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Teaching Behavior Analysis – Lesson Plan Template
Behavior Analytic Strategy to Be Used
Review your Concepts and Strategies list and choose one strategy that you learned about to use as a
method for this lesson plan.
Target Skill/Concept, Audience, and Setting
What skill or concept will you teach using the above-referenced strategy? (For example, reading
comprehension, study skills, ABA terminology, and AAC strategies.)
Who will you teach it to? (For example, high school or college students, BCBA trainees, and parent
training.)
In what setting? (For example, home, school, and clinic.)
Provide a rationale:
Why would you use this strategy to teach this concept to this audience in this setting?
Objectives, Mastery Criteria, and Rationales
Review “Writing Clear Behavioral Objectives” and “Worthwhile Objectives and Performance Domains”
(Vargas, 2020, pages 91–99)
List at least three learning objectives, with mastery criteria, for your audience.
Provide a rationale for each of the learning objectives, and cite references to support.
Baseline/Present Levels of Performance
Discuss hypothetical present levels of performance of target audience, as related to this objective.
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Data Collection and Assessment
Review “Data Collection Procedures in the Classroom.”
(Vargas, 2020, pages 113–115)
What dimension of behavior will be measured?
What data recording procedure will you use?
How will data be displayed?
Include plans for both formative and summative evaluations.
Describe any other data collection or assessment specific to the instructional strategy.
Teaching Procedures
Describe each of the following:
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Instructional strategy that will be used.
Include all steps of instruction, including whole group, guided practice and/or independent practice
as appropriate.
Environmental Preparation (includes anything that needs to be made/prepped/set up in advance,
including but not limited to environmental arrangement, visual supports, and worksheets prepared).
Obtaining initial and ongoing engagement.
Antecedents, prompting strategies, and consequences.
Incorporating technology.
Cite references to support your decisions.
Plan for Maintenance and Generalization
Review Chapter 9, “The Role of Antecedents”
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(Vargas, 2020, pages 193–218)
How will you assure appropriate generalization of skills (called “induction” in the text)?
How will you assure appropriate maintenance of skills?
Differentiation
How will you use data to differentiate instruction for learners who require a challenge?
How will you use data to differentiate instruction for learners who need additional assistance?
Rubric
Review Vargas, 2020, page 93.
Include a rubric to evaluate performance quality for one or more objectives as appropriate. If a rubric
cannot be used, explain why.
Rationale and References
Provide a brief rationale for choosing this strategy to teach this concept.
List any references you used to familiarize yourself with the instructional strategy (from your Week 6
assignment, the Concepts and Strategies Worksheet, required course readings, recommended course
readings, or other).
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LITERATURE SYNTHESIS
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Literature Synthesis: Direct Instruction
Schelymar Salgado
Capella University
PSY7306, Education and Teaching in Applied Behavior Analysis
Dr. Renee Wozniak
February 18, 2024
LITERATURE SYNTHESIS
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Literature Synthesis: Direct Instruction
Teaching strategies refer to the methods that educators employ to impart skill and
knowledge inside and outside the classroom. These approaches are designed in a fashion that
promotes student engagement, facilitates learning, and guarantees the retention of fundamental
concepts in given fields of study. Today, in the era of the internet, novel digital platforms, and
other technological capabilities, educators have a variety of instructional strategies they can
utilize to support learning among students (Hermans & Smit, 2018). These strategies include
direct instruction, inter-teaching TAGteach, programmed instruction, personalized systems of
instruction, and equivalence relations. Specifically, this paper is a comprehensive literature
synthesis of direct instruction as an instructional approach, capturing the major tenets, the
principles of behavior and behavior-analytic theories involved with this strategy, its current place
in behavior analysis, and a brief comparison with two other instructional strategies, namely interteaching and TAGteach.
Major Tenets of the Instructional Strategy
Direct teaching is an educator-directed method where the teacher presents information
through lectures and demonstrations to a group of learners. As per Hermans & Smit (2018), this
approach depends on clear, well-developed teaching lessons designed to facilitate incremental
learning and the completion of a specified number of assignments to guarantee information
retention. Wesley Becker, Siegfried Engelmann, and colleagues initially developed this model as
a means to provide children from economically disadvantaged communities an excellent
opportunity to access education and training (Mason & Otero, 2021). Originally a preschool
program, this instructional approach was developed to unambiguously and carefully facilitate the
LITERATURE SYNTHESIS
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learning of a specific set of skills, which would later be improved through the introduction of
advanced concepts.
Direct instruction is predicated upon five fundamental tenets. The first underlying
principle as Mason & Otero (2021) assert is that it is possible to teach all children regardless of
their skill or knowledge level, cultural background ethnicity, race, or any other unique trait.
Secondly, it denotes that all students can improve academically and at a personal level. While
academics is undoubtedly the primary concern of direct instruction, the approach also promotes
self-efficacy, self-confidence, and interpersonal skills.
