Competent Competent Competent Competent L L Learner Learner ModelModelModelModel

The Competent Learner Model l k is a multi-component package for addressing the individual for addressing the individual

learning needs of children who have difficulty participating in typical learning environmentstypical learning environments

Competent Learner ModelCompetent Learner ModelCompetent Learner ModelCompetent Learner ModelDeveloped over 35 years in a variety of p y ysettings by Vicci Tucci and colleagues (teachers and BCBA’s)( )Based on the principles of applied behavior analysis, analysis of Skinner’s y , yverbal behavior, precision teaching, and direct instruction

Characteristics of target populationCharacteristics of target populationCharacteristics of target populationCharacteristics of target population

Early Intervention, Pre-School and School-AgeChildren with complicated learning profiles (autism, PDD, behavioral difficulties, other developmental disabilities)disabilities)Children who do NOT participate during instructional conditions and/or exhibit challenging g gbehavior problems to avoid or escape instructional conditionsChildren who do NOT learn from ‘Model Lead Test” Children who do NOT learn from Model-Lead-Test or other didactic instructional conditionsChildren who are ‘missing’ many of the repertoires to g y pbe successful in school/home

Common Common Concerns for Concerns for Effective Programming for complex learnersEffective Programming for complex learnersEffective Programming for complex learnersEffective Programming for complex learners

1. How do we determine what to work on (both with students and staff)?

2 Are all those who are interacting with the learner 2. Are all those who are interacting with the learner capable of making simple instructional decisions independently ?

3 A ll h h i i i h h l 3. Are all those who are interacting with the learner adequately trained?

4. How will ongoing support from “experts” be provided to all those who are interacting with the learner?

5. How will we sustain excellence in programming once it is attained?it is attained?

The Competent Learner Model is…The Competent Learner Model is…The Competent Learner Model is…The Competent Learner Model is…

IntensiveIndividualized NOT a traditional ‘skills’ approach NOT a traditional skills approach A learning-to-learn approach designed to establish repertoires that allow learners establish repertoires that allow learners to benefit from more and more typical situationssituations

The Component Learner Model Provides . . .The Component Learner Model Provides . . .The Component Learner Model Provides . . .The Component Learner Model Provides . . .

Tools to guide:◦ Goal selection◦ Strategies for teaching skills◦ Progress monitoringSteps to implementation:◦ Train staff◦ Identify needs of learners

E h ◦ Engineer the environment◦ On-site coaching

Components of CLMComponents of CLMComponents of CLMComponents of CLM

1. Curriculum2. Learner assessments3 Effective teaching strategies3. Effective teaching strategies4. Staff training

C hi5. Coaching6. Collaborative consultation

Components of CLMComponents of CLMComponents of CLMComponents of CLM

1 Curriculum1. Curriculum2. Learner assessments3. Effective teaching strategies4. Staff trainingg5. Coaching6 Collaborative consultation6. Collaborative consultation

“Competent Learner Repertoires “Competent Learner Repertoires ((CLR ) A h C f All L ”CLR ) A h C f All L ”((CLRs) Are the Core of All Learning”CLRs) Are the Core of All Learning”

TalkerTalkerListenerObObserverReaderProblem SolverWriterParticipator

TalkerTalker

• The talker repeats sounds and/or words. (echoic)(echoic)

• The talker answers wh- questions when The talker answers wh questions when asked. (intraverbal)

Talker examples:Talker examples:Talker examples:Talker examples:

When a learner is introduced to a new item and the sound/word is modeled for the learner, they can repeat the sound/word.When the learner is asked for his knowledge about a given topic and/or condition, he states the factsthe facts.◦ Talker

Echoic repeats dogEchoic – repeats dogIntraverbal – fills in the blank when we say “Twinkle twinkle little _____”

ObserverObserverObserverObserverThe observer performs careful and di t b ti t l b l f t l direct observations to label factual information. (tact)The observer also matches to sample The observer also matches to sample, sorts objects or pictures. (match to sample)The observer imitates others’ actions or sequence of actions to learn how to perform a new task (imitation)perform a new task. (imitation)

Observer examples:Observer examples:Observer examples:Observer examples:When in the community and asked what an item is the learner states factual description item is, the learner states factual description. In the presence of different categories of items, the learner recognizes differences and sorts.When someone models a sequence of actions the learner performs the actions as sequenced.◦ Observer◦ Observer

Tact – labels or describes objects/people◦ Observer

Imitates performs modeled action(s)Imitates – performs modeled action(s)Match to sampleSort – similar objects/pictures

ListenerListenerListenerListener

The listener follows directions or adheres to advice for the given situations as imparted by a talker. p y(receptive language)

Listener examples:Listener examples:Listener examples:Listener examples:

When the learner is told to line up, he pperforms the action.◦ Listener

Adhere to – follows directions given by a talker

Problem SolverProblem SolverProblem SolverProblem SolverWhen faced with a problem, the problem solver learns to behave in ways that maximize the likelihood that he will

t l tigenerate a solution.

