Chapter+3

Learning Stages

//**Acquisition Stage **// Instructional goal focuses on helping the student perform the skill accurately //**Proficiency Stage **// The Learner attempts to learn the skill at an almost automatic level. Accurately and quickly. //** Maintenance Stage **// Goal is to maintain the high-level of performance, involves periodic practice. //**Generalization Stage **// Learner performs the skill in different times and situation – helps to show they understand skill in different settings and with different people //**Adaption Stage **// Learner applies a previously learned skill in a new area of application without direct instruction or guidance.

to determine if student was or was not doing the behavior at that time ||< Record whether or not a student was "attending" to the seatwork materials at some time during the interval || Observe at the end of each interval and record + or - depending on if behavior occurred. ||< Record whether a student was or was not "on task" at the end of every 5 minutes during a 40 minute period || the observation period ||< Record the amount of engaged time the student spent on the math assignment || antecedent stimulus has been provided ||< Record the amount of time it took a student to get his or her reading book and join the reading group after being instructed to || incorrect responses. ||< Collect spelling papers and return with percentage correct on top of paper. ||
 * ~ **Data Collection Methods ** ||
 * Technique ||= Explanation ||= Example ||
 * < Event Recording ||< Record each observed occurrence of behavior ||< Count the number of times a student is late in a 10 day period ||
 * < Interval Recording ||< Divide an observation period into 30 second interval and place a + or -
 * < Time sampling ||< Divide observation period into equal intervals of several minutes or more
 * < Duration Recording ||< Record the amount of time the student is engaged in the activity during
 * < Latency Recording ||< Record the time it takes for a student to begin an activity once the
 * < Anecdotal Recording ||< Record all behaviors of the student during a specified time period ||< Record behaviors displayed during science laboratory period ||
 * < Permanent Product Recording ||< Collect assignments and provide feedback regarding correct and


 * Grading Alternatives: **

Determines grades on the basis of a student’s progress on goals and objectives specified on the students IEP Achievement of minimum course competencies earns a P grade, while failure to achieve minimum course competencies results in an F grade Achieved when a student reaches a criterion level on a specified subcomponent. Points are assigned to various activities, and a minimum number of points are needed to earn a passing grade Teacher and student sign a contract that specifies the work to be completed, how the grade is determined, and the timeline for completion Teacher grades the student in several areas, typically including ability, effort, and achievement. When two or more teachers work together to teach a student they collaborate to assign a grade Teachers and students meet to determine appropriate instructional goals within the curriculum – in some self-comparison systems the students evaluate themselves and determine their own grades Grading is individualized by using a subscript to note the level of difficulty on which the student’s grades are based Teachers write descriptive comments regarding each student’s performance, attitude, effort, and learning preferences.
 * Individualized educational program grading approach**
 * Pass/fail systems**
 * Mastery level/criterion systems**
 * Point systems**
 * Contract grading**
 * Multiple grading**
 * Shared grading**
 * Student self-comparison**
 * Level grading**
 * Descriptive grading**

 draw lines ||= 90.6% || multiple-choice test questions. ||= 54.7% ||
 * ~ Test Modification Chart ||~  ||
 * < **Test Modifications** ||= **Percentage of Use**
 * by Teachers** ||
 * < Provide ample space for students to respond to items on test protocol. ||= 96.9% ||
 * < Space items so as not to interfere with one another ||= 95.3% ||
 * < Prepare test that are typewritten rather than handwritten. ||= 90.3% ||
 * < Allocate more time to complete the test. ||= 90.6% ||
 * < Place a blank beside each item on matching test questions rather than have students
 * < Monitor students performance during the test ||= 82.8% ||
 * < Limit the number of choices to a maximum of four on multiple-choice test questions ||= 81.3% ||
 * < Present items in a predictable hierarchical sequence ||= 79.7% ||
 * < Give shorter, more frequent tests rather than fewer, more comprehensive test ||= 79.7% ||
 * < Read directions and test items to students. ||= 79.7% ||
 * < Use cues to enhance understanding of the major elements and directions ||= 76.6% ||
 * < Require only brief response or outline form on essay test questions ||= 74.4% ||
 * < Define unfamiliar or abstract words ||= 71.9% ||
 * < Limit the number of matching items to ten ||= 71.9% ||
 * < Provide a pool of responses for fill-in-the-blank test questions ||= 70.3% ||
 * < Change the setting in which the student takes the test ||= 62.5% ||
 * < Allow students to choose the number of questions they must answer ||= 62.5% ||
 * < Avoid using never, not, sometimes, or always in true-false test questions ||= 60.9% ||
 * < Adjust the reading level of the test to meet the students' needs. ||= 59.4% ||
 * < Decrease the number of test items. ||= 57.8% ||
 * < Place answers vertically under multiple-choice test quesitons. ||= 57.8% ||
 * < Place an equal number of choices in both columns on matching test questions ||= 57.8% ||
 * < Avoid ambiguous choices such as all of teh above or none of the above on
 * < Employ subsections that divide open-ended essay test quesitons. ||= 54.7% ||
 * < Allow students to dictate their responses. ||= 50.0% ||

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