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| Building Fluency at School: Reading, Mathematics, and Beyond |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Dennis Rose (University of Auckland) |
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| An Overview of Some Curricular Components and Considerations for Building Basic Math Tool Skill Fluency |
| Domain: Service Delivery |
| GEOFFREY H. MARTIN (Morningside Academy), Kent Johnson (Morningside Academy) |
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| Abstract: A competent and effective academic repertoire comprises skills and performances that are often the target of explicit instruction. A goal of well-designed instruction is to achieve this outcome in an efficient way. An example of the way Morningside Academy addresses this challenge involves an approach that incorporates the development of tool skill and component skill repertoires that can be recruited by the contingencies of more complex repertoires. In addition to the careful consideration of tool skills and component skills, an integral part of this approach includes the identification and analysis of error patterns to inform decisions about intervening in ways that minimize the effects of variables that impede learner progress. This presentation provides an overview of some of the ways these aspects of the Morningside Model of Generative Instruction are applied to building a fluent foundation of basic math tool skills. Curricular examples of relevance to developing or supplementing an academic program are presented and considerations involved in identifying and selecting interventions that influence rate of learner progress will be discussed. |
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| Beyond "I Got It": Moving From Acquisition to Adaptation |
| Domain: Service Delivery |
| DOREEN J. FERKO (California Baptist University), Suzanne Robinson (California State University, Fullerton), Judith Sylva (California State University, San Bernardino) |
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| Abstract: This session will present initial findings from a study examining the use of behavioral objectives to advance students across the learning hierarchy from acquisition to adaptation (Haring, Lovitt, Eaton, & Hansen, 1978). Data collected from behavioral objectives included in IEPs will be presented. Specifically, these data will be examined in light of how behavioral objectives are used to support learners across the learning hierarchy, namely, acquiring new information, fluently using that information, remembering and using that information in novel situations and adapting previously learned skills to novel situations. In addition, presenters will focus on linking stages of the learning hierarchy with effective instructional strategies to promote positive outcomes for students with disabilities. |
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