Learning Teaching Teaching Learning

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Learning TeachingTeaching Learning

• By
• Larry Burd, Ph.D.
• Department of Pediatrics
• University of North Dakota
• School of Medicine and Health Sciences

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• Children with severe learning problems require
  unique strategies

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• Modifications of instructional approaches require
  monitoring and long term goals

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• Instructional changes can facilitate or impair
  learning

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Response
Says it Imitates Delayed
or Does it partial response
Strategy
Spontaneous Cue Prompt
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Teaching Cycle

• Response required
• Response
• Ready for next response

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Learning Rate
Average student
Teaching learning Impaired
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Critical skills for integration into the
classroomScore one for each not presentBy
Krantz and McClannahan

• On task behavior gt80 _____
• Follows typical directions
• oral _____
• written _____
• Works for delayed reinforcement _____
• Shows generative language _____
• Generalizes new skills rapidly _____
• Infrequent or no afferent behaviors _____
• Total _____

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Response
Says it Imitates
Delayed or Does it partial response
Strategy
Spontaneous Cue Prompt
Slower Learning More difficult teaching
More efficient learning Increased ease of
teaching
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Response
Says it Imitates Delayed
or Does it contingent partial response
Strategy
Slow instructional cycle
Poor motivation
Spontaneous Cue Prompt
Poor attention
Inconsistent
Forgets quickly
Noncompliant
Poor rewards
One reward for several behaviors
Attend to negative behaviors
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Response
Says it Imitates Delayed
or Does it partial response
Strategy
Spontaneous Cue Prompt
Ignore negative behavior Attend to positive
behaviors
Schedule
Increased rate of learning
Routine
Faster instructional cycle
Shaping response
Appropriate Reward
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• Teaching Score 1-3
• Learning Score 1-3
• Teaching-Learning Score 1-5

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Response
Says it Imitates Delayed
or Does it partial response
Strategy
Spontaneous Cue Prompt
1 2 3 2 3 4 3 4
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Says it Imitates Delayed
or Does it partial response
Response
Strategy
Spontaneous Cue Prompt
Slow teaching, labor intensive, behavior
management, too much talk for comprehension
deficits
Slow learning rate, boring, attentionally
demanding, high memory requirements, irritates
adults, very labor intensive
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High Learning Score Low
low
likelihood of successful classroom instruction
high
Low High Teaching Score