|
| Towards a Technology of Generalization: Simple Generative Responding With the Morningside Model of Generative Instruction |
| Sunday, May 26, 2024 |
| 4:00 PM–5:50 PM |
| Marriott Downtown, Level 5, Grand Ballroom Salon G |
| Area: EDC/CSS; Domain: Translational |
| Chair: Jessica E. Van Stratton (Western Michigan University) |
| Discussant: Jessica E. Van Stratton (Western Michigan University) |
| CE Instructor: Jessica E. Van Stratton, Ph.D. |
| Abstract: Successful learners apply what they’ve learned to a variety of new contexts. This symposium will detail the role of instruction in initial learning and application towards an emerging technology of generalization. First, Vicci Tucci will describe how the Competent Learner Model uses explicit instruction to establish repertoires that allow students to successfully learn in a variety of typical instruction settings, leading to decreases in undesirable behaviors without explicit deceleration techniques. Second, Andrew Kieta will explain an emerging technology for generalization – or simple generative responding – used at Morningside Academy to ensure that skills, concepts, and principles learned in classroom settings are successfully applied in real-world contexts. Next, Nicole Erickson will explain how she used Morningside’s simple generative responding technology to design a year long project aimed at teaching students how to apply the foundational reading skills learned in the classroom to the unprompted reading of news articles outside of the school environment. Last, Adam Stretz will detail another implementation of Morningside’s simple generative responding technology. He taught middle school students how to write persuasive essay, then taught them how to use that repertoire in order to tackle real challenges in their lives, by identifying and persuading change agents in their communities. |
| Instruction Level: Intermediate |
| Keyword(s): Application, Generalization, Generative Responding, Instruction |
| Target Audience: Professionals interested in behavioral education, direct instruction, Precision teaching/frequency building, Response to Intervention, communication, and designing for and teaching towards generalization. Audience should have a basic understanding of applied behavior analysis as applied to academic learning behavior. |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. describe how the Competent Learner Model uses instruction of new repertoires to decrease behaviors typically targeted for deceleration, 2. list and describe Morningside's five ingredients for simple generative responding, 3. compare and contrast those five ingredients with typical approaches to programming for generalization, 4. describe how instruction is used during initial instruction and during instruction for application to increase the likelihood of simple generative responding. |
| |
Just Teach…Using the Competent Learner Model Curriculum to Develop Skills Versus Decelerating Undesirable Behaviors |
| (Service Delivery) |
| CHRISTINA LOVAAS (Tucci Learning Solutions, Inc.), Kristina Zaccaria (Tucci Learning Solutions, Inc.) |
| Abstract: The Competent Learner Model™ (CLM™) is a teacher friendly toolkit for the comprehensive transfer and utilization of the principles and procedures of Applied Behavior Analysis, Direct Instruction, and Precision Teaching. The intent behind the design of the CLM is to (1) get educators to master the implementation of ABA, DI, and PT best practices, and (2) motivate them to use these practices in their classroom to “Just Teach” and accelerate student learning versus just decreasing undesirable behavioral challenges. The CLM™ Curriculum develops the Competent Learner Repertoires, which allow learning to occur in everyday circumstances within and across school, home, and community settings. The CLM™ takes the approach to program for vital learning-to-learn competencies by teaching learners to become competent observers, listeners, talkers, problem solvers, participators, readers, and writers. The benefit of this approach for learners with significant learning and behavioral challenges, is that CLM™ uses explicit instruction designed to establish those repertoires that allow a learner to benefit from increasingly typical instructional procedures, presentations, groupings, and formats allowing them to thrive in inclusive educational environments. |
| |
| Towards a Technology of Generalization: Morningside’s Five Ingredients for Guaranteeing Simple Generative Responding |
| (Theory) |
| ANDREW ROBERT KIETA (Morningside Academy; The Wing Institute), Kent Johnson (Morningside Academy) |
| Abstract: Too many students learn things in school that they never use in the real world, while successful learners engage in previously taught behaviors under a vastly wider variety of contexts than those presented during initial instruction. For instruction to be meaningful, a technology of application, or simple generative responding, is necessary. Morningside Academy is developing such a technology, by identifying five ingredients that make application of skills to meaningful real-world contexts more likely: 1. The use of how, when, and why statements via Think Alouds during initial instruction, 2. The sequencing of successive approximations of increasingly less structured activites to practice application of initial instruction, 3. The addition of how, when, and why statements via think alouds during instruction of application to those structured forms, 4. The use of delayed prompting procedures that include when and why statements as learners practice with those structured forms, and 5. Evaluating and decision-making with the Standard Celeration Chart. |
| |
| Towards a Technology of Generalization: Simple Generative Responding of Reading Skills to Real-World Contexts |
| (Service Delivery) |
| NICOLE ERICKSON (Morningside Academy), Andrew Robert Kieta (Morningside Academy; The Wing Institute), Kent Johnson (Morningside Academy) |
| Abstract: Too often, schools assume that classroom instruction will carry over to the real-world. Teachers bemoan the challenge of encouraging or compelling students to independently read outside of school. In this study, Morningside’s five ingredients for promoting simple generative responding were used to design an instructional sequence leading to application of newly learned reading skills to real-world contexts. The school year began with instruction of essential reading skills: word reading fluency, main idea composition, and passage reading with prosody. Then, the classroom teacher modeled how to write main idea statements about short, non-fiction articles read in the classroom. Through a series of increasingly less structured forms, students were taught to find an article that piqued their interest, write a main idea statement about that article, and recruit reinforcement peers through structured sharing of the results. Simple generative responding instruction then moved out of the classroom, as students were assigned to find and read an article at home, write a main idea statement, and share the results at school with peers. Finally, additional strategies were used to remove teacher prompts and increase the likelihood students would read news articles independently outside of the school setting. |
| |
| Towards a Technology of Generalization: Simple Generative Responding of Persuasive Writing Skills to Real-World Challenges |
| (Service Delivery) |
| ADAM G. STRETZ (Morningside Academy), Andrew Robert Kieta (Morningside Academy; The Wing Institute), Kent Johnson (Morningside Academy) |
| Abstract: Successful learning occurs when students apply repertoires learned in the classroom to more varied and meaningful real-world contexts. For middle school students learning to write persuasive essays, that means using that repertoire to effect change outsides of the school setting. In this study, Morningside’s five ingredients for promoting simple generative responding were used to design an instructional sequence leading to real-world application of persuasive composition repertoires. First, students were taught to write persuasive compositions based on teacher selected prompts. Then, during teacher-guided application, students learned about types of real-world challenges they could influence. They learned how to discuss and ask questions about those issues, to generate possible solutions, and to write about them in persuasive essays. Next, students went home and generated lists of problems they faced in their lives and brought those back to school to discuss which could be meaningfully affected through persuasive writing. After learning to identify people or agencies that could help them solve a specific problem, students wrote to those people and shared the results with the class. Finally, other strategies were used to promote application, without teacher prompting, of persuasive writing to other problems in the students’ lives. |
|
| |