Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan UniversityFebruary 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 1

Douglas A. Johnson, Ph.D.

Slide 2••••

Slide 3••••

http://www.johnsonresearchlab.com/

Explicit focus on behavior changeand relevant environmentalconditions
Logical and systematic approach toanalyzing subject matter
Ongoing data-driven revision
Scientific method being applied toinstruction

Non-examples of instructional
design:o Simply taught a classo Wrote some study
objectives
o Programmed a computer
tutorial
Nailed into place whether fits or notNo active self-correction orsystematic approach
Does not explicitly incorporate therole of data-driven revision
Pseudoscience approach toinstruction

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 4

Topics under consideration
Types of learning
Types of testing
Concept learning
Principle applying
Development of strategies
Fluency building of components
Emergence of “untaught” behaviors(generalization, equivalence, generative
instruction, derived relational responding)

Slide 5


Reviewed 10 years of TAVB
Concept teaching procedures
MEI

Slide 6

Becker design principles
Good criteria and helps explain
Direct Instruction's success, but still
could be more specific in regards toprocess
Minimum-difference principle: how
do you determine if your negative
example is least different?
How do you determine theminimum number of examples ornon-examples?
This is still instructional design, but
we can still be more systematicGeneral-case teaching
1. Need a set of positive examples (EG)
2. Need a set of negative examples (nonexamples; NEG)
3. Minimize the number of examples
needed using common setup
4. Compare minimally different examples
and non-examples
5. Test with new examples
6. Vary examples to show what is irrelevant

http://www.johnsonresearchlab.com/

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 7A variety of examples
may not be enoughSlide 8Multiple examples, but not muchvariation
Possible undergeneralizationso Leaf must be cut, cannot be
cut length-wise, must be 3-4
inches, etc.

More might be better, but too muchmakes instruction inefficientMisunderstanding arise andstrengthen over time if notcorrected
Cannot correct if not tested for

We need broad
variation to prevent
undergeneralization

Slide 9To prevent overgeneralization, we
need to show what the concept is not

http://www.johnsonresearchlab.com/

Just cause a non-example is better,that doesn’t mean it is best (carrotconcept: pig vs. asparagus vs.
parsnip)

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 10Slide 11To teach more efficiently, weneed to first figure out what
stimuli evoke the verbal
responses for the concept

Slide 12

Being able to provide adefinition is not evidence ofconceptual stimulus control

http://www.johnsonresearchlab.com/

Could intuitively pick ones thatseem better (inefficient andtedious), or use a systematic

Proposing is a better way of
selecting examples and nonexamples to ensure conceptual
masteryConceptual stimulus control
One way to define to terms is tofigure out what common features
evoke a response (for most peoplevs. for experts)
Inherent is this is figuring out what
you can subtract to makesomething a non-conceptCan be helpful in proving
classification guidelines for learner,
but it not demonstration ofconceptual learning by itself

Much of life, we are not consciouslyclassifying using explicit rules

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan UniversityFebruary 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 13

Slide 14

Start removing features to discoverwhat’s critical to evoke the label
for the concept

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Concepts will have multiple attributes
that are critical to evoking the label

http://www.johnsonresearchlab.com/

Alter features until controllingvariables of “bicycle” response arediscoveredImprecision of verbal community
Arguments over what is or is notcriticalIncorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 16

Finding all thecritical attributes
is difficult but important

Slide 17
There are many attributes
that can vary within thestimulus class while still
evoking the response

Slide 18

http://www.johnsonresearchlab.com/

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 19

Slide 20

Slide 21

Critical attributes
A. Two wheels
B. Completely person-powered
C. Foot pedals
Variable attributes
A. Color (red, blue, yellow, green)
B. Size (small, large)
C. Type of seat (saddle, recline, banana)
D. Type of handlebar (straight, curved, side)

http://www.johnsonresearchlab.com/

Must always field test yourinstruction with learners from yourintended audienceInitial bicycle analysis
We may need to refine later basedon learner errorsIncorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan UniversityFebruary 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 22

The best kind of non-example:

Close-in non-example

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Only missing person power

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Two wheels and foot pedals(no person power)

Minimum set ofnon-examples
Person power and foot pedals(not 2 wheeled)
Two wheels and person power(no pedals)

http://www.johnsonresearchlab.com/

A close-in non-example is a nonexample that lacks one and only
one critical attribute
Close-in non-examples are the best
stimuli to choose when trying toteach discriminations

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 25



The variable attribute with the mostdimensions determines the numberof examples necessaryAll variations are represented:
o All four colors
o All two sizeso All three seatso All three handlebars

With the minimums, have muchbetter starting point for lean andefficient training
Most test with novel examples andnon-examples
Testing might suggest the need tofatten up training items
Better than alternative of random,
intuitive grab leading to larger set
and still possible
misunderstandings

Variable attributes
A. Color (red1, blue2, yellow3, green4)
B. Size (small1, large2)
C. Type of seat (saddle1, recline2, banana3)
D. Type of handlebar (straight1, curved2, side3)

Slide 26

Minimum set ofexamples(red1, small1,saddle1, straight1)(green4, large2,saddle, curved2)(blue2, small,banana3, straight)(yellow3, large,recline2, side3)

