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.

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