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The Mission of the ABA and PT Podcast is to record and document the work and journeys of major contributors to ABA and Precision Teaching, and thereby stand for incorporating standard measurement and the use of the standard celeration chart into our work and lives. Our pledge is to honour those who have dedicated their life to this field such that my daughter and those that need it, benefit from science and all our field has discovered, that is at risk of getting lost. And the bottom line is that we all need it.
Episodes
Wednesday Aug 04, 2021
Wednesday Aug 04, 2021
This episode is a continuation of the previous episode featuring Liz Lefebre and Amy Evans, both highly acclaimed practitioners of Precision Teaching. They highlight a thinking process of how to get precise when writing your goals. Combining measurable data in the SMART approach, practitioners can set even more attainable goals for the learners.
HIGHLIGHTS
02:14 Being Specific on what you’re teaching and what the students are supposed to do
06:59 Setting measurable frequencies
09:43 Making the goal Attainable within a given time.
11:44 Relevance of the goal
11:58 Timebound: How quickly can your score be achieved?
GLOSSARY
SMART-Acronym on how to pinpoint a goal. ( Specific, Measurable, Attainable, Relevance, Timebound).
Pinpoint - A specific way of describing what a single countable behavior is.
RESOURCES
Octave Training Website
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EXTERNAL RESOURCES
Organization for Research and Learning
The Databased OT Facebook Group
QUOTES
02:54 When you’re looking at that goal, then you want to think about it and make sure that the language that you use is actually real, like behavior.
09:13 When you’re using ‘percent correct,’ it could be anything and that leaves it up to the person that is in charge, whereas if you write a goal that says 8/10 across four days in a row, then it’s very clear what you’re looking for.
10:16 For these small things you might be able to get that learner to practice it much more often without you necessarily being there. So, once you’ve established a behavior then it’s just a matter of practice.
13:21 The mode of precision Teaching is that the learner is always right. If the learner is exhibiting a skill deficit or a certain behavior, it’s because of the conditions that are the contingencies that are in place, the environment, and the motivation. So, they’re right and it’s our job to change to fit their needs.
15:38 Part of the learner always being right is taking the right kind of data so that we can see if we’re making progress on a daily basis.
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