Comprehensive Individualized Curriculum and Instructional Design

(i.e., positive punishment, token economy, response-cost, differential reinforcement procedures). Antecedent technologies such as modeling, prompting, and prompt- fading are often used to teach new behaviors, or shape new behaviors by reinforcing successive approximations (Alberto & Troutman, 2003). Importantly, larger or more complex skills are broken into component skills (i.e., task analysis) and skills are taught in a specific teaching sequence (i.e., forward chaining, backward, total-task). Instructional procedures like discrete trial training (DTT) or errorless learning have also broken skills into teachable steps then presented in trials, or multiple opportunities, until performance meets a criterion level. Implement Procedures with Fidelity Effectiveness is the degree of learning, or the amount of change in student performance, in other words, the change of behavior (either increase or decrease) from baseline to after the intervention is implemented. Effectiveness looks at student performance data to modify what is taught (i.e., programs or curricula) as well as how it is taught. Data, especially data graphed visually, help teachers make decisions to keep going, revise, or stop an intervention. When student performance is not being made, contingencies surrounding the learning environment are examined and these include monitoring and modifying staff behavior. Reliability measures and inter-observer agreement data collection provides an objective look at the consistency of how staff are recording behavior and also how staff are implementing the programs. A major component of staff performance is technological , a term that describes the clarity and precision of written procedures so that others can replicate the teaching. The success of interventions is largely 49