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General Course
Information:
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course goal area: instructional
content analysis
class activities
- welcome
- questions and answers
- rule governed behavior
- break
- student presentations of model concept analyses, chain analyses, and algorithmic task analyses
- recap and wrap up
- SAFMEDS
readings
- White, O.R. (1984). Selected
issues in program evaluation: Arguments for the individual. In B.K.
Keogh (Ed.) Advances in Special Education: Documenting Program Impact.
Greenwich, CT: JAI Press.
- Vargas, E.A. (1988). Verbally-governed
and event-governed behavior. The Analysis of Verbal Behavior,
6, 11-22.
- Tiemann, P.W. & Markle,
S.M. (1990). Principles (chapter 6). Analyzing Instructional Content.
Champaign, IL: Stipes Publishing Company
- Tiemann, P.W. & Markle,
S.M. (1990). Strategies (chapter 7). Analyzing Instructional Content.
Champaign, IL: Stipes Publishing Company
- Tiemann, P.W. & Markle,
S.M. (1990). Sets of related principles--some issue to consider (appendix
10). Analyzing Instructional Content. Champaign, IL: Stipes Publishing
Company
- Tiemann, P.W. & Markle,
S.M. (1990). Guidelines for the analysis of a set of related principles
(appendix 11). Analyzing Instructional Content. Champaign, IL:
Stipes Publishing Company
activities prompts
- complete the in-text questions
for Tiemann & Markle, chapters 6 and 7 (due Session 6)
- identify four examples of
instances of rule-governed behavior (due Session 6) that children with
autism often need to learn from each of the following areas:
- of the examples you identified
above, analyze one from each of the four areas using the example formats
Tiemann & Markle provide in appendix 11 (due Session 6); please be
prepared to present these in class tomorrow
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