Teaching using applied science

TKSS 2.0: Setting Goals and Planning for Success TKSS Anchors :1=none or little- this means I am not aware of the knowledge, or I am a

slightly aware of the skill but have never practiced it or applied it.2=somewhat- I am aware of the knowledge or skill, have been exposed to

this content in some professional development/university course work, and have had some limited applied practice (i.e., project; practicum; work experience) in using the skill.

3=moderate-I have completed professional development or university course work on the skill, and have used the skill some in an teaching or applied setting.

4=strong-I have completed professional development or university course work on the skill and applied it successfully some of the time in practice.

5=mastery-I have completed professional development or university course work on the knowledge and skill and have demonstrated repeated successful implementation/knowledge of the knowledge or skill independently( Note. Knowledge /Implementation should have been confirmed by an independent expert source i.e. Masters Degree or above who has at least five years of expertise in PBS or behavioral expertise. Independent means outside of student teaching/practicum experiences/mentor support/certificated teacher support).

The Big 8 Conference for Explanations of Behavior

Discrete BehaviorOne that has a clear beginning and end

Operationalizing the Behavioral ObjectiveSpecify the learnerObservable behavior onlyMeasurable outcomesWho, what, when, where, and how oftenConditions & CriteriaMastery & Measurement Pass the dead man’s test

Precision and exactness defines the path to good instruction.

Example 1John will express information by verbal means by asking for desired object when given a choice of 3 objects Goal stem observable behavior Condition 3 out of 4 attempts 7 out of 10 trial days as measured by the teacher data sheet reported by Criteria Mastery Measurement & Reporter Performance standard (achievement needed to move new Objective)

Example 2

Jane will write in her journal one complete paragraph during journal time Goal stem observable behavior Condition 4 out of 5 days for 3 consecutive weeks as measured by the teacher data sheet reported by instructor. Criteria Mastery Measurement & Reporter (Performance standard) (achievement needed to move new Objective)

Example 3 Steve will complete math facts correctly during resource room  Goal stem observable behavior Condition  With 80% correct for 5 consecutive days as measured by a data sheet and recorded

by staff Criteria Mastery

Measurement & Reporter (Performance standard) (achievement needed to move new Objective)

Objectives for Generalization“No one learns a generalized lesson unless a

generalized lesson is taught (p.1-2; Baer, 1981)”

Dimensions of GeneralizationAcross peopleSettingsTimesObjects/Materials/Technology Spontaneous Need

Length & Criteria Describes not only what it will look like under

training conditions, but other conditionsCriteria may be different (e.g., duration,

performance, other observers, social validity)

Example 3A Generalization Steve will complete math facts correctly during in general education  Goal stem observable behavior Condition  With 70% correct for 5 consecutive days as measured by a data sheet and recorded

by staff Criteria Mastery

Measurement & Reporter (Performance standard) (achievement needed to move new Objective)