The stakes for producing behavioral change have never been higher. General education, special education, early childhood and even higher education have increasingly become the focal point for effective behavior change technologies. Precision Teaching (PT) provides one important part of the solution for maximizing behavioral output: a science-based method for selecting and identifying behavior, recording behavior, visually displaying data, and facilitating timely, learner centered changes, providing recursive problem solving. Solving learning and behavioral challenges with PT has never been easier with the Is-Does Problem Solving System. The System was developed to uncover the orderly relations between behavior and learning environments. The Is-Does System includes (1) precise, action-based descriptions of behavior within the context of environmental events, (2) sensitive measurements of behavior with frequency/rate, (3) data monitoring and analysis on Standard Celeration Charts, and (4) decision making. Equipped with this information, teachers and behavior analysts precisely engineer effective learning environments, implement intensive data monitoring procedures and employ on-going decision making. The workshop provides explicit instruction on the components of Is-Does Problem Solving System: (1) planning sheet and component blueprint, (2) universal behavior change monitoring form, (3) behavior change picture identification guide, (4) Is-Does recording forms. Applicable materials are provided on a CD-ROM.
The workshop activities will instruct participants to use the Is-Does Problem Solving System to systematically evaluate learning environment variables to solve learning and behavioral challenges. The format combines lecture, small group activities, guided practice, and frequency building exercises focused on the components of the Is-Does Problem Solving System. Participants will further evaluate behavioral data on Standard Celeration Charts. Participants will label behavior change pictures, celeration, and bounce significance.
The target audience for this workshop is designed for teachers, parents, precision teachers, behavior analysts, supervisors or any people with responsibility for systematically evaluating individual performances and learning environments in order to produce maximum behavior change. The material presented will be appropriate for participants with a moderate understanding of behavior analysis and/or a minimal knowledge of precision teaching, as well as those well versed in traditional practices. The workshop is specifically designed for individuals that routinely review learner behavior and have the responsibility to modify programming in order to produce positive learning outcomes and improve behavior challenges.