Go behind the scenes to learn the science behind how BDS creates content to teach concepts and the discriminations necessary for effective learning. Now in an updated and expanded version, The Conceptual Instruction v2 course provides comprehensive instruction in the BDS teaching approach, The Conceptual Instruction Teaching Model (CIM). This model uses errorless learning, a high rate of reinforcement, overlearning, conditional discrimination trials, and fluency building to promote acquisition and application of course content. Materials are presented in learning frames using several question formats, graphics, images, and videos – and a clickable glossary makes it easy to review definitions of key terms at any time during the course. The Conceptual Instruction v2 course also introduces a new format to CIM learning called "sequential" modules. These modules provide the learner with an opportunity to answer questions presented in a logical, progressive learning order before taking the acquisition and fluency modules with randomized questions.
The CBA Learning Module Series was created using the Conceptual Instruction Teaching Model. Looking to design a course or training using CIM? Need a place to host your fluency courses? We have a solution. Our unique, in-house Learning Management System was designed with fluency-based instruction in mind. Flexible course parameters allow you to design instruction that fits your specific requirements. Robust and powerful learning analytics provide the tools you need to evaluate learning and promote content mastery.
How it Works
Here's how it works
1. Purchase this course (see above).
2. Go to "Getting Started", watch the introductory videos, and take the pre-test.
3. Start the modules! Complete one run in the sequential module – no criterion.
4. Complete the acquisition modules to 100% correct.
5. Complete the fluency modules to 100% correct.
6. Use the glossary of terms whenever you need.
7. Go to the "Wrapping Up and Review" and complete the post-test to 80%. If you do not pass the first time, you could take this post test two more times. If 80% correct is not achieved by the third attempt, another attempt cannot be made for 2 days. Please call us to extend the license if you need to retake the test in 2 days.
8. Complete the short survey and print your certificate for CEUs.
To manage your CEUs on the BACB web site, please use our ACE Provider # OP-02-0017.
About this course
About this course:
This course uses a fluency model of instruction. A series of questions are presented, first during a sequential run, where materials are in a logical learning order. Then, the same questions are randomized in an acquisition module where users can review the material at an individualized and leisurely pace. The culmination of the learning experience is a fluency module, where effortless responding without hesitation is required to complete the questions at a rapid pace. Each module question is accompanied by a hint to be used when you are uncertain about an answer. When hints are used properly, fluency-based courses can be an errorless or near-errorless experience.
Keep in mind that fluency-based courses utilize modules which contain learning exercises - not tests. Concepts are learned when users consistently make meaningful discriminations between the correct option and close-in distractors over a number of questions designed to promote generalization.
Learning Objectives
Objectives:
1. Select definitional components of learning modules and identify the components of efficient and effective learning (active responding, building to fluency. and minimization of errors).
2. Select definitional components and examples of concept classes.
3. Select the correct application of concept learning through discrimination between stimulus classes and generalization within a stimulus class.
4. Select the definitional components and examples of generative learning.
5. Select definitional components and examples of effective ways to use examples in teaching.
6. Select definitional components and identify examples of the types of learner errors (overgeneralization, undergeneralization, and misconceptions).
7. Select definitional components and examples of objectives, content analysis, and concept analysis in learning modules.
8. Select definitional components of and examples of various relationships between concepts (superordinate, subordinate, and coordinate).
9. Select components of a learning frame.
10. Select strategies for writing question stems and examples of the various question formats.
11. Select definitional components and identify examples of various question levels using Bloom's Taxonomy.
12. Select the correct application of controlling for and minimizing the effects of option form, position cues, unique screen features, and other types of options that may exert inappropriate stimulus control over responding.
13. Select appropriate strategies for developing meaningful close-in distractors and examples of their correct application.
14. Select the correct application of using the "all of the above" option to avoid this option exerting inappropriate stimulus control.
15. Select the correct application and examples of using hints.
16. Select the definitional components and the correct application of the various types of response feedback.
Recommended for BCBAs and BCaBAs.
Mandatory Disclaimer
Mandatory Disclaimer:
The Behavior Analyst Certification Board®, Inc. does not sponsor, approve, or endorse the material, information, or products described herein.
(Note that the above disclaimer does not mean that the BACB disapproves this product. They simply don't endorse any CE products or events and they want you to know this. However, they do approve providers and BDS is an Approved Learning CE Provider. Therefore, you can rest assured that your CEUs will be accepted by the BACB.)
System Requirements
System Requirements:
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