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| Contributors | |
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| Preface | |
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| Introduction to Evidence-Based Educational Methods | |
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| The Need for Evidence-Based Educational Methods | |
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| Introduction | |
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| No Child Left Behind | |
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| Behavior Analysis and Education | |
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| Reviewing the Outcomes and Principles of Effective Instruction | |
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| Introduction | |
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| Precision Teaching | |
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| Direct Instruction | |
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| Programmed Instruction | |
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| Personalized System of Instruction | |
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| Emphasis on the Written Word | |
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| Self Pacing | |
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| Mastery | |
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| Proctors | |
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| Lectures for Motivation or Reinforcement | |
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| Summary and Conclusion | |
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| A Real Science and Technology of Education | |
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| Introduction | |
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| The Need for a Strategic Science of Instruction | |
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| Components of an Advanced and Sophisticated Science and Technology of Instruction | |
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| Cabas: A Systems Technology of Schooling and a Strategic Science of Pedagogy | |
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| Conclusion | |
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| Precision Teaching | |
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| Precision Teaching: Foundations and Classroom Applications | |
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| Why Precision Teaching? | |
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| The Chart | |
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| Example of Precision Teaching Implementation | |
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| Read a Chart | |
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| Chart Features | |
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| Prediction | |
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| Relative Emphasis | |
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| Wide-Range Display | |
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| Another Chart Example: Middle School | |
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| Learning/Celeration | |
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| Precision Teaching's Place in Teaching and Education | |
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| Ethics and Precision Teaching Measures in Schools | |
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| Precision Teaching: Applications in Education and Beyond | |
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| Introduction | |
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| Precision Teaching and Special Education | |
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| Precision Teaching for Adult Learners in College and Pre-Vocational Training | |
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| Precision Teaching Applications for Individuals with Various Disabilities | |
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| Precision Teaching with Thoughts, Urges, and Other "Inner" Phenomena | |
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| Precision Teaching, Computers, and Internet Resources | |
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| Conclusions | |
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| Direct Instruction | |
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| Direct Instruction: The Big Ideas | |
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| Introduction | |
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| Teaching Generalizable Strategies | |
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| Instructional Programs that Powerfully and Systematically Build Skills | |
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| Clear and Explicit Instruction | |
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| Sequence of Instruction | |
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| Provide Initial Support, Then Gradually Reduce Support | |
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| Provide Sufficient Practice and Mastery Critiera | |
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| Provide Clear Instructions to Teachers | |
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| Tracks | |
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| Organize Instruction to Maximize High-Quality Instructional Interactions | |
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| Placement | |
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| Flexible, Skill-Based Grouping for Efficient Instruction | |
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| High Rates of Overt and Active Engagement | |
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| Provide Effective Corrections | |
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| Research Related to Direct Instruction | |
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| Teacher-Made Scripted Lessons | |
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| Introduction | |
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| Definition of Explicit Instruction | |
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| Scripted Lessons | |
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| Orient and Review | |
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| Presentation of New Content | |
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| Practice | |
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| Model | |
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| Probes and Checks | |
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| Formal Assessments | |
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| Independent Practice | |
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| Exams | |
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| Distributed Practice | |
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| Positive Outcomes of Scripted Lessons | |
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| The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction, and Precision Teaching | |
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| Introduction | |
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| Applied Behavior Analysis and The Competent Learner Model | |
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| What repertoires need to be developed or weakened? | |
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| What stimuli are available to affect change in behavior? | |
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| What contingencies are required to develop or weaken the repertoires? | |
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| How can the parts of instructional conditions be arranged and rearranged to develop the competent learner repertoires? | |
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| Direct Instruction and the Competent Learner Model | |
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| Precision Teaching and the Competent Learner Model | |
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| The Components of the Competent Learner Model | |
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| The CLM Course of Study | |
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| Coaching | |
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| Collaborative Consultation | |
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| Evidence of the Impact of the Competent Learner Model | |
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| Computers and Teaching Machines | |
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| Effective Use of Computers in Instruction | |
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| Introduction | |
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| What are the Types of Instructional Software? | |
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| Tutorial | |
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| Drill-and-Practice | |
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| Simulations | |
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| What are the Features of EffectiveInstructional Software? | |
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| Antecedents for Desired Behavior | |
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| Behavior: Active and Frequent Student Responding | |
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| Consequences: Feedback for Student Responses | |
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| What Makes Software Design Effective? | |
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| Navigational Aids | |
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| Presentation Style and Organization Structure | |
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| Distinctiveness of Information | |
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| Text Characteristics | |
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| What is the Evidence for the Effectiveness of Automated Instruction? | |
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| Meta-Analytic General Results | |
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| Specific Meta-Analytic Findings | |
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| How Should Particular Instructional Software be Evaluated? | |
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| Content | |
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| Outcomes | |
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| Generalization | |
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| Conclusions | |
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| Adaptive Computerized Educational Systems: A Case Study | |
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| Undergraduate Teaching in the Modern University | |
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| Undergraduate Teaching in Small Liberal Arts Colleges | |
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| Computers and Adaptive Instruction | |
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| Adaptive Control, Teaching, and Learning | |
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| Adaptive Instruction | |
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| Adaptive Testing | |
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| Mediamatrix and its Current Use in Higher Education | |
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| Fully Supported Shaping of Reading Comprehension Skills | |
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| Successive Approximations to Less Prompted Learning | |
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| Further Development of Verbal Associate Networks | |
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| Full Development of Verbal Associate Networks | |
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| How the Probe Mode Works | |
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| More on Adaptive Programmed Instruction: Parametrics of How Mediamatrix Works | |
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| Assess and Certification Modes | |