The third tenet asserts that all educators can achieve desired outcomes provided they are
adequately trained and have access to critical teaching resources and materials. In this manner,
direct instruction is highly dependent on qualified personnel trained in this approach and ways to
manage a classroom effectively (Mason & Otero, 2021). Another principle advocates for the
acceleration of learning for low-performing students to ensure that they catch up to their peers
and that they also register excellent academic results. The fifth tenet requires that all materials
used in the classroom be well-developed to ensure that students do not misunderstand concepts.
In this manner, direct instruction employs scripted lessons and highly structured routines to
minimize opportunities for misinterpretations and ensure that all students have equal chances of
scoring highly and achieving desired learning outcomes.
Principles of Behavior and Behavior Analytic Theories Involved
In their scholarly article, Kristen R. Rolf and Timothy A. Slocum affirm that direct
instruction involves a sophisticated system for guiding and organizing teacher-learner
interactions to guarantee learning among students of diverse capabilities and backgrounds (Rolf
& Slocum, 2021). Further, the authors assert that the instructional approach includes groupings
LITERATURE SYNTHESIS
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based on skills and knowledge, mastery teaching, and continuous data-driven decision-making
(Rolf & Slocum, 2021). In this manner, teachers must possess a certain level of understanding of
the principles of behavior to control students and ensure that they remain in the state of mind
most capable of facilitating learning.
Kienzler et al. (2023) examine how operant conditioning as a principle of behavior is
utilized in the classroom. Specifically, the author notes that knowledge of this concept provides
teachers with an effective way of shaping student behavior and ensures that mistakes and bad
behavior such as heckling and booing correctly quickly and that the teacher creates a model
classroom that supports the achievement of learning outcomes.
Prompting and fading are another set of critical behavioral techniques used in direct
instruction, which help students produce the appropriate response to different requests and
questions (Park et al., 2007). After a given period, prompts are faded to provide individuals with
the opportunity to complete tasks independently (Turner 2019). As noted by LM. Turner in her
2019 article, the prompting and fading technique can be instrumental in teaching individuals with
learning disabilities to achieve the best outcomes in reading comprehension.
Use and Effectiveness
Twyman and Heward (2018) describe direct instruction as a powerful instruction
approach that involves systematic organization of instructional examples, unambiguous teacherstudent communication, feedback, and practice mastery to ensure that all children, regardless of
background and skill or knowledge level learn and retain content. Stockard et al. (2018) confirm
that direct instruction is highly effective in closing achievement gaps, particularly because
teachers provide keen attention to students who register low academic performance to ensure that
they catch up and perform as their high-performing peers.
LITERATURE SYNTHESIS
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In their article, Lee Mason and Maria Otero note the effectiveness of direct instruction in
increasing student engagement. Particularly, in their study, educators who used this instructional
strategy helped increase student success by 43.6% (Mason & Otero, 2021). Further, they noted
that background was a non-issue and all students have an equal chance of achieving academic
success. Gersten & and Keating (1987) agree that direct instruction is highly beneficial in several
ways. Particularly, it prepared students for future learning, given that tertiary institutions utilize
direct instructions during the impartation of advanced and mostly complex concepts. Further, it
provides avenues for teachers to provide immediate feedback, which is essential for error
correction, mastery of concepts, and growth (Gersten & Keating, 1987). Undoubtedly, the
constant teacher-student and student-student interactions guarantee the development of
interpersonal skills.
However, other scholars note that direct instruction is highly ineffective as compared to
other instructional approaches. Specifically, Zhang et al. (2016) show that collaborative teaching
is more effective than direct instruction as students achieve better academic outcomes, including
writing more outstanding essays. Bondie and colleagues found that direct instruction did not
offer pathways for differentiation (Bondie et al., 2019). The use of a single pace for all students
discriminates against those with learning disabilities or distinct learning preferences, which may
affect mastery of content and reduce their chances of achieving academic success.
Current Place in the Field of Behavior Analysis
Direct instruction remains an instrumental component in behavioral behavior analysis. Its
alignment with behavioral techniques, including shaping, prompting and fading, stimulus
control, and positive and negative reinforcement, makes it a highly useful mechanism in
educational and clinical settings. Slocum & Rolf. (2021) declare that the objective of direct
LITERATURE SYNTHESIS
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instruction is to disseminate content to individuals as efficiently as possible. In this manner, this
approach is highly indispensable in the field of behavioral analysis and any other field of study.
However, with the radical changes in the world courtesy of new technologies among other
transformations, this methodology can be made more effective to serve the needs inherent in the
behavior analysis arena.
In her 2021 scholarly article, Trina Spencer asserts that several design initiatives can
enable behavioral analysis to find direct instruction more useful and effective than any other
instructional approach (Spencer, 2021). These modifications include the immediate provision of
constructive feedback, introducing fluency-building mechanisms, employing a variety of
stimulus formats, and the use of unambiguous behaviorally-defined instructional goals and
objectives among others. While other instructional approaches could be modified for use in the
field of behavior analysis, direct instruction remains the most practical, given its prioritization of
generative repertories that guarantee professional, academic, and personal growth and
development.