Problem Solver examples:Problem Solver examples:Problem Solver examples:Problem Solver examples:When a learner is completing a project and lacks items necessary to complete (i e crayons lacks items necessary to complete (i.e. crayons, glue, etc), he will ask for the items. (mand)When going to lunch, the learner manipulates locker to get lunchbox, lunchbox to get food, then containers to get the food. (operate)◦ Problem Solverob So v

Asks for what he ‘wants’ or needs◦ Problem Solver

Operate – manipulates parts of objects to get what he wantsOperate manipulates parts of objects to get what he wants

ReaderReaderReaderReader

The reader reads material fluently, yanswers questions about the material and/or performs the actions as directed pby the material.

Reader examples:Reader examples:Reader examples:Reader examples:

When a learner reads directions, he follows the directions as written.◦ Reader

Echoic – repeats sounds for dogTextual – reads dog aloudIntraverbal – answers questions filling in the blank for familiar stories

WriterWriterWriterWriter

The writer produces written materials pto convey clear ideas (i.e., factual or inferential).)

Writer examples:Writer examples:Writer examples:Writer examples:When someone dictates material the learner writes the material.The learner writes their name on a job application.◦ Writer

Copy test copies word dog when sees letters for dogCopy test – copies word dog when sees letters for dogTake dictation – writes dog when talker says dogIntraverbal – writes the missing word to fill in a blank for f l /familiar sentences/statements

ParticipatorParticipatorParticipatorParticipator

The participator consistently participates p p y p pin a variety of instructional conditions and continues to work hard even though he is gexposed to novel and/or difficult situations, he persists with a task until he pgets it to come out right. (cooperation, group learning, classroom routines, g p gindependent activity, leisure, social interaction))

Participator examples:Participator examples:Participator examples:Participator examples:

When provided feedback, the learner pmakes use of corrections to improve his assignment.gWhen asked to follow directions in a group, the learner does so.g p,

Participator CurriculumParticipator CurriculumParticipator CurriculumParticipator Curriculum

Ability to actively participate under 4 y y p pdifferent instructional conditions (order in which they are presented in the y pcurriculum)◦ Non-directed◦ Semi-directed◦ Teacher-directed◦ Peer-directed

NonNon--directeddirectedNonNon directeddirectedNon-directed – announce free-time (preferred activity sets occasion for responding and reinforces responding –

i it f )proximity near or far)When “non-directed” conditions are in l th l i f d place, the learner engages in preferred

activities and follows the classroom rules in the absence of the teacherin the absence of the teacher.

SemiSemi--directeddirectedSemiSemi directeddirectedSemi-directed – present firm assignment (assignment sets occasion for responding and reinforces responding – proximity

)near)When “semi-directed” conditions are in l th l l t th place, the learner completes the

assignments◦ Asks for and accepts help when necessary◦ Asks for and accepts help when necessary◦ Persists at difficult tasks

TeacherTeacher--directeddirectedTeacherTeacher directeddirected

Teacher-directed – present lessons or set pup for responding (i.e., Teacher sets occasion for each response and provides p preinforcement for responses…proximity at-hand and near))When “teacher-directed” conditions are in place, the learner performs the actions p , pconsistently as prescribed by the teacher.

PeerPeer--directeddirectedPeerPeer directeddirectedPeer-directed – announce free-time or present an assignment (peers set occasion for responding and reinforce responding –

i it )proximity near)When “peer-directed” conditions are in l th l li ith t place, the learner complies with requests

of peers in charge of the condition, completes the assignment and shares with completes the assignment and shares with peers.

RepertoireA d i bi ti f b h iA dynamic combination of behaviors

LessonLessonLessonLesson

A group of objectives for two or more g p jrepertoiresObjectives within a lesson closely relate Object ves w t a esso c ose y e ate to each otherEarliest lessons concentrate on only a few Earliest lessons concentrate on only a few of the repertoires while later lessons include all the repertoiresinclude all the repertoires

LessonA group of objectives for two or more repertoires

How We Develop ParticipationHow We Develop ParticipationHow We Develop ParticipationHow We Develop Participation

Respond to learners’ requestsp qMake learning funMotivate learners to participateMotivate learners to participateInstruct learners to participate

FormatA written lesson plan that tells what is the expected behavior p p

of both the instructor and the learner during every lesson

CLM FormatsCLM FormatsCLM FormatsCLM Formats

Task requirement

Teacher Teacher behavior

Learner behaviorbehavior

Criteria for mastery

Lesson materials

RepertoireRepertoireA dynamic

combination of behaviors

LessonA group of

objectives for two

FormatA written lesson plan that tells what is expected of the instructor and the learner during every lessonor more

repertoiresduring every lesson

Components of CLMComponents of CLMComponents of CLMComponents of CLM

1. Curriculum

2. Learner assessments3. Effective teaching strategies4. Staff trainingg5. Coaching6 Collaborative consultation6. Collaborative consultation

