Learning from an Instructional Hierarchy Perspective

Gary L. Cates, Ph.D., N.C.S.P.

Illinois State University

The ABC’s of Learning

• Antecedent– Instructional pace/Materials/Methods– Location, Demands, etc.

• Behavior– Topography– Rate/Accuracy/Level/Trend/Expectation

• Consequences– Delayed versus immediate– Feedback versus none/ R+/P

The Instructional Hierarchy

• 4 Stages of Learning Development

* Acquisition, Fluency, Generalization, Adaptation

• Similar to other “Stage Theories” with regard to pros and cons

Stage 1: Acquisition

• General Question: Acquisition• General Variable: Percent Correct• General Strategies:

1. Modeling

2. Demonstration

3. Prompting

* Often requires a task analysis

Modeling

• Presenting example of a skill

e.g. Mathematics

“here is a problem for you to look at”

Demonstration

• Active performance of a skill

e.g., Mathematics

“Watch me work this problem here”

Prompting

• Providing a cue to perform a target response

e.g., Mathematics

“Don’t forget to carry the 1”

Example of using Demonstration

Subtraction with regrouping

38- 19

The bottom number is bigger than the top number in the right columnSo we must borrow from the left column.

38- 19

2

Cross out the top number in the left column and write the next smallest numberAbove it.

38- 19

2 1

Now put a 1 in front of the top number in the right column.

38- 19

9

2 1

Now subtract starting in the right column

38- 19 19

2 1

Now subtract the left column

Example of Demonstration Prompting and Modeling

Telling time to the nearest minute

What time is it?

Write down the number that the small hand is pointing to: 11Hint: If in between two numbers then It is always the smallest number.

Now count by 5’s stating with the number 1 and write down the number that The big hand is on 11:45

Sometimes big hands are also between numbers. Let’s tell time.

Write down the number that the small hand is pointing to: 1:Hint: If in between two numbers then It is always the smallest number.

Now count by 5’s starting with the number 1 and write down the smallest number that the big hand is in between on next to the clock 1:__

:15

Now count each little tick mark after the smallest number and add it to the number you wrote down. 1:18

:15 3 18

Stage 2: Fluency

• General Question: Accurate response rate

• General Variable: Behavior per minute (e.g. wrcpm)

• General Procedures:

1. Drill: Active repeated responses

2. Overlearning (Maintenance)

Example of Drill

Basic Addition Facts

Flashcard Drill Procedure

• All possible combinations 0-12• Start timer• Present first stimulus (wait time)• If correct put in correct pile with feedback• If incorrect put in incorrect pile with corrective

feedback.• Repeat procedure with incorrect pile until all

cards are put into correct pile• Graph Data and show student

Stage 3: Generalization

• General Measurement: Generalization/Transfer• General Procedures: Practice (new response

with other responses).• Discrimination Training: Behavior in presence of

one stimulus but not another.• Differentiation: reinforce responses to stimulus

while slowly varying one essential aspect of the stimulus

Example of Discrimination Training

Letter Reversal b and d

b or d?

• Present a single stimulus to student “b”• Ask: What letter is this?• Correct response = praise• Incorrect response = corrective feedback• 10 consecutive correct responses fade in d• 10 consecutive responses stop and start over with d• 10 consecutive responses fade in b• Alternate between the two letters fade in others as

needed• Graph performance

Differentiation

• Learning to count money under stimulus “How much is this? (multiple coins placed in front of child).

• Modify by placing heads up/tales up

• Modify by changing prompt (is this more or less than 30 cents?)

• Use in multiple environments

Stage 4: Adaption

• Changing form of response when needed very efficiently

• What’s up versus how are you

• Making change

• Problem solving

• Multiple experiences multiple environments with heavy feedback

Important Variables in understanding Instruction and

Learning ABC’s and 123’s of learning and

instruction

Types of Academic Time

• Allocated Time:- How much time in school we have

• Instructional Time- How much time teacher spends providing instruction

• Engaged Time- How much time student spends engaged

* This is the best predictor of student performance

Question 1

Should we focus on increasing academic engaged time?

Yes and No

Yes if completing the ABC’s with correct responses

No if not completing ABC’s

ABC’s of Learning

• Antecedents:

Instructional Directions

Stimulus to respond in the presence of

Pace of instruction

ABC’s Continued

• Behavior:

Topography: Written, verbal, typed

Response rate

Inter-trial interval

Wait times

ABC’s continued

• Consequences:

Feedback (negative/positive)

Immediate

Contingent

Change behavior

123’s

• Rate of accurate responding – This is what you graph as often as possible

• GPA, Grade, Accuracy – This is what you graph, report, measure as general long term goal attainment.