Slide 27

When testing, we must use novelstimuli to ensure conceptual stimulus
control, not rote memorization

http://www.johnsonresearchlab.com/

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 28Language training: conceptualstimulus control and its relation totact and intraverbal training

Slide 29Miguel editorial
Instructional design is one avenue
to move beyond basic operantsDirect Instruction (which is stillbehavior analysis) versus standard
behavior analysis
Applying the science of behavior toinstructional design and then
combining them results in huge
improvements

Slide 30

Combining instructional design
with behavior analysis can lead todrastic improvements

http://www.johnsonresearchlab.com/

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 31Discovery learning, progressive
education, and constructivism
K-12 Teacher training andinstructional design
No instructional design training
Typically trained to be hostile toanything too structured

Slide 32College teacher training
Sink or swim

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

Typically simple and test very
limited concepts of the chapter
Of the concepts sampled, only avery few aspects are tested
Inaccuracies and/or ambiguous
questions are common

Lack of instructional designin our textbook materials

http://www.johnsonresearchlab.com/

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan UniversityFebruary 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 34

Concept of REINFORCER
Critical attributes:a) Is a stimulusb) Follows behavior of interest immediatelyc) Future frequency of that behavior increases

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Variable attributes:a) General cultural value (good, bad)b) Modality (gustatory, visual, tactile)c) History (learned, unlearned)

Slide 36

Other possible variable attributes:o Intentions of conditioner(intended to increasebehavior, did not intended
to increase behavior)o Consistency of effects
across people (similar,different)o Consistency of effects
across time (similar,different)

Not uncommon to find advanced
undergrads and new graduates
students who cannot pass these,even those that aced previous
behavioral courses
Past classes that failed to test
conceptually; rote memorization is
not that same as conceptual
stimulus control
These type of setups could be used
to enhance end-of-chapters
quizzes and classroom
examinations
This multiple-choice is harder thanshort answer or essay asking toprovide definition; this is not justsimple recognition

Which of the following events in italics are
reinforcers? (more than one may be correct)A) A young boy named Alex eats his first apple and immediately experiences adelicious taste. In the future, Alex eats apples more often.
B) A rat pulls a chain, and then a few seconds afterwards that rat pushes a lever.
In the future, chain pulling increases in future frequency.
C) A line cook develops a new risotto recipe. A year later, his supervisor gives
him a certificate of recognition for being so innovative. In the future, the line
cook develops new recipes more often.
D) Bert uses a pickup line to a cute girl and is immediately slapped hard. In thefuture, he uses similar pickup lines more often.
E) A teenager is working math problems independently in class. Her teacher
sees this and immediately praises her work in front of the class. In the future,
the teenager works on math problems less frequently in the future.



http://www.johnsonresearchlab.com/

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 37

Rote memorization

gets a bad namebut the critics are
partially right




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Textbooks are consistently error-prone
and lacking instructional designSlide 39

Confusing or wrong attributes from current texts• Reinforcer - stimulus that strengthens respondingin either the classical or operant procedures• Reinforcement - process by which a reinforcer
increases the environmental guidance of behavior• Punisher - stimulus that evokes escape andwithdrawal responses that interfere with thebehavior that produced it• Reinforcer - an internal or external event that
increases the frequency of a behavior

http://www.johnsonresearchlab.com/

Rote memorization is not “drill andkill”
Useful; foundation of muchknowledge
Definitions with clear criticalattributes listed can help withconcept acquisition
But it is not a stopping point!

64% of textbook fail to make it clearthat intentions are irrelevant(variable)
44% of textbooks fail to clarify thatreinforcers are idiosyncratic andstatus varies across time
92% of textbooks fail to remind
readers that change in future
behavior is criticalMisleading and contradicting
examples (later in text andsupplemental resources) arecommon, even when text's initial
definition is accurate

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan University
February 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 40Transmitting erroneous folklore
Lack of instructional design is partof the reason for confusion

Slide 41Lack of data-driven revisions
Necessity of recovering publishingcosts in a single semester (usedbook market obliterates sales by
2nd semester)
Sales considerations overrule
instructional design considerations
Authors can fight, but may lose
publishers
Publishers are NOT the problem,the market is

Slide 42
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http://www.johnsonresearchlab.com/

Lindsley quote
If you think learning should be morethan pain-free entertainment, youneed to demand (through youradoption practices) and implement
higher standards
Textbook selection is too driven bygraphics/photos and simplistic
entertainment
Physical characteristics of a bookhave been shown to be a more
important determinant thanpedagogy of bookBooks lack true peer review,
substitute a market-driven
approximation

Incorporating Instructional Design into Teaching and Training
DOUGLAS A. JOHNSON
Western Michigan UniversityFebruary 18, 2012
Texas Association for Behavior Analysis conference, Austin, TX
Correspondence: djohnson@operant-tech.com

Slide 43

Three most common
training approaches

Slide 44



Shortcomings of the typical training
processesConceptual stimulus control: goodcustomer service examples andclose-in non-examples
Train components to fluency; allow
generative instruction to save timeand money

Slide 45

http://www.johnsonresearchlab.com/