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• Cover
• Contents
• Contributors
• Preface
• Part 1: Introduction to Evidence-Based Educational Methods
• Chapter 1. The Need for Evidence-Based Educational Methods
• Introduction
• No Child Left Behind
• Behavior Analysis and Education
• Chapter 2. Reviewing the Outcomes and Principles of Effective Instruction
• Introduction
• Precision Teaching
• Direct Instruction
• Programmed Instruction
• Personalized System of Instruction
• Summary and Conclusion
• Chapter 3. A Real Science and Technology of Education
• Introduction
• The Need for a Strategic Science of Instruction
• Components of an Advanced and Sophisticated Science and Technology of Instruction
• Cabas®: A Systems Technology of Schooling and a Strategic Science of Pedagogy
• Conclusion
• Part 2: Precision Teaching
• Chapter 4. Precision Teaching: Foundations and Classroom Applications
• Why Precision Teaching?
• The Chart
• Example of Precision Teaching Implementation
• Read a Chart
• Chart Features
• Another Chart Example: Middle School
• Learning/Celeration
• Precision Teaching’s Place in Teaching and Education
• Ethics and Precision Teaching Measures in Schools
• Chapter 5. Precision Teaching: Applications in Education and Beyond
• Introduction
• Precision Teaching and Special Education
• Precision Teaching for Adult Learners in College and Pre-Vocational Training
• Precision Teaching Applications for Individuals with Various Disabilities
• Precision Teaching with Thoughts, Urges, and Other ‘‘Inner’’ Phenomena
• Precision Teaching, Computers, and Internet Resources
• Conclusions
• Part 3: Direct Instruction
• Chapter 6. Direct Instruction: The Big Ideas
• Introduction
• Teaching Generalizable Strategies
• Instructional Programs that Powerfully and Systematically Build Skills
• Organize Instruction to Maximize High-Quality Instructional Interactions
• Research Related to Direct Instruction
• Chapter 7. Teacher-Made Scripted Lessons
• Introduction
• Definition of Explicit Instruction
• Scripted Lessons
• Orient and Review
• Presentation of New Content
• Practice
• Formal Assessments
• Positive Outcomes of Scripted Lessons
• Chapter 8. The Competent Learner Model: A Merging of Applied Behavior Analysis, Direct Instruction,
• Introduction
• Applied Behavior Analysis and The Competent Learner Model
• Direct Instruction and the Competent Learner Model
• Precision Teaching and the Competent Learner Model
• The Components of the Competent Learner Model
• Evidence of the Impact of the Competent Learner Model
• Part 4: Computers and Teaching Machines
• Chapter 9. Effective Use of Computers in Instruction
• Introduction
• What are the Types of Instructional Software?
• What are the Features of Effective Instructional Software?
• What Makes Software Design Effective?
• What is the Evidence for the Effectiveness of Automated Instruction?
• How Should Particular Instructional Software be Evaluated?
• Conclusions
• Chapter 10. Adaptive Computerized Educational Systems: A Case Study
• Undergraduate Teaching in the Modern University
• Undergraduate Teaching in Small Liberal Arts Colleges
• Computers and Adaptive Instruction
• Adaptive Control, Teaching, and Learning
• Adaptive Instruction
• Adaptive Testing
• Mediamatrix and its Current Use in Higher Education
• More on Adaptive Programmed Instruction: Parametrics of How Mediamatrix Works
• Assess and Certification Modes
• Instructor Options for Managing Student Contact with the Tutoring System
• Empirical Research on Mediamatrix Delivered Adaptive Instruction
• Higher Education’s Four Horsemen of its Apocalypse
• Conclusion
• Chapter 11. Selected for Success: How Headsprout Reading Basics’ Teaches Beginning Reading
• Introduction
• Key Skills and Strategies Students and Teachers’ Best Friends
• Learning Methodologies: Foundational and Flexible
• Embracing the Burden of Proof: Headsprout’s Unparalleled Learner Testing
• Enabling Evolution: Headsprout’s Recombinant Teaching and Engineering Models
• Headsprout’s Internet Advantage: Broad Availability and Continuous Improvement
• Headsprout Reading basics: Empirical Data
• Instructional Adaptability
• Learner Performance Data
• Reading Outcomes
• Demonstrated Effective
• Educator Feedback
• Conclusion
• Part 5: Personalized System of Instruction
• Chapter 12. The Personalized System of Instruction: A Flexible and Effective Approach To Mastery Lea
• Introduction
• History and Overview
• Effectiveness
• Flexibility
• Implementing PSI in the 21st Century
• Conclusion
• Chapter 13. Making the Most of PSI with Computer Technology
• Introduction
• Computers in Higher Education
• A Brief History of CAPSI
• How CAPSI Utilizes Computer Capabilities
• Information-Processing Capabilities
• Refinements of CAPSI
• The Peer Review System at Work
• Comparison with Traditional Courses
• Comparison with Other Computer-Mediated Courses
• Expanding on Technology
• Research Studies on CAPSI
• Part 6: Significant Developments in Evidence-Based Education
• Chapter 14. The Morningside Model of Generative Instruction: An Integration of Research-Based Practi
• About Morningside Academy
• Current Work
• Morningside Teachers’ Academy
• Morningside Technology Transfer
• Philosophical and Empirical Underpinnings
• Generativity and Contingency Adduction
• A System of Instruction
• Establishing Objectives and Analyzing Content
• Program Placement and Monitoring Based on Continuous Measurement of Performance
• Classroom Management
• Empirical Data Supporting Technology Transfer of the Morningside Model of Generative Instruction
• Conclusion
• Chapter 15. Learning Efficiency Goes to College
• Introduction
• What is Learning Efficiency?
• Three Possible Causes of Poor Learning Efficiencies and Their Solutions
• Case Study: Evaluating Learning Ef.ciencies in a CPSY 101 Course
• What the Data Can Tell us about How to Improve Learning Efficiencies
• Learning Efficiency Goes to College
• Chapter 16. Teaching the Generic Skills of Language and Cognition: Contributions from Relational Fra
• Introduction
• Relational Frame Theory
• Research in Relational Frame Theory and its Implications for Education
• Summary and Conclusions
• Chapter 17. Key Instructional Components of Effective Peer Tutoring for Tutors, Tutees, and Peer Obs
• Introduction
• Responding, Engagement, and an Effective Teacher Measure
• New Experimental Analyses of Components of Effective Tutoring: Brief Reports of Five Studies
• General Discussion
• Chapter 18. Training Professionals Using Sequential Behavior Analysis
• History and Introduction
• Scientific Methods
• Study Results
• Implications for Education and Professional Training
• A Future for Sequential Behavior Analysis
• Chapter 19. Grammar and Writing Skills: Applying Behavior Analysis
• Neglected Writing Skills
• Methods of Teaching Writing
• Writing as a Performance
• Behavioral Strategies
• The Process of Writing
• A Last Word
• Index