Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


32nd Annual Convention; Atlanta, GA; 2006

Event Details

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Symposium #33
CE Offered: BACB
The Modification of Direct Instruction For Use with Different Learner Characteristics
Saturday, May 27, 2006
1:00 PM–2:20 PM
International Ballroom North
Area: DDA; Domain: Applied Research
Chair: David M. Corcoran (BEACON Services)
Discussant: Robert K. Ross (BEACON Services)
CE Instructor: Robert K. Ross, M.S.

Direct Instruction (DI) has been proven to be a very effective instructional program. This symposium will describe extensions of DI to learners with varying characteristics. DI has been used with learners with developmental disabilities, emotional disturbance, and autism. The three presenters will discuss modifications of DI for each of these populations, with sample data showing the continued effectiveness of the DI protocols.

Modification of Direct Instruction Programs for Students with Developmental Disabilities.
WENDY L. KOZMA (Evergreen Center)
Abstract: This presentation will review Direct Instruction implementation in a residential setting for children and young adults with severe disabilities, emphasizing the instructional modifications required to implement DI with atypical learners. Program emphasis for DD populations has historically focused on the development of self-help and vocational skills. Direct Instruction implementation, including DISTAR Math, Corrective Reading Decoding, and Language for Learning, allows the more traditional academic skills to be incorporated into vocational and self-help domains. Rigorous teacher training and coaching allows for systematic modification of instructional delivery and program materials while maintaining fidelity to scope and sequence and integrity of the overall curriculum. Discussion will include presentation of several case studies and video clips of teachers implementing DI formats utilizing specific modifications. Data supporting the effectiveness of modifications will be presented and a model for ongoing, center-wide coaching and supervision of DI teachers will be suggested.
The Use of Direction Instruction in the Public Schools with Children with Autism.
ANN FILER (BEACON Services), Robert K. Ross (BEACON Services)
Abstract: This presentation will provide a review of outcome data related to the implementation of two (DI) curriculum components; Language for Learning and Reading Mastery in a population of children with a diagnosis of Autism Spectrum Disorders (ASD). The relevance for use with individuals with ASD will be demonstrated. Modifications of instruction and strategies to support the implementation of DI with children with ASD will be discussed and highlighted via videotape. The methods and structure of DI incorporate behavioral principles into instruction, including prompt fading, use of multiple exemplars and frequent measurement of efficacy. The instructors will provide in depth review of the types of instructional modifications required to implement DI with atypical learners. These modifications will include the use of token systems, visual schedules, additional visual prompts, presenting tasks in isolation and pre-teaching. These modifications although not specified in traditional DI scripts and trainings will be reviewed.
Accelerating Reading and Writing Skills in Students with Emotional Difficulties Through the Implementation of a Comprehensive Language Arts Program.
MARY K. LENGEL (Keystone Schools/UHS)
Abstract: This paper will present evidence of effectiveness of core intervention Direct Instruction programs: Corrective Reading, Reasoning, and Writing/Expressive Writing Program, and Spelling Mastery/Spelling Through Morphographs, in significnatly accelerating language arts fluency with students diagnosed with Emotional Disturbance. Pre and post test data will be presented; data from periodic fluency measures will also be presented and discussed. Methods for collecting baseline data and post test data will be described. Procedures for obtaining bi-weekly fluency measures will be described and demonstrated and the process for interpreting and disseminating results to classroom teachers will be outlined. Implementations for school-wide academic scheduling, individual student program adjustments, and evidenced-based instructional decision making will also be addressed.



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