PowerPoint Slides to Accompany Applied Behavior Analysis for Teachers Seventh Edition Paul A. Alberto Anne C. Troutman ISBN: Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter 2 Preparing Behavioral Objectives Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Chapter Outline Definition and Purpose of Behavioral Objectives Establishing Behavioral Objectives Writing Behavioral Objectives Expanding the Scope of the Basic Behavioral Objective Behavioral Objectives and the Individual Education Program (IEP) Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Behavioral Objectives Describe outcomes of instruction, not the procedures to be used Should be understandable to anyone who reads the objective – clarifies what team members are working on Helps student to understand what is expected Helps identify materials and methods of instruction

Behavioral Objectives Provides a basis for formative & summative assessment – Progress monitoring until criterion for mastery is achieved

Behavioral Objectives Pinpointing refers to identifying specific, observable, & measurable behaviors – sitting, walking in the hall May require you to ask questions – Performance deficit? Acquisition deficit? What exactly do you observe the student doing? Standards, benchmarks & indicators can be helpful for academic behaviors – How long? Often? How severely or to what degree? Where? When?

Educational Goals Long term on the IEP – tend to be broader Look at examples on page 29 Note different areas for goals based on severity of disability for Jason & Tanika Behavioral objectives cover a few weeks to a few months & in combination, comprise the annual goal

Educational Goals Evaluation Data Student’s past and projected rate of development compared with long-range plans for his/her future Students presenting physical and communicative capabilities Inappropriate behaviors that must be brought under control Skills the student lacks for appropriate functioning The amount of instructional time available Prerequisites necessary for acquiring new skills Functional utility of the skills Availability of specialized materials, equipment, or resource personnel.

Behavioral Objectives Identify learner, target behavior, conditions of intervention, and criteria for acceptable performance Learner – who will be performing the target behavior Target behavior – May require operational definition – see Table 2-1 for examples

Behavioral Objectives See Table 2-2 for examples of verbs that describe actions Conditions – describe antecedents to the target behavior (see examples pages 34-35) Criteria- Level of acquisition (performance required) & for how often, how long, or how well to ensure mastery is achieved See pages for examples of objectives for Jason & Tanika

What’s Wrong With These Objectives? Correct these in small groups “Charles will expand his knowledge of the U.S. capitols.” “Laura will gain an appreciation of friendships and will get along with her peers.” “Steven will learn the vocabulary words presented in the Acme reader.” “When presented with menu, Alan will order a meal.” “For three weeks, Jackson will get out of bed on time.” “Beatrice will be ready for bed each night for 1 month.” “After watching the nightly news, Madeline will work on her homework for 1 hour.” Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Behavioral Objectives Once acquired, the objectives could then also be altered to ensure fluency, maintenance, & generalization Maintenance can require overlearning, distributed, and/or massed practice Generalization is very important & may require to vary instructions, materials, persons present, or settings

Behavioral Objectives Once acquired, objectives could also then be altered to include higher demonstrations of learning such as comprehension, application, analysis, synthesis, or evaluation (Bloom’s taxonomy) See examples & especially for Learners with Limitations on page 47

Five Elements of the IEP A statement of the child’s present levels of educational performance. A statement of annual goals, including short-term instructional objectives. A statement of the specific education and related services to be provided to the child and the extent to which the child will be able to participate in regular education programs. The projected dates for initiation of services and the anticipated duration of services. Appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the short-term instructional objectives are being achieved. Alberto & Troutman Applied Behavior Analysis for Teachers, 7e Copyright ©2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved.

Behavioral Objectives Transition page can also include objectives Behavioral special factor will result in a behavior intervention plan