1. Academic Learning

2. Stages of Learning Acquisition Proficiency and automaticity
Maintenance
Generalization
Adaptation

3. Acquisition and Reversion
Moving the learner to no skill to approximately 85% accuracy of the skill.
Reversion is a substage: learner responds correctly enough (more than 50% of the time) but is erratic in accuracy of response.

4. Proficiency
Goal is to develop automaticity and fluency with the skill.
Learner requires less cognitive capacity to perform the skill.

5. Maintenance
Goal: maintain high level of performance over time after reinforcement ends.
Necessary in order to build on the skills learned.

6. Generalization
Goal: extend the use of acquired skill across situations, behaviors, setting, and time.
The learner recognizes a different stimulus as a prompt to apply the skill.

7. Adaptation
Goal: apply a learned skill in a modified way to a new task without help or prompts.
The basic skill is the same, but the execution varies.

8. The Role of Motivation
Extrinsic motivation-rarely leads to robust learning
Intrinsic motivation-strongest effect on learning
Internal attributions and locus of control
Spirals of failure and success
Learned helplessness

9. Adolescents with Disabilities
Common Patterns of Behavior
Growing discrepancy between ability and achievement
Reduced ability to retain information; disorganized thinking patterns
Inability to stay on task
Poor study habits/ organization
Continued difficulty with fine motor skills
More frequent manifestations of emotion
Tendency to be unaware of their effect on others

10. Expectations of Adolescents
Acquire information by studying and note-taking
Devising ways to remember information
Demonstrating competence by performance in complex written formats on assignments and tests

11. Self-Determination Autonomy Self-regulation Psychological empowerment
Self-realization

12. Instructional Needs Time allowed for instruction
Persistence or motivation
Pupil’s aptitude for instruction
Ability to understand instruction
Quality of instruction