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Have you ever “taught” a child a skill, only to
review and re-teach it again and again after they
have forgotten it?
There is a way to avoid having to re-teach things
over and over. The answer is: Teach a skill until a
student can perform it quickly and accurately. If a
student can perform a skill “fluently,” they will
retain it and be able to use it readily.
Furthermore, it is possible to help students with
learning problems before they get so far behind, by
teaching early, component skills to fluency, prior
to moving on to higher level skills.
Participants will learn to:
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Breakdown instructional targets into: tool,
component, and composite skills
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Take data on the speed and accuracy of student
performance
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Chart performance and use this data to determine
when a skill is “mastered”
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Make data based instructional decisions
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The significance of Retention, Endurance, Stability,
Application, and Adduction (RESAA)
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The difference between “free operant”
responding and “restricted operant” responding
This workshop is highly interactive,
including on-going question & answer sessions.
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