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Learning Pictures and Change Effects

Page history last edited by Regina Claypool-Frey 10 years, 6 months ago

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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)

Learning Picture - Climb

Jaws

(Improving)

Learning Picture - Jaws

Crossover

(Improving)

Learning Picture - Crossover

Submerge

"Improving" but may require change

Learning Picture - Submerge

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

Learning Picture - Uphill

Take-off

"Improving" but may require change

 

Learning Picture- Takeoff

 

Dive

"Improving" but may require change

 

Learning Picture - Dive

 

 

Aim

(Maintaining)

 

AIM learning picture

 
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)

Learning Picture Downhill

 
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)

Learning Picture Snowplow

Surface

(Worsening)

Learning Picture - Surface

Landing

(Worsening)

Learning Picture-Landing

 
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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Bounce--'in development'

Until more references are added, a few gems from the SCListserv related to the topic:

Example of increase/decrease in bounce

1 May 1998 Carl Binder

Reply: Example of increase/decrease in bounce

2 May 1998 O.R. Lindsley

Reply: Example of increase/decrease in bounce

2 May 1998 Carl Binder

Reply: Example of increase/decrease in bounce

4 May 1998 O.R. Lindsley

 

Some chart examples discussed are from this paper:

Binder, C., Haughton, E., & Van Eyk, D. (1990). Increasing Endurance by Building Fluency: Precision Teaching Attention Span.

Teaching Exceptional Children, 22(3), 24-27.

at: Fluency.org--Publications

 

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Outliers--'in development'

 

 

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2/8/08

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