Performance AssessmentsPerformance AssessmentsPerformance AssessmentsPerformance Assessments

Placement Test◦ Places learners into the curriculum

Competent Learner Repertoire Competent Learner Repertoire Assessment◦ Curriculum bases assessment used to Curriculum bases assessment used to

monitor and report progress

C C L L Competent Competent Learner Learner Repertoire Repertoire Assessment Assessment Repertoire Repertoire Assessment Assessment

(CLRA(CLRA))

Components of CLMComponents of CLMComponents of CLMComponents of CLM1. Curriculum2. Learner assessments

3 Effective teaching 3. Effective teaching strategiesg

4. Staff training5 Coaching5. Coaching6. Collaborative consultation

Skills for Effective TeachingSkills for Effective TeachingSkills for Effective TeachingSkills for Effective TeachingFormulating

F ff h l i i i i h d ◦ Focuses staff on the planning activities that precede actual teaching

Delivering◦ Focuses on the implementation—the actual teaching

of studentsMonitoringg◦ Focuses staff on practices that help them understand

the impact they are having on the learner

Components of CLMComponents of CLMComponents of CLMComponents of CLM

1. Curriculum2. Learner assessments3 Effective teaching strategies3. Effective teaching strategies

4. Staff trainingg5. Coaching6 Collaborative consultation6. Collaborative consultation

Staff Staff Training Course Training Course of Studyof Study

Computer-based instruction using p ginteractive CD-ROMS16 units with a performance check-out at 6 u ts w t a pe o a ce c ec out at the end of each unitAct 48 credits availableAct 48 credits available

Performance CheckoutsPerformance CheckoutsPerformance CheckoutsPerformance Checkouts

Checks for mastery of concepts targeted y p gin unitsProvides opportunities for knowledge to ov es oppo tu t es o ow e ge to be applied through assignments and role-playingp y gAllows time for discussion and problem-solvingsolving

Components of CLMComponents of CLMComponents of CLMComponents of CLM

1. Curriculum2. Learner assessments3 Effective teaching strategies3. Effective teaching strategies4. Staff training

5. Coaching6 Collaborative consultation6. Collaborative consultation

OnOn--site Coachingsite CoachingOnOn site Coachingsite Coaching

Ensure successful implementation of the pmodel in the classroomAssistance in assessing and developing ss sta ce assess g a eve op g programs for learnersDemonstrate instructional techniquesDemonstrate instructional techniquesProvide coaching in use of the formatsA t t f bl l iAct as a partner for problem-solving

Components of CLMComponents of CLMComponents of CLMComponents of CLM1. Curriculum2. Learner assessments3. Effective teaching strategiesg g4. Staff training5. Coachingg

6. Collaborative consultation

Collaborative ConsultationCollaborative ConsultationCollaborative ConsultationCollaborative Consultation

Consultation MUST be collaborative◦ Educators or parents have the expertise of

experience with their learners without which the consultant is only providing educated guesses◦ When the consultant can collaboratively study

the learning environment with the educator or parent the likelihood of success for the or parent the likelihood of success for the resulting solutions greatly increases.

Common concerns regarding effective Common concerns regarding effective l d CLM l il d CLM l iclassrooms and CLM solutionsclassrooms and CLM solutions

Core ConcernsH i i i / l

CLM Solutionsi l1. How are activities/goals

determined?2. Can staff make simple

instructional decisions

curriculumlearner assessments

instructional decisions independently?

3. Are staff adequately trained?

teaching strategies

staff training4. Are staff receiving on-

going support from experts?

coaching

Collaborative consultation5. How will we sustain

excellence in programming once it is attained?

Constant re-evaluationattained?

The Competent Learner Model . . . The Competent Learner Model . . . The Competent Learner Model . . . The Competent Learner Model . . .

Is… Is not…1. Accessible tool2. Efficient staff

1. A ‘total’ package2. A “quick fix”

training model3. Uses language from

q

g gmultiple disciplines

4. System for data collection

Benefits to Using CLMBenefits to Using CLMBenefits to Using CLMBenefits to Using CLMProvides scope and sequence for many lessons that have been historically without guidance for teachers have been historically without guidance for teachers (vocalization/participation)Self-paced staff trainingGuides scheduling goals across the day teaching Guides scheduling goals across the day, teaching conditions, intermixing goals (application exercises/generalization)Defining and teaching student skills across all four Defining and teaching student skills across all four teaching conditions (T-D, S-D, P-D, N-D)Clear sets of pre-requisite skills for: group learning, DI curriculum inclusion activities fluency instructioncurriculum, inclusion activities, fluency instructionCreating value in instructors, instructional materials, and instructional setting

Wh d h f h ld?Wh d h f h ld?What does this mean for my child?What does this mean for my child?

A structured curriculum for teaching our students the behaviors that help them students the behaviors that help them ACCESS their learning environmentsSt f th t kill Stronger focus on the component skills Increasing competency in the core

d d repertoires to promote independence in Day-to-Day Functional Activities