Acquisition
What to look for:
Student is unable to complete the target skill correctly, reliably or fluently
Instructional Goal:
Improve accuracy
Exit Goal:
Student can perform the skill accurately with little adult support
EVIDENCE-BASED STRATEGIES TO BOOST ACCURACY IN THIS PHASE:
Teacher actively models target skills
Use of "think-aloud" strategy -- especially for thinking skills that are otherwise covert
Student has models of correct performance to consult
Provide immediate feedback to students about correct performance
Create an environment that is encouraging, where students receives praise for effort
Source: Intervention Central (n.d.). The Instructional Hierarchy: Linking Stages of Learning to Effective Instructional Techniques. https://www.interventioncentral.org/academic-interventions/general-academic/instructional-hierarchy-linking-stages-learning-effective-in
Practical Side of Acquisition
Targeted skill focus
Explicit small group instruction
Ample, immediate feedback and correction
Focus on Accuracy
Source: Codding, R. & VanDerHeyden, A. (2020, March 2). Belief-based vs. evidence-based instruction in the classroom {Video}. YouTube. https://www.youtube.com/watch?v=XCe0JXKeQIg
EVIDENCE-BASED STRATEGIES THAT BOOST ACCURACY
COVER-COPY-COMPARE
INCREMENTAL REHEARSAL
TAPED PROBLEMS
ADDITIONAL RESOURCES
Measures & Interventions for Numeracy Development (M.I.N.D.) | M.I.N.D. Facts on Fire, Poncy & Duhon
Cover-Copy--Compare Evidence Brief | EBI Network
Cover-Copy-Compare Procedures & Student Materials | Intervention Central
Incremental Rehearsal Evidence Brief | EBI Network
Incremental Rehearsal Instructions | EBI Network
Taped Problems Rationale & Resources | M.I.N.D. Facts on Fire, Poncy & Duhon