Abstract
This chapter combines the information into one chapter from the high leverage practice of using explicit instruction and the high leverage practice of providing intensive instruction. The chapter describes how teachers instructing students with extensive support needs must teach in a systematic fashion that is explicit (intentional and direct) while providing intensive instruction at a dosage strong enough for a learner to reach criterion in a timely fashion. Explicit instruction is described in terms of the design of the instructional trial that entails using an attentional cue and response, presenting the target stimulus, recording the behavior or response, and delivering the consequence. Various types of systematic instructional strategies are described including model-lead-test, response prompting, and stimulus prompting, and the information is provided on how the strategies may be delivered in different instructional formats (e.g., one-one-one, group) by various instructors. The chapter explains key elements of explicit and intensive instruction including teaching chained or discrete behaviors; using massed, spaced, or distributed trials; knowing the four phases of learning; and using formative data collection to assess progress.
Published Version
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