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| Instructor Options for Managing Student Contact with the Tutoring System | |
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| Empirical Research on Mediamatrix Delivered Adaptive Instruction | |
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| Higher Education's Four Horsemen of its Apocalypse | |
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| Conclusion | |
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| Selected for Success: How Headsprout Reading Basics Teaches Beginning Reading | |
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| Introduction | |
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| Key Skills and Strategies Students and Teachers' Best Friends | |
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| Learning Methodologies: Foundational and Flexible | |
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| Embracing the Burden of Proof: Headsprout's Unparalleled Learner Testing | |
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| Enabling Evolution: Headsprout's Recombinant Teaching and Engineering Models | |
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| Headsprout's Internet Advantage: Broad Availability and Continuous Improvement | |
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| Headsprout Reading basics: Empirical Data | |
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| Instructional Adaptability | |
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| Learner Performance Data | |
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| Reading Outcomes | |
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| Demonstrated Effective | |
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| Educator Feedback | |
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| Conclusion | |
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| Personalized System of Instruction | |
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| The Personalized System of Instruction: A Flexible and Effective Approach to Mastery Learning | |
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| Introduction | |
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| History and Overview | |
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| Key Features of PSI | |
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| The Rise of PSI | |
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| The Fall of PSI | |
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| Effectiveness | |
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| Flexibility | |
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| Implementing PSI in the 21st Century | |
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| Deciding To Use PSI | |
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| Key Features of PSI: Updated and Revised | |
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| Conclusion | |
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| Making the Most of PSI with Computer Technology | |
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| Introduction | |
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| Computers in Higher Education | |
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| A Brief History of CAPSI | |
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| How CAPSI Utilizes Computer Capabilities | |
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| Information-Processing Capabilities | |
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| Data Storage Capabilities | |
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| Communications Capabilities | |
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| Refinements of CAPSI | |
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| Higher-Order Thinking | |
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| Incentives for Student Behavior | |
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| Plagiarism | |
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| Preventing Mastery-Criterion Circumvention | |
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| Training | |
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| Programming CAPSI | |
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| The Peer Review System at Work | |
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| Comparison with Traditional Courses | |
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| Comparison with Other Computer-Mediated Courses | |
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| Expanding on Technology | |
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| Research Studies on CAPSI | |
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| Significant Developments in Evidence-Based Education | |
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| The Morningside Model of Generative Instruction: An Integration of Research-Based Practices | |
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| About Morningside Academy | |
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| Current Work | |
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| Morningside Teachers' Academy | |
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| External Partnerships | |
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| Summer School Institute(SSI) | |
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| Morningside Technology Transfer | |
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| Philosophical and Empirical Underpinnings | |
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| Generativity and Contingency Adduction | |
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| A System of Instruction | |
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| Establishing Objectives and Analyzing Content | |
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| Content-Dependent Analysis | |
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| Content-Independent Analysis | |
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| Instructional Program Development | |
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| Critical Thinking and Self-Regulation | |
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| Self-Direction and Independence | |
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| Program Placement and Monitoring Based on Continuous Measurement of Performance | |
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| Classroom Management | |
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| Empirical Data Supporting Technology Transfer of the Morningside Model of Generative Instruction | |
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| Conclusion | |
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| Learning Efficiency Goes to College | |
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| Introduction | |
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| What is Learning Efficiency? | |
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| Three Possible Causes of Poor Learning Efficiencies and Their Solutions | |
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| Case Study: Evaluating Learning Efficiencies in a CPSY 101 Course | |
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| What the Data Can Tell us about How to Improve Learning Efficiencies | |
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| Learning Efficiency Goes to College | |
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| Teaching the Generic Skills of Language and Cognition: Contributions from Relational Frame Theory | |
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| Introduction | |
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| Relational Frame Theory | |
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| Defining Derived Relational Responding | |
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| Relational Framing | |
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| Research in Relational Frame Theory and its Implications for Education | |
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| Derived Transformations of Function in Accordance with Symmetry | |
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| Teaching Derived Manding | |
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| Establishing the Relational Frames of More-Than, Less-Than, and Opposite | |
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| Relational Responding and Perspective Taking | |
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| Summary and Conclusions | |
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| Key Instructional Components of Effective Peer Tutoring for Tutors, Tutees, and Peer Observers | |
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| Introduction | |
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| Responding, Engagement, and an Effective Teacher Measure | |
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| New Experimental Analyses of Components of Effective Tutoring: Brief Reports of Five Studies | |
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| (Experiments 1 and 2) | |
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| General Discussion | |
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| Training Professionals Using Sequential Behavior Analysis | |
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| History and Introduction | |
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| Technology | |
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| A Sequential Analysis Illustration | |
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| Providing a Database | |
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| Scientific Methods | |
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| Participants and Setting | |
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| Dependent Measures | |
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| Observation Protocol | |
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| Inter-Observer Agreement | |
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| Experimental Design | |
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| General Instructional Feedback Strategy Procedures | |
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| Treatment Implementation Training | |
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| Treatment Integrity | |
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| Study Results | |
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| IO and AIA Data | |
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| OO and AOA Data | |
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| Discrete Pupil Data | |
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| Social Validation Data | |
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| Implications for Education and Professional Training | |
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| A Future for Sequential Behavior Analysis | |
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| Grammar and Writing Skills: Applying Behavior Analysis | |
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| Neglected Writing Skills | |
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| Methods of Teaching Writing | |
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| Writing as a Performance | |
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| The Behavioral Paradigm | |
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| Behavioral Strategies | |
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| Shaping | |
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| Measurement | |
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| Short-Term Feedback | |
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| Long-Term Feedback | |
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| Discrimination Training | |
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| Competition Analysis | |
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| The Process of Writing | |
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| A Last Word | |
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| Index | |