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| Some Principles of Instructional Design for Academic Skill Building: Component-Composite Analysis and Concept Analysis |
| Tuesday, March 2, 2021 |
| 4:50 PM–5:40 PM |
| Online |
| Area: AUT; Domain: Service Delivery |
| Chair: Joseph H. Cihon (Autism Partnership Foundation) |
| CE Instructor: Kent Johnson, Ph.D. |
| Presenting Author: KENT JOHNSON (Morningside Academy) |
| Abstract: Component-composite analysis is vital to the success of teaching and building academic skills. These procedures break down higher level, real world, composite performances into their components and tool skills, which guide the teacher to the appropriate place to begin instruction: with the learner’s entering behavior. When instruction begins at the learner’s entering behavior level, their escape and avoidance behaviors and the need for behavior reduction procedures are minimized. This presentation will provide many examples of component-composite analysis, and identify key areas for completing component-composite analyses in reading, writing, and math. It is also important to sort academic skills into those that teach procedures and those that teach concepts. This presentation will outline the necessary components for teaching a concept in any domain. Once these components are created, a teacher is ready to develop an instructional sequence tasks that include context-setting descriptions, rules, examples, and non-examples. |
| Instruction Level: Intermediate |
| Target Audience: Board certified behavior analysts; licensed psychologists; graduate students. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) define the three levels of skills involved in a component-composite analysis of an instructional objective; (2) describe how component-composite analysis is a relative process; (3) given an instructional objective, identify its tool skills, component skills, and a composite repertoire of which it is a part; (4) define and give examples of conceptual behaviors; (5) illustrate the requirements for both assessment and fluency practice in designing instruction to teach a concept. |
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| KENT JOHNSON (Morningside Academy) |
 Kent Johnson, Founder and Executive Director of Morningside Academy and Co-Founder of Headsprout, received his Ph.D. from the University of Massachusetts Amherst in 1977. Morningside Academy operates a scientifically driven “catch-up” program for children and youth with learning and attention problems and a “get-ahead” program for average and above-average middle school youth, as well as provides a laboratory for developing instructional methods and materials. Morningside’s exemplary science-based approach has had global impact and serves as a beacon of hope for many, transforming lives and demonstrating what high-quality behavior analytic education can offer. Dr. Johnson’s commitment to and success in developing and disseminating innovative and highly effective behaviorally based educational practices have been recognized by his receiving the Award for Public Service in Behavior Analysis from the Society for the Advancement of Behavior Analysis, the Edward L. Anderson Award in Recognition for Exemplary Contributions to Behavioral Education from the Cambridge Center for Behavioral Studies, the Ogden R. Lindsley Lifetime Achievement Award in Precision Teaching from the Standard Celeration Society, and the Fred S. Keller Behavioral Education Award from Division 25 of the American Psychological Association. |
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