has been increasingly clear that not enough to identify the objectives of a program through shapeless phrases and exalted. The objectives of the program should be selected so as to grips with exactly this goal. Of necessity to have a more precise assessments of user behavior and success in education there is the practice of formulating program objectives in behavioral terms. The wording of the program's objectives in behavioral terms required to be formulated so that behavior can be clearly demonstrated by the user specified conditions.
matter for the professional responsibility of the instructor to determine what technical and program objectives should be considered appropriate for a specific user.
factors to be taken into account in this assessment are:
1. skills previously required
2. Age user development
3. Interest and user needs
4. User's physical conditions
5. Sociocultural factors and other environmental factors
6. Availability of materials and resources
7. Availability of medical and paramedical services advisory and assistance for
8. Concerns and priorities of parents
9. Technical qualities of the instructor
10. Future job expectations for the user.
11. Values \u200b\u200band attitudes of the community
12. Demands of a changing society in ways
Identification of important behavioral goals provides technical-trainers inventory tasks described from the viewpoint of behavior by which an assessment can be made from the user before starting the program in the early stages of it and continuously as progresses. Note that the diagnosis and educational teaching are not separate and distinct processes, but are inextricably linked at all times that the technicians, instructors are able to observe user behavior. The user insofar as it relates to their technical or non-instructors, with other significant adults, with peers and with the environment around him, continually provides data to complete his diagnosis. As soon as a user shows his skill in a specific task, technicians, instructors must continue to strengthen that skill in order to ensure its maintenance. must be programmed, then a periodic re-evaluations.
behavioral diagnosis be seen as the continuous evaluation of a user with respect to their performance level in each of the selected educational tasks for delivery of a program. As mentioned above, for diagnosis education is essential to have a strategy previously developed to observe, record and analyze the efficiency levels of a user. The development of a diagnostic check relationship provides a procedure for recording and analyzing behavior by an evaluator which may be a technical instructor, parent or other adult important to you and you are in an advantageous position to observe the specific behavior.
The relationship of diagnostic testing should proceed in parallel with the program, in order to evaluate the user in accordance with the objectives listed therein. Before moving an educational program to a limited area, can use a list of diagnostic testing to determine what skills you still need to be mastered in a pre-determined levels.
If the need to establish a relationship of this kind is something that just raises questions, the specific form and substance of it is something that is yet to be determined. The relationship developed verification by the authors was established on the basis that individuals should be coach-instructor who fijase the required level of performance (NRR) as part of each of the objectives listed in the program. Although this level of performance can be identified in general terms, would accept a variable level for each user as a result of unique profile for your ability or lack of capacity and various environmental guidelines. The style of dress, hygiene standards, the types of foods and the use of language, for example, are all things that reflect cultural values . For each specific task, the NRR is assigned the level of performance, technical criteria the instructor considered acceptable in terms general at that time. There could be as follows a specific goal in education: The user directs the eyes and head toward the sound to 80 January 2000 of the time or four out of five times. In this case, the required performance level would be fixed at 80 per 100.
However, not enough to allocate a required level of performance without indicating at the same time the minimum number of observations that must be made before the person who sets the rate considered relatively safe that the conduct not is an accidental or a partial domain, but an attitude well established within the user's behavioral repertoire. Therefore, technicians, instructors must identify the recommended number of observations (OR) of behavior they consider satisfactory to say that the user in question has the target behavior . The technical instructor may need a different number of observations for a particular user and / or a specific behavior. Once the technical instructor has established the OR (recommended comments) to conduct, will have been identified also strategy for assessing the level of performance user (NRU) . So be completed NRU for a specific task, be compared to the NRR to determine whether the user that a sufficient command of ability or need further evaluation and / or program of instruction.
For example, the behavioral objective mentioned above, the user directs the eyes and head toward the sound to 80 times or 100 of the four out of five times, the NRR is required 80 per 1 00 and the number of observations recommended (OR) is five. The coach / instructor can then use this information to gauge the user's initial skills and evaluate the outcome of an educational program.
The formula used to determine if the user performs to an acceptable level is:
NRU ( performance level of the user) = raa (user successful performance) X 100 = -% ; ; ; OR (observaciones recomendadas)
raa
o bien: NRU X 100 = -% OR
The NRU is expressed as a percentage which can then be compared with the percentage assigned as NRR.
Suppose that User A, in five different observations correctly directed eye and head to the point source of the sound of two out of five times. It then calculates your NRU as follows:
2
NRU = ; X 100 = 40%
5
Because previously been established for this task, the NRR at a level of 80 per 100, the user has not met the required level and therefore requires further evaluation and / or further education.
Suppose B runs User proper eye and head toward the sound source instead of five out of five times. The NRU is then calculated as follows:
5
NRU = ; X 100 = 100%
5
NRR is 80 by 1 00, the User B exceeds the level and therefore requires no further exploration diagnosed nor any programming for that particular task.
Consider the User C, who runs correctly the eyes and head toward the sound four out of five times. The NRU is:
NRU = X 100 = 80%
; ; 5
As the NRR is 80 1 00, the User C satisfies the estimate of the level and requires no programming or more exploration for that particular skill.
Using the formula for calculating and comparing the NRU after with the NRR specified for that task, technical instructor in a position to determine whether or not the user requires educational programming for that particular task.
The information obtained through the use of a check list of diagnoses should be supplemented with more information before you start your instructor and technical education program. If a user performs an educational task, as requires only a periodic retry. However, if the user does not meet the level of assessment, not enough to know that not enough. The technical instructor must discover what skills or expertise the user has as a prerequisite for achieving the objective. The awareness of the existence of a sound, for example, is pioneering the development of speech and language. Obviously, a user not respond to an NRU will sound under a task that presupposes the auditory discrimination of sounds. The program is designed to develop auditory discrimination of sounds will be largely unproductive, unless the instructor provides for technical and non-attainment this objective from an evolutionary perspective or analysis of the task, ie if the user does not get a grade NRU satisfactory, the technician instructor must determine what prerequisite skills before you start missing some compensation programs or development of skills. Use the check list of diagnoses should be supplemented with descriptions of the user's actions so written anecdotal with an analysis of educational materials used and the stimuli used.
Before proceeding with an educational program, technicians, instructors should be alert to the possibility of physiology and / or psychological interfere with the conduct underlying of an educational task. The coach-instructor should be aware of behaviors that indicate that a user requires medical attention and / or paramedic to achieve a specific learning. A user can, for example, not being able to acquire a skills that allow him to go alone to the toilet because physiologically unable to exercise control over bladder or sphincter muscles. Therefore, technicians, instructors should not only determine the existence of a deficiency in the conduct, but must also ask whether there are medical reasons that are the cause of the deficiency in learning or have contributed to it. The search for the cause is particularly appropriate when the trigger condition continues to be physiological and / or environmentally active and, therefore, accessible to treatment.
labels provide educational purposes limits simplistic and not much else. Clinicians need labels to establish a treatment and to achieve healing. The trainers do not provide any treatment or seek healing, enrich the lives of their users and facilitate their assimilation of the knowledge and skills that will help them achieve independence and interdependence. Labels degrade a person and contribute, therefore, to intensify its deficiency. However, even when the labels are no longer used, should indicate which stocks tested the program. These populations include delayed mental, autism, cerebral palsy, multiple disabilities and others with developmental disorders.
At the end of the program is a list of materials to help implement the activities of each of the specific objectives and a recommended reading list that is not only about account- and objectives of the program but also aims to stimulate new ideas and improvements on it.
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