Guided Notes (outlining key concepts from Haring, et al., 1978)

        I.      The ________________ _______________ is a theoretical framework for understanding how people:

·        Acquire new skills

·        Become _________________ in these skills

·        Generalize these skills to new ________________ or settings

·        Adapt the skills to match the requirements of new circumstances

A.     _________________________________ phase: The period between the first appearance of the desired behavior and the reasonably accurate ________________________________ of that behavior.

 

Teacher strategies to promote acquisition include:

·        Modeling

·        ____________________________________

·        Prompting

·        Cueing

 

B.     Fluency Phase: The phase between the first reasonably accurate performance of the behavior and the student’s ability to perform the behavior rapidly and with __________________________________

 

Teacher strategies to promote fluency include:

·        Opportunities to drill and practice the skill

·        Regular ______________________ _______________________ and praise from the instructor or other students

C.     _________________________ Phase: The process of displaying a recently acquired behavior either in multiple settings or in the appropriate content in which the student is expected to ______________________ the behavior.

 

Teacher strategies to promote generalization include:

·        Training the skill in all settings or situations in which it is expected to be displayed

·        Explicitly ______________________ the student to use skills/engage in target behavior in new settings or situations

 

D.     ________________________ Phase: The learner must be able to modify ______________________ __________________ in the face of novel environmental demands (e.g., adapting skills in conventions of written discourse from hand-written letters to e-mail).

 

 

Complete Notes

        I.      The Instructional Hierarchy is a theoretical framework for understanding how people:

·        Acquire new skills

·        Become fluent in these skills

·        Generalize these skills to new situations or settings

·        Adapt the skills to match the requirements of new circumstances

A.     Acquisition phase: The period between the first appearance of the desired behavior and the reasonably accurate performance of that behavior.

 

Teacher strategies to promote acquisition include:

·        Modeling

·        Demonstration

·        Prompting

·        Cueing

 

B.     Fluency Phase: The phase between the first reasonably accurate performance of the behavior and the student’s ability to perform the behavior rapidly and with proficiency

 

Teacher strategies to promote fluency include:

·        Opportunities to drill and practice the skill

·        Regular corrective feedback and praise from the instructor or other students

C.     Generalization Phase: The process of displaying a recently acquired behavior either in multiple settings or in the appropriate content in which the student is expected to demonstrate the behavior.

 

Teacher strategies to promote generalization include:

·        Training the skill in all settings or situations in which it is expected to be displayed

·        Explicitly prompting the student to use skills/engage in target behavior in new settings or situations

 

D.     Adaptation Phase: The learner must be able to modify learned responses in the face of novel environmental demands (e.g., adapting skills in conventions of written discourse from hand-written letters to e-mail).

 

Reference:

Haring, N.G., Lovitt, T.C., Eaton, M.D., & Hansen, C.L.  (1978).  The fourth R: Research in the classroom.  Columbus, OH: Charles E. Merrill Publishing.