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:

Breakdown instructional targets into: tool, component, and composite skills

Take data on the speed and accuracy of student performance

Chart performance and use this data to determine when a skill is “mastered”

Make data based instructional decisions

The significance of Retention, Endurance, Stability, Application, and Adduction (RESAA)

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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