1. Writing Performance Objectives

2. Three components are required to be considered complete: 1. what the learner must do (behavior) 2. what happens to the learner either before or while he/she behaves in the prescribed manner (conditions) 3. what is considered the level of performance the student will achieve as a result of the intervention (criteria for acceptable performance--CAP)

3. 1-what the learner must do (behavior) to demonstrate mastery of the task “say the alphabet” the behavior must be : –observable –measurable –repeatable

4. Purposes for identifying the behavior ensures consistently observing the same behavior allows for confirmation by a third party facilitates continuity of instruction

5. Check/test 1: List the three criteria for completeness in a performance objective. You have three minutes to complete this check/test. 1. 2. 3.

6. Observability classification of verbs. Action verbs that are directly observable/measurable/repeatable to cover with a cardto drawto place to markto lever pressto cross out to underlineto point toto circle to repeat orallyto walkto say to writeto count orallyto read orally to shadeto put onto name to fill into numberto state to removeto labelto tell what

7. Observability classification of verbs. (continued) Action verbs that are ambiguous to identify in writingto checkto construct to matchto take awayto make to arrangeto finishto read to playto locateto connect to giveto rejectto select to chooseto subtractto change to useto divideto perform to total to addto order

8. Observability of classification of verbs. (continued) Action verbs that are not directly observable/measurable/repeatable to distinguishto be curiousto solve to concludeto applyto deduce to developto feelto test to concentrateto determineto perceive to generateto thinkto create to think criticallyto discriminateto learn to recognizeto appreciateto discover to be aware ofto analyzeto know

9. Is the behavior specific and observable? (IBSO) 1. Can you count the number of times (or number of minutes) the behavior occurs? 2. Will a stranger know exactly what to look for when you tell him/her the target behavior? 3. Can you break down the target behavior into smaller components, each of which is more specific and observable than the original target behavior?

10. Check/test 2: Write the three components for the following performance objective: Given Typing to Learn, Tom will type with the keys covered with a cloth typing underneath, four 15 minutes sessions a week with 90 percent correct responses 2 out of 3 sessions for four consecutive days. behavior: conditions: CAP:

11. Check/test 2.2: Write the three components the following performance objectives: Use “Sample Objectives” worksheet provided. behavior: conditions: CAP:

12. 2- what happens to the learner either before or while he/she behaves in the prescribed manner (conditions) “provided with” “without assistance” conditions set the occasion for prescribed behavior: verbal requests or instructions written instructions demonstrations materials to be used environmental setting or timing manner of assistance

13. Purposes for identifying the conditions ensures consistently of the learning experience allows for confirmation by a third party facilitates continuity of instruction

14. 3-what is considered the level of performance the student will achieve as a result of the intervention (criteria for acceptable performance-CAP) “80% for four consecutive sessions” “within 10 minutes on three consecutive trips to the computer room” criterion sets the standard for evaluating the prescribed behavior (acquisition): frequency of occurrence duration of occurrence latency

15. Purposes for identifying the CAP measures the effectiveness of the intervention strategy selected to meet the performance objective allows for confirmation by a third party facilitates making instructional decisions