Directions for Future Research
A comprehensive review of the literature on direct instruction reveals several areas for
further research. Particularly, there is a need to investigate how the instructional approach could
be improved to ensure that learners with different learning preferences, learning abilities, and
disabilities could be well accommodated (Stockard et al., 2018). It will also be integral to fully
understand the cognitive and behavioral techniques associated with this instruction so that its
place within the field of behavior analysis can be further elucidated. In addition, it will be
integral to understand the role of parents and caregivers, especially in educational settings that
fully employ direct instruction.
LITERATURE SYNTHESIS
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Comparison and Contrast to Two Other Instructional Strategies
In their 1987 research study, Russell Gersten and Thomas Keating, which is undoubtedly
among the first extensive studies on direct instruction, these authors found that students who
received education using this teacher-directed approach scored higher, dropped out of school at
significantly lower rates, and were more enthusiastic about furthering their education (Gersten &
Keating, 1987). This method is teacher-centered and is epitomized by systematic instructions and
well-prepared materials delivered to a group of students (Mason & Otero, 2021).
Unlike direct instruction, inter-teaching is student-centered and is insistent on
cooperation and collaboration among students, albeit facilitated by a teacher. As per this seminal
article published by Brown and colleagues in partnership with the US Department of Education,
teachers employing inter-teaching do not have to rely on highly structured lesson plans and
scripted lessons as students are empowered to learn on their own through comprehensive
discussions on various concepts and offering each other constructive feedback (Brown, 2021).
While highly different, these two methods provide multiple avenues for social interaction, which
is critical for the development of critical skills like active listening and effective interpersonal
communication (Stockard et al., 2018).
On its part, TAGteach is a clicker-based instructional approach that emphasizes the
development of appropriate behavior and correct responses to prompts and stimuli (Cabrera,
2020). Undoubtedly, this approach employs multiple behavioral techniques to guarantee
learning. Germino (2013), a highly influential study on TAGteach revealed this behavioral
technique to be an operant condition, prompting, shaping and reinforcement are among the
techniques utilized to facilitate skill acquisition and mastery of content. Notably, while direct
instruction can be used for diverse reasons and in various settings, TAGteach is more effective in
LITERATURE SYNTHESIS
clinical and therapeutic fields, animal training, and sports coaching. As per Germino (2013), the
method can be highly consuming, given the need to collect data constantly leading to missed
learning opportunities and lost time that could have been used by educators using other
approaches such as direct instruction.
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LITERATURE SYNTHESIS
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References
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to
differentiated instruction affect teaching? Review of Research in Education, 43(1), 336362.
Brown, T. W., Killingsworth, K., & Alavosius, M. P. (2014). Interteaching: An evidence-based
approach to instruction. International Journal of Teaching and Learning in Higher
Education, 26(1), 132-139.
Cabrera, L. G. (2020). Assessing TAGteach Methodology to Improve Oral Reading Fluency in
English Learners.
Germino, A. E. (2013). Evaluating the effects of tag teaching on the rate of learning units
delivered to students by behavioral therapists in a center-based program.
Gersten, R., & Keating, T. (1987). Long-Term Benefits from Direct Instruction. Educational
Leadership, 44(6), 28-31.
Hermans, F., & Smit, M. (2018). Explicit Direct Instruction in Programming Education.
In PPIG.
Kienzler, J., Voss, T., & Wittwer, J. (2023). Student teachers’ conceptual knowledge of operant
conditioning: How can case comparison support knowledge acquisition? Instructional
Science, 1-21.
Mason, L., & Otero, M. (2021). Just How Effective is Direct Instruction? Perspectives on
Behavior Science, 44(2-3), 225-244.
LITERATURE SYNTHESIS
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Park, C., Weber, K. P., & McLaughlin, T. F. (2007). The effects of fading, modeling, prompting,
and direct instruction on letter legibility for two preschool students with physical and
developmental delays. Child & Family Behavior Therapy, 29(3), 13-21.
Rolf, K. R., & Slocum, T. A. (2021). Features of direct instruction: Interactive lessons. Behavior
Analysis in Practice, 14(3), 793-801.
Slocum, T. A., & Rolf, K. R. (2021). Features of direct instruction: Content analysis. Behavior
Analysis in Practice, 14(3), 775-784.
Spencer, T. D. (2021). Ten Instructional Design Efforts to Help Behavior Analysts Take Up the
Torch of Direct Instruction. Behavior Analysis in Practice, 14(3), 816-830.
Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of
direct instruction curricula: A meta-analysis of a half-century of research. Review of
educational research, 88(4), 479-507.
Twyman, J. S., & Heward, W. L. (2018). How to improve student learning in every classroom
now. International Journal of Educational Research, 87, 78-90.
Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Jahiel, K. T., Lin, T. J. & Hsu, J. Y.
L. (2016). Improving children’s competence as decision-makers: Contrasting effects of
collaborative interaction and direct instruction. American Educational Research Journal,
53(1), 194-223.
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