A Systematic Framework for Concept Instruction: Discriminate-Operate-Generate and introducing Demonstrate

$25.00

Presenter(s): Dr. Kerri Milyko, BCBA-D, LBA (CentralReach); Kristin Smith, BCBA, LBA (CentralReach); Molly Halligan, BCBA, LBA (CentralReach)

Abstract: Systematic instruction allows the instruction, or ‘teaching’, to be separate from the performer’s behavior, or ‘learning’ (Engelmann & Carnine, 1991). This distinction allows one to establish independent (teaching) and dependent (learning) variables when evaluating the effectiveness of instruction. The system of instruction outlined in the current presentation is one that seems to have been nurtured and raised via precision teaching lore and succession, yet originally developed from various writing on instructional design (e.g., Markle, 1969; Tiemann & Markle, 1990; Engelmann & Carnine, 199; Johnson & Street, 2004). The framework for discriminate-operate-generate is a tiered level of instruction that builds in complexity and increases the freedom of the operant with each tier while teaching the learner a new concept. The current presentation will provide a conceptual understanding of each tier of discriminate-operate-generate and examples of how to apply this framework to various concepts and instructional approaches (e.g., discrete trial instruction, precision teaching, and naturalistic instruction). Further, the authors propose a fourth tier to the system of instruction: demonstrate. The authors will make a case for why and when demonstrate may be necessary, how it functions as a meta-level measure to evaluate the effectiveness of the three previous tiers, and how it may be used as a terminal mastery level step of the concept.

Event Level: Advanced                   CEUs: 1 

Objective(s): 1. Participants will identify the tool skills necessary for speech production and their role in individual sounds; 2. Participants will identify at least 3 manual prompting and shaping procedures across 3 separate movements; 3. Participants will identify the mastery criteria for fluent speech production and conduct a baseline assessment for speech production.

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