Instructional Design Bundle

• Recorded conference
• Presenters: Megan Miller, Ph.D., BCBA-D, LBA | Amy L Evans, MEd, BCBA | Dr. Corinne Gist | Kathy Fox | Emily Wilson, M.A., BCBA, LBA | Jennifer Phelps, M.S., BCBA | Dr. August Stockwell, BCBA-D | Dr. August Stockwell, BCBA-D
• Up to 21 Learning Type II BACB^® CEUs available (2 Ethics & 2 Supervision CEUs included)

SPECIAL NOTE: This course does not offer a handout version of each session for notes

This webinar provides a basic overview of critical features of Instructional Design and resources available to learn more about instructional design. Developing a basic understanding of instructional design is an important component to creating effective programming for skill acquisition. Participants will be able :

1. To define instructional design
2. To describe and provide an example of at least 1 type of learning
3. To provide at least 1 example of how to apply instructional design research to program development
4. To provide at least 1 example of feature analysis

Precision teaching is a method of data analysis that allows behavior analysts to maximize progress. However, many behavior analysts do not receive training on the core components of precision teaching and how it can benefit their clients. The purpose of this webinar is to summarize these components and provide examples of how precision teaching and the Standard Celeration Chart can be used within behavior analytic interventions to enhance decision making and client progress. Participants receive access to example intervention protocols and materials to support further understanding of precision teaching. Participants will be able :

1. To explain the core components of precision teaching
2. To summarize the research relating to precision teaching
3. To explain and provide examples of component/composite analysis
4. To explain and provide examples of frequency building
5. To explain at least 1 way the standard celeration chart can improve visual analysis of data and decision making

In this new era of ABA, dedicated practitioners are destined to grapple more frequently with a few predictable but addressable dilemmas. When planning instruction and designing supportive environments, it can be overwhelming to incorporate a learner’s values, interests, and goals with their current skill set, context, and likelihood to assent to various instructional procedures and arrangements. Moreover, the practice of continuously honoring a learner’s right to decline can leave our well-planned interventions hanging in the balance. No one wants to get stuck constantly back at the drawing board when it comes to instructional design! To make these dreams a reality, we need thorough component-composite analysis to understand how skills are related, see around corners and plan ahead. Then, we can weave together a set of interrelated skills to target with a general plan from start to finish for each. When done right, this process can include a ton of flexibility for responsive adjustments along the way. In this webinar, we’ll cover the instructional design skills and steps you need to create truly person-centered programming that respects learner autonomy and generates meaningful progress for what matters most. Get ready to follow along with illustrative case studies from inside Octave’s Assent Based Treatment Essentials Program. You’ll see program examples for developing self-advocacy repertoires that align with other programs, and you’ll practice some decision making processes for selecting and modifying programs and targets. Get inspired to innovate for each and every learner with the power of these instructional design processes. Learning Objective:

1. Participants will describe the instructional design process for person-centered programming.
2. Participants will identify critical tool and component skills for self-advocacy across contexts.
3. Participants will provide examples of criterion contexts and describe their impact on learners.
4. Participants will explain the purpose of designing instructional sequences even if plans are likely to change.
5. Participants will provide examples of values-aligned program modification.

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Amy Evans, MEd, BCBA, IBA, Founding partner at Octave Innovation Amy L Evans is a founding partner at Octave Innovation, an organization which provides training and systems support for organizations and individuals in the areas of Precision Teaching, Assent-Based Treatment, and Instructional Design. She also owns and operates a remote tutoring and educational consulting company, Flex Academics. Amy holds a masters degree in special education from The Pennsylvania State University (2013), and a bachelor’s degree in psychology from the University of Nevada, Reno (2009). Amy’s primary expertise lie in fluency-based instruction, precise behavioral measurement, visual and quantitative data analysis, and curriculum design, with emerging interests in e-learning and implementation science. Amy has worked in many locations and across settings, including private learning centers, homeschool, public school classrooms, and home-based early intervention. In recent years, Amy has focused on dissemination and training, which has included writing playbooks and guides, creating high-quality online professional development experiences, contributing to books and research related to implementation of precision measurement, presenting workshops and symposia, and transitioning more than 40 small to mid-size organizations to a Precision Teaching model.  

During this webinar we'll dive into how to develop programming that works for your learners. We'll look at the details of how to build effective instruction, how to build an instructional arrangement that will work for your learner and how to accelerate outcomes. The presenter will show you examples of how to build programs across a variety of domains while allowing time to practice. You'll get practical take away strategies, materials, and resources. Learning Objectives:

1. The participant will learn about instructional design
2. The participant will be able to explain how to build instructional programming
3. The participant will identify the appropriate instructional arrangement for their learner
4. The participant will be able to evaluate the effectiveness of their intervention
5. The participant will provide examples of how to evaluate program effectiveness and identify necessary changes to make