Chapter 5

• Discuss the components of di and how it can be incorporated in the classroom.
• Discuss the three basic categories of opportunities to respond and give an example of each.
• Give an example of prompting most-to-least and least-to-most.
• Why is prompting important? What are the draw backs to prompting?

1. Behavioral momentum
   This refers to the tendency for behavior to persevere based on the rate of reinforcement at the given time.
2. Curriculum-based measurements
   These are types of measurement procedures that consist of frequent, direct observation and measurement periods to probe a student’s present level of performance within a curriculum.
3. DI
   Refers to the school-wide implementation model.
4. di
   Refers to general teaching techniques.
5. Formative assessment
   These tests are conducted frequently and allow progress monitoring. 
6. Gaining momentum
   This is achieved by charging the students with tasks that are “easier” or those tasks that have resulted in success in the past, and allowing the student(s) to come into contact with reinforcement after each instance of success.
7. Prompts
   These are defined as something that is added to the request in order to assist the learner.
8. Summative assessment
   These are tests at the end of a long segment such as end-of-year testing and/or multi-year testing.
9. Task analysis
   This consists of breaking down the task into smaller components that are needed to make up the larger skill that is the focus of the lesson.

www.interventioncentral.org

www.nifdi.org

http://edglossary.org/direct-instruction

www.cmu.edu/teaching/assessment/basics/formative-summative.html

Coyne, M. D., Kame’enui, E. J., & Carnine, D. W. (2011). Effective teaching strategies that accommodate diverse learners (4th ed.). Upper Saddle River, NJ: Prentice Hall.

Deno, S. (1987). Curriculum-based measurement, program development, graphing performance and increasing efficiency. Teaching Exceptional Children, 20,41–47.

Shapiro, E. S. (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). Guilford Press, New York, NY.

While non-structured time with peers and time to rest may be the more enjoyable parts of the day for the students, the more structured instructional components, which are often more difficult, must be incorporated if preschool and early elementary school are going to be a true foundation from which to grow. By using the strategies and tips mentioned above, the ability to make the instructional portions of the day more enjoyable should now be a bit more manageable. Furthermore, if the days of viewing explicit instruction as dichotomous to exploration no longer exist, then blending the two approaches becomes much easier and more accepted. In other words, remember that one approach does not have to be exclusive of the other and that if used in tandem, the students’ potential academic gains may be greater; the youngest learners will be well prepared for their academic future. Furthermore, when thinking about gauging academic gains and the call from the national organizations to rely on DAP, this blended classroom of explicit instruction with lots of OTR, periodic checks to probe understanding and maintenance of learned materials, coupled with opportunities for free play, exploration, and rest, could potentially become the gold standard. Incorporating planned activities to keep students engaged and motivated is key too, because a motivated student is much more likely to complete his or her work on time, is typically more open to constructive feedback, can serve as a model to fellow learners, and is much less likely to act out in an aggressive or distracting manner. Ultimately, being able to find that delicate balance between explicit instruction and discovery, keeping the early learning experience fun while also meaningful academically, and motivating each student to work to his or her potential are quite possibly the greatest challenges to the most formidable time in the child’s life.