2. Understanding Behavior Show and Tell #2 Diana Abraham, Adam Brando, Gavin Darby and Donald West West Virginia University

3. Points of Discussion ❖ Learners ❖ Outcomes ❖ Features ❖ Cognitive theories/visual literacy ❖ Design decisions

4. Learners  Parents of toddlers to preschool age (2-4 years old). ❖ Teachers, others (i.e. babysitter, behavior interventionists, etc.)

5. Outcomes ❖ Module 1 - How to take ABC data on challenging behaviors Usability feedback: Module 1 needs to include examples of how ABC data can be used. ❖ Module 2- How to use ABC data > Identify the likely functions of behavior

6. Features Wikispaces classroom featuring: ❖ Slides with Narration (Brainshark>Uploaded to YouTube>Embedded into wiki) ❖ Videos of real life behavior episodes (Embedded YouTube videos) ❖ Images to illustrate complex concepts (Embedded YouTube videos) ❖ Questions relating content to previous experiences. (Using SurveyMonkey>Embedded into wiki)

7. Features Wikispaces classroom featuring: ❖ Discussion section where participants will post and receive feedback from peers.

8. Sample Video

9. Understanding ABCs of behavior ABCs for behavior episodes often extend beyond a single behavior:

10. Sample Survey

11. Cognitive Theories ❖ Video Demos & Narrated Slides ➢ Dual channels (visual and auditory) - (Mayer, 2009) ➢ Videos avoid redundancies in cue summation - (Moore, Burton, & Myers, 2004 ) ➢ Use of Multiple External Representations - (Anglin, Vaez, & Cunningham, 2004 ) - (Ainsworth, 1999)

12. Visual Literacy  Diagrams & Videos ➢ Consider spatial and temporal contiguity 1 ➢ Consider a visual style and simplified language for coherence 1 ➢ Narration can serve as an aide 1 (Mayer, 2009)

13. Design Decisions  Reducing extraneous processing  Promote essential