MGW1 Writing Behavioral Objectives. MGW2 Goals must be written based on several factors: ► Assessment data ► Observational data ► Projected rate of development.

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Presentation transcript:

MGW1 Writing Behavioral Objectives

MGW2 Goals must be written based on several factors: ► Assessment data ► Observational data ► Projected rate of development ► Physical abilities ► Communicative abilities ► History of appropriate or inappropriate behaviors ► Level of social or interpersonal skills ► Amount of instructional time available

MGW3 Factors (continued) ► Prerequisities necessary for performing the skill desired ► Functional utility of the skills ► Availability of specialized materials etc needed to perform these skills

MGW4 Objectives ► Four parts onditions Conditions Name Behavior Criteria

MGW5 Conditions ► Antecedent events or stimuli  What you have to have ► Conditions:  Materials  People  Setting  Events (before and after)  Time

MGW6 Examples ► Verbal requests ► Written instructions ► Demonstrations ► Materials in the setting ► Environmental setting ► Manner of assistance ► People

MGW7 Name ► This is VITAL!! ► Individual ► Behavioral goals and objectives were initially used to individualize instruction ► Please do not use “TLW” or “the learner”

MGW8 Behavior ► Pinpoint the behavior  Use a series of questions  Narrow the range of actions ► What does he do? ► What do you want him to do? ► What do you want to avoid? ► Give an example? ► Are the prerequisite skills in place? ► Can she perform some of the steps of the task? ► How is she off task?

MGW9 ► Are you concerned about the number of times or the length of time the behavior occurs? ► What else is the student doing concurrently? ► What does an error analysis show? ► Is this objective appropriate?

MGW10 ► Must be measurable because  Ensures the teacher is consistently observing the same behavior  Tally of occurrence of the same behavior allows for comparisons and accurate reflections on progress or non progress  Statement of the target behavior must be understood by a third party so the observed change is verified  Continuity of instruction is facilitated

MGW11 Therefore: ► Wording must allow for verifiable confirmation ► Interpretation of behavior at a minimum ► Verbs used in writing must allow of observation, measuring, and repeating

MGW12 Directly Observable ► To cover with a card ► To mark ► To underline ► To repeat orally ► To write ► To shade ► To fill in ► To remove ► To draw ► To point to ► To walk ► To count orally ► To put on ► To number ► To label ► To circle ► To cross out ► To say ► To read orally ► To name ► To state

MGW13 Ambigous action verbs ► To identify in writing ► To match ► To arrange ► To play ► To choose ► To give ► To use ► To total ► To measure ► To demonstrate ► To see ► To check ► To finish ► To comply ► To reject ► To regroup ► To average ► To utilize ► To use ► To convert

MGW14 Action Verbs not Directly Observable ► To distinguish ► To conclude ► To develop ► To concentrate ► To generate ► To think critically ► To be aware ► To infer ► To be curious ► To solve ► To test ► To create ► To learn ► To discover ► To know ► To read ► To understand ► To appreciate

MGW15 IBSO ► Is this behavior specific and observable? ► Three questions define the response:

MGW16 Part 1.  Can you count the number of times the behavior occurs?  Can you count the number of minutes it take the student to perform the behavior?

MGW17 Part 2  Will a stranger know exactly what to look for when you tell the target behavior you are planning to modify?

MGW18 Part 3 ► Can you break down the target behavior into smaller components each of which is more specific and more measurable than the original target behavior?

MGW19 Criteria for acceptable performance ► Acquisition  Accuracy  Frequency  Duration  Latency