Abstract
Although behavior analysts are trained in discrete trial instruction, other instructional approaches like Direct Instruction are underutilized in behavior analytic practice. Direct Instruction is a specialized technology that capitalizes on sophisticated instructional design and highly effective delivery strategies. What makes Direct Instruction so powerful is that it emphasizes the development of generative repertoires and establishes them efficiently. The purpose of this article is to introduce 10 critical instructional design efforts that behavior analysts can use in their practice, regardless of the population they serve and repertoires they build. The 10 instructional design efforts are summarized in a Direct Instruction Planning Guide. Behavior analysts can follow this sequence of design efforts and refer to the guiding questions as they develop efficient instruction for their learners. In doing so, behavior analysts can take up the torch of Direct Instruction, extend this remarkable instructional approach into their research and practice, and strengthen the behavioral technology available to behavior analytic practitioners.
Highlights
Behavior analysts are trained in discrete trial instruction, other instructional approaches like Direct Instruction are underutilized in behavior analytic practice
As you embark on an instructional design endeavor, the first thing to do is determine the broad, generative skills you will teach (Stein et al, 1998)
Learners must behave to contact the consequences that determine whether they will engage in that behavior again. This instructional design effort involves the creation of teacher– student interactions that promote a brisk pace, frequent opportunities for learners to respond, and judicial use of time, all of which are designed to ensure learners sufficiently contact relevant reinforcers
Summary
As you embark on an instructional design endeavor, the first thing to do is determine the broad, generative skills you will teach (Stein et al, 1998). The latter refers to skill repertoires that direct your attention from the learner to the content This may be less comfortable for behavior analysts, designing instruction to teach the big ideas (i.e., generalizable strategies) will result in an instructional plan that can be used and reused with a variety of learners, saving valuable time. Behavior analysts should be able to exhibit sufficient professional humility to learn from colleagues whose training focuses on content such as reading and math teachers, vocational rehabilitation specialists, speech-language pathologists, and biologists Their expertise can be critical for understanding the content sufficiently to design instruction. Social interaction skills necessary for activities in the community encompass numerous component skills such as positioning oneself at an appropriate distance to cashier/server, looking at the cashier/server, making a clear and audible verbal request, and using “please” and “thank you,” to name a few
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