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Learning Pictures and Change Effects

Page history last edited by Regina Claypool-Frey 14 years, 2 months ago

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Return to FAQs--ABOUT PRECISION TEACHING

Learning Pictures
1. Bounce--'in development'
2. Outliers--'in development'

Learning Pictures

Please note that in some cases that there will not be a clear Learning Picture and another possibility is Undetermined.

Possible changes are only generalized guides/strategies to consider and do not prescribe instructional change technique.

Please consult the references for information on data analysis for instructional decisions.

Links are to John W. Eshleman. - - Standard Celeration Chart Topics - -

11/11/08: This website has been discontinued by AOL as of 10/31/08.

The material from the website is currently being mirrored HERE

DEFINITIONS AND KEY

GREEN is the acceleration target (usually "correct" responses)
RED is the deceleration target (usually errors/aka, "learning opportunities")
Slice back =smaller movement or "slice" of the original movement; ex: if SeeSay 1-10; smaller slice is SeeSay 1-5.
Step back = "easier" to do task; ex: if SeeSay 1-10; maybe freesay 1-10 or HearTouch 1-10.
Step up= next step in the curriculum; ex: if SeeSay 1-10; SeeSay 11-15.
Leap up = movement much harder to do; way up in the curriculum
Tool movement= basic body movement necessary to perform the movement; ex: HearSay number words.

	Climb (Improving)	Jaws (Improving)	Crossover (Improving)	Submerge "Improving" but may require change
celerations	greater than X1 X1	greater than X1 greater than /1	greater than X1 greater than /1	X1 greater than /1
approach to aim(s)	approaching aim met aim	approaching aim approaching aim	approaching aim approaching aim	maintaining below aim approaching aim
accuracy ratio	increasing	increasing	increasing	increasing
Indicates	divergence of correct & error trends is desired outcome of instruction; good discrimation of stimuli and differential reinforcement of desired behavior	divergence of correct & error trends is desired outcome of instruction; good discrimation of stimuli and differential reinforcement of desired behavior	divergence of correct & error trends is desired outcome of instruction; good discrimation of stimuli and differential reinforcement of desired behavior	Divergence of correct and error trends is desired, but not progressing sufficiently on rates of correct responses.
*Possible** instructional change or plan	Continue the current step until both aim(s) met; consider step up in the curriculum	Continue the current step until aim(s) met; plan the next step	Continue the current step until aim(s) met; plan the next step	Slice back and/or shorter timing
Ref. pg. Graf & Lindsley [1]	108	112	113	109
Other name (P. All [2 ])	---	Jaws	--	Pop Pass
Other name (McGreevy [3])	Up/0 VI-2	Up/Down VI-2	Up/Down VI-2	Flat/Down VI-2

	Uphill "Improving" corrects, but not necessarily desirable	Take-off "Improving" but may require change	Dive "Improving" but may require change	Aim (Maintaining)
celerations	greater than X1 greater than X1	greater than X1 X1	X1 greater than /1	X1 X1
approach to aim(s)	approaching aim retreating from aim	approaching aim maintaining above aim	maintaining below aim approaching aim	met aim met aim
accuracy ratio	maintaining	increasing	increasing	maintaining
	parallel rising trend lines indicate possibility that errors are being reinforced or not corrected.	May indicate that errors are receiving reinforcement or not corrected.		Targets mastered
*Possible** instructional change or plan	teach to errors	target and drill errors	Tool skill	targets mastered; Implement maintenance and generalization; step way up in the curriculum/move on to new task;
Ref. pg. Graf & Lindsley [1]	110	111	101	107
Other name (P. All [2])	Uphill	TR-7 (a type of car sold in the 1970's)	10:45	goalie
Other name (McGreevy [3])	Up/Up VI-2	Up/Flat VI-2	Down/Flat VI-2	Flat aim/0 VI-2

	Mid-Level (Maintaining)	Tracks (Maintaining)	Rock Bottom (Maintaining)	Downhill (Worsening)
celerations	X1 X1	X1 X1	X1 X1	greater than /1 greater than /1
approach to aim(s)	below aim met aim	below aim above aim	maintaining close to/below record floor maintaining close to/below record floor	retreating from aim approaching aim
accuracy ratio	maintaining	maintaining	maintaining	maintaining
	Errors are at aim, but rate of corrects not progressing.	possibility that a discrimination problem exists.	No behavior	parallel falling trends may indicate possibility of extinction conditions.
*Possible** instructional change or plan	slice back to smaller subset of same skill; and/or shorter timing	step back in the curriculum	step (way) back to easy to do skill, Sr+?	Step back
Ref. pg. Graf & Lindsley [1]	105	106	104	102
Other name (P. All [2])	--	Get Truckin'	Rock bottom	Downhill
Other name (McGreevy [3])	Flat/0	Flat/Flat VI-2	0/0 VI-2,3	Down/Down VI-2

	Snowplow (Worsening)	Surface (Worsening)	Landing (Worsening)
celerations	greater than /1 greater than X1	X1 greater than X1	greater than /1 X1
approach to aim(s)	retreating retreating	maintaining retreating	retreating maintaining above aim
accuracy ratio	decreasing	decreasing	decreasing
	Convergence of correct and error trends may indicate possibility of discrimination problems and/or non contingent reinforcement.	Convergence of correct and error trends may indicate possibility of discrimination problems and/or non contingent reinforcement.	Convergence of correct and error trends may indicate possibility of discrimination problems and/or non contingent reinforcement.
*Possible** instructional change or plan	Look at Sr+, Step back	slice back	slice back,look atSr+
Ref. pg. Graf & Lindsley [1]	100	103	99
Other name (P. All [2 ])	Snowplow	9:40	--
Other name (McGreevy [3])	Down/Up VI-2	Flat/Up VI-2	--

(1) $ Graf,S. & Lindsley, O. (2002).Ch.11, Learning Pictures, pp.97-113, Standard Celeration Charting 2002. Youngstown, OH: Graf Implements.

Available at the Behavior Research Company and Behavior Development Solutions

(2) All, Patricia Ann (1977). From get truckin' to jaws, students improve their learning picture.

Unpublished master's thesis. University of Kansas, Lawrence, KS.

-NB; currently not listed in KU library catalog, OCLC dissertation search, or worldcat.org .

(3) $ Mc Greevy, P. (1983).Step 5 DECIDE WHAT TO DO. pp. VI: 1-4. Teaching and learning in plain English (2nd. ed.).

Kansas City, MO: Plain English Publications.

Available at Behavior Development Solutions

(3) Lindsley, O.R.,(1990).

Precision Teaching:By teachers for children. Teaching Exceptional Children, Spring, 10-15

FREE Online John W. Eshleman. Standard Celeration Chart Topics

Definitions, types of celerations, learning pictures,data shares, resources, special topics, links

Burney, J.D. (1976). Effects of teacher use of a precision lesson-planning technique on instructional interaction and pupil achievement. Unpublished doctoral dissertation. George Peabody College, Nashville, TN.

Worldcat

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