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Sequencing across Instructional Programs: Component/Composite Analysis

Sequencing across Instructional Programs: Component/Composite Analysis. Some Definitions…. Component to Composite. Skills, objects, and events can be broken down into smaller parts how can we break them down?. Composite. Larger unit of instruction Comprised of many smaller skills.

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Sequencing across Instructional Programs: Component/Composite Analysis

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  1. Sequencing across Instructional Programs:Component/Composite Analysis

  2. Some Definitions…

  3. Component to Composite • Skills, objects, and events can be broken down into smaller parts • how can we break them down?

  4. Composite • Larger unit of instruction • Comprised of many smaller skills

  5. Component • Smaller unit of instruction

  6. If, Then Rule... • If it is needed for an error correction, then it is a component skill

  7. Definitions • Component Skill • May or may not be the same learning channel as the composite skill • Any given component skill may have component skills itself

  8. Mapping Instructional Sequences • Sequencing Skills • Diagrams • Component skills connect from the component to the composite skill • Multiple components skills • Sequence within content areas

  9. Example

  10. Key Features • Analysis • Conducted Individually • Students have different skill repertoires • Analyze on an individual basis just as we empirically validate RESA individually

  11. Key Features • Diagrams • PROPOSED instructional sequences and may change as we collect more data on the student’s learning

  12. Echoic, Tact, and Intraverbal Language Skills

  13. Math Skills Scope & Sequence

  14. Imitation and Receptive Language

  15. A composite skill is the smaller unit of a skill. Right Wrong

  16. Wrong: The component skill in the smaller unit that compromises the composite skill.

  17. 2. A component skill is required for the error corrections of a composite skill. Right Wrong

  18. Right: The definition of a component skill is that it is required for error corrections for the composite skill.

  19. 3. Composite skills may be compromise of a few to many component skills. Right Wrong

  20. Right: A composite skill may have as few as one component skill and as many as a few component skills. More complex composite skills usually have a larger number of component skills.

  21. 4. All skills have component skills. Right Wrong

  22. Right: If you said right, you probably were thinking that any skill can be broken down a bit further and that some skill is going to be necessary to complete a successful error correction.

  23. 1. Sara is learning to expressively label pictures of farm animals. During error corrections, Sara’s teacher modeled the correct answer to a picture and asked Sara to copy what she said. Sara correctly labeled the picture after the label was modeled. In learning channel and pinpoint language, what was the composite skill?

  24. The composite skill learning channel was See/Say and the pinpoint was farm animals.

  25. 2. What was the component skill utilized during the describe correction procedure?

  26. The component skill was Hear/Say words.

  27. 3. Jeremy is learning to follow directions with objects in his classroom. We call this skill Hear direction with object/Do direction with object. When Jeremy struggles to complete the direction correctly, his teachers sometimes model the actions sequence of the direction or they repeat a portion of the direction that corresponds to where he made an error. List three different component skills that may be in affect for Jeremy’s direction following performance.

  28. Predicted component skills required for to Hear direction with objects/Do direction are: • Hear/Say sentences • Hear/Touch objects • he needs to hear the object in the direction and get the object to complete the direction • See/Do gross motor actions • modeled the procedure for Jeremy

  29. Additionally • Hear/Say sentences • need to say the sentence back before he followed the direction • Hear/Touch prepositions • Hear place/Do movement towards place • directions included prepositional information or specific information regarding where to go to get objects or where to carry out actions.

  30. Your turn! • Select a skill from each of the following areas: • Kinesthetic repertoire • Sequence or algorithm (either, but please identify) • Principle • Generate a scope & sequence chart for each skill

  31. Tonight’s Homework • Generate a component/composite analysis for each of the following skills: • riding a two-wheel bicycle (kinesthetic repertoire) • reciting the first five letters of the alphabet in order (serial memory task) • folding t-shirts (algorithm) • identifying all instances of trees as trees (concept) • waiting to speak until you have someone's attention (principle) • Given actual assessment results from at least one child with autism, please generate scope and sequence charts as described on the Scope & Sequence Chart Generation web page • Turn in copies of the assessment results to Michael • Remember that no one’s going to actually TELL you the component skills

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