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Program Syllabus:
Feb-May 2023


Program Overview

This highly interactive program teaches instructional designers the process of instructional design for complex and neurodivergent learners.  Participants receive an in-depth view of relevant instructional design history, principles, and processes, such as content analysis, component-composite analysis, designing instruction, stimuli creation data analysis, and problem-solving. As the program progresses, participants use their own relevant learner information to build a treatment goal list, design instruction and stimuli, set up measures, implement instruction, collect data and begin to analyze the data to identify problem-solving strategies. Participants will learn to use this process to better serve their clients.

By the end of this program, participants will have complete component composite analyses for all skills selected, instructional sequences and appropriate stimuli to go with each sequence for each skill, measures selected and set up to collect data, and the tools to begin to use that data to identify problems and solutions using this iterative instructional design process.

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Program Objectives

  • Define Instructional Design and distinguish it from instructional programming

  • List a few key historical contributions to the field of Instructional Design

  • List three key historical contributions to the design process you will learn in this program

  • Identify the 7 core facets of the Instructional Clinical Process

  • Identify the 6 components of high-quality instruction

  • Generate examples and non-examples of meaningful responses

  • Identify the difference between composite skills/component skills and tool skills or elements and repertoires

  • Generate component and tool skills for composite skills across a select set of repertoires

  • Generate a component skill analysis for errors highlighted in assessment data

  • Generate examples of Tiemann and Markle's taxonomy of learning.

  • Identify types of instruction that match different types of learning on the taxonomy

  • Discriminate between Critical and Variable Features of a selection of skills

  • Identify learner-specific critical features

  • Outline critical features across a range of skills

  • Design sequences of instruction for a range of skills

  • Select targets for teaching based on slices outlined in the instructional sequence

  • Understand how designing and creating materials fits into the model of Clinical Practice

  • Identify solutions to clinical problems that high-quality instructional materials can provide

  • Understand instructional design practices that influence and inform materials development

  • Understand why we will start with teaching materials selection for concept learning

  • Use data patterns to identify skill sequence problems

  • Use data patterns to identify skill deficits

  • Use data patterns to identify stimulus control problems

  • Use data patterns to identify instructional delivery problems

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Live Session Schedule

Tuesdays are for Instructional Design!

90-minute interactive live sessions are hosted on Tuesdays (on Zoom) at two alternate times:

12:30-2pm EST (9:30-11am PST), OR

7:30-9pm EST (4:30-6pm PST)

Live sessions will be held on the following dates:

February 7, 14, 21, 28

March 7, 14, 21, 28

April 4, 18, 25

May 2, 9, 16, 23, 30

**We may host additional office hours or guest speaker sessions. These will be provided as needed and scheduled based on participant availability.

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Program Progression

Session 1: Introduction to Instructional Design and High-Quality Instruction

Session 2: Component Composite Analysis

Session 3: Component Composite Analysis cont'd.

Session 4: Types of Learning

Session 5: Designing Instructional Sequences

Session 6: Designing Instructional Sequences cont'd.

Session 7: Designing Instructional Sequences cont'd.

Session 8: Designing Instructional Sequences cont'd.

Session 9: Arranging Stimuli for Instruction

Session 10: Arranging Stimuli for Instruction cont'd.

Session 11: Arranging Stimuli for Instruction cont'd.

Session 12: Creating Instructional Stimuli

Session 13: Creating Instructional Stimuli cont'd.

Session 14: Analyzing Data: Feedback for the Design Process

Session 15: Analyzing Data: Feedback for the Design Process cont'd.

Session 16: Bringing It All Together

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