weaknesses, and structural labels

limitations of structural explanations on understanding failture through student characteristics

1. student performance + traits inferred from student performance cannot be directly manipulated

2. do not identify external factors that may be contributing to the child’s failure, and emphasize student traits as causal agents

functional approach to understanding failure

relating academic performance to aspects of classroom instruction that precede and follow student performance

When the contingencies maintaining behavior are known, it is possible to…

rearrange the contingencies so that appropriate and adaptive choices are more likely and inappropriate responses are less likely

When the effects of different instructional strategies are known, it is possible to…

alter instruction to maximize the likelihood that the intervention will be successful

Reasonable hypotheses for academic deficits

1. They do not want to do it: the student is not motivated to respond to the instructional demands

2. They have not spent enough time doing it: insufficient active student responding in curricular materials

3. They have not had enough help to do it: insufficient prompting and feedback for active responding; poor accuracy in target skills, poor fluency in target skills; does not generalize use of skill to the natural setting and/or to other materials/settings

4. they have not had to do it that way before: the instructional demands do not promote mastery of the curricular objective

5. it is too hard: student’s skill level is poor matched to the difficulty of the instructional materials

academic intervention: the student is not motivated to respond to the instructional demands

Increase interest in curricular activities

1. provide incentives for using the skill

2. teach the skill in the context of using the skill

3. provide choices of activities

academic intervention: insufficient active student responding in curricular materials

increase active student responding & increase rate during allocated time

academic intervention: insufficient prompting and feedback for active responding

increase rate of complete learning trials

1. response cards

2. choral responding

3. flash card intervention with praise/error correction

4. peer tutoring

academic intervention: student displays poor acurracy in target skills

increase modeling & error correction

1. reading passages to student

2. use cover-copy-compare

3. have student repeatedly practice correct response in context for errors

academic intervention: student displays poor fluency in target skills

increase practice/drill &/or incentive

1. have studen repeatedly read passages

2. offer incentives for beating the last score

student does not generalize use of the skill to the natural setting and/or to other materials and settings

instruct the student to generalize the use of the skill:

1. teach multiple examples of use of the skil

2. teach use of the skill in the natural setting

3. capture natural incentives

4. teach self-monitoring

academic intervention: the instructional demands do not promote mastery of the curricular objective

change instructional materials to match the curricular objective

1. specify the curricular objective and identify activities that promote use of the skill in the context in which it is generally used

academic intervention: student’s skill level is poorly matched to the difficulty of the instructional materiasl

increase student responding using better matched instructional levels

1. identify student’s accuracy and fluency across instructional materials and use instructional materials that promote a high rate of responding

they do not want to do it: skill problems will require interventions that produce _____; performance problems may require interventions involving ______

1. new behavior

2. manipulation of ‘motivation’ through contingency management

what is a first step in intervention needs assessment for a child who hasn’t spent enough time doing the skill?

student’s current rate of active responding in the problematic subject area should be estimated

What is the second step in intervening when the student hasn’t spent enought im edoing the skill?

increasing the student’s active responding

• providing highly structured tasks

• allocating sufficient time for instruction

• continuous and active instruction

• maintaining high success rates

• providing immediate feedback

value of feedback whne they have not had enough help to do it

increasing time for engagement may not be sufficient if a student needs more help to performan instructional tasks successfuly. When teachers actively provide feedback to students for responding, they increase the likelihood of student achievement

they have not had enough time do it: a learning trial consists of….

an antecedent prior to a response an d a consequence following a response

they have not had to do it that way before: two reasons why instructional task and assignments are possible factors related to poor student performance

1. they are not helping the student to practice actual skill use

2. they are two difficult (reason #5)

they have not had to do it that way before: the goal of instruction is…

to bring student responding under the control of the instructional materials so that students can apply their skills to real life demands

they have not had to do it in that way before: interventions aimed at improving the instructional materials should be…

directed toward using materials tha telicit the kinds of students responses that would be expected to students who have mastered the curriculum

it is too hard: students are more likely to generalize what htey have just learned to other similar instructional materials when…

they are instructed at their instructional level

if the goal of a typical functional analysis is to identify the operant contingencies affecting problem beahvior, then the goal of a functional analysis of reading is…

to identify the instructional contingencies affecting academic behavior.

because skills cannot be unlearned once they are acquired…

test conditions for academic problems involve brief presentations off two or more instructional strategies believed to improve performance applied to different sets of materials

after reviewing more than 8,000 studies of academic performance, Walberg concultded that two factors produced the largest overall effects:

1. providing formative and summative feedback

2. giving incentives for slow or inaccurate performance