Popular in Classwide and Individualized Behavior Supports
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This 3 page Class Notes was uploaded by Katherine Pawlicki on Monday September 7, 2015. The Class Notes belongs to 388 at Illinois State University taught by Dr. Crowley in Fall 2015. Since its upload, it has received 8 views. For similar materials see Classwide and Individualized Behavior Supports in Professional Education Services at Illinois State University.
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Date Created: 09/07/15
describes a behavior that results from the teaching a statement that communicates proposed changes in a behavior They describe a level of performance and serve as a basis for evaluation Statements of actual instructional intent that are designed to meet the educational needs of individual students Make clear of what your reason for teaching is They usually focus on a three to four month period for individuals with severe disabilities and for the schools grading period for students with mild disabilities Objectives are short term goals are long term to provide a focus for instruction to communicate expectations improve communication between professionals hep evaluate progress faciitate the development of IEPS to provide evidence of accountable professional practice Acquisition the initial stage of learning Fuency building building skill uency Maintenance knowing over time Generalization knowing in untrained situations Adaptation applying previous learning to new and different situation The process of re ning broad generalizations about student behavior into speci c observable and measurable behaviors Tell me what the student does What exactly do you want the student to do evidence on the students present level of educational performances statements on annual goals including short term instructional objectives statements on the speci c education and related services to be provided to the student nformation about the extent to which the student will participate in regular education programs information from evaluation data student past and projected rate of development compared with long range plans for the students future inappropriate behaviors that must be brought under control skils the student lacks for appropriate functioning the amount of instructional time available prerequisite skills necessary for acquiring new skills functiona utility of the new skills avaiabiity equipment or resource personnel Sue will write answers to comprehension questions from text at the mid second grade level with 90 accuracy by june 1 2015 Obj Given a list of 20 words from level 1e of the spinners series sue will say the words orally with 100 accuracy at the end of the rst nine week grading pedod The four key components learner target behavior condition criteria and a time frame Too long Confusing statements Missing key elements Stated in negative terms Desired learning not stable in observable and measurable terms Examples Given a work sheet with 20 single digit multiplication problems mark will write answers with 85 accuracy Given a mixture of bolts Arthur will separate them according to size 30 bolts per minute with 100 accuracy they are so speci c that they are trivial They present a massive paperwork challenge They take the spontaneity out of teaching Hallmarks of high quality behavioral objectives be functional Be realistic and achievable Should bene t the student lnvolve the different levels of functional use lnvolve the student whenever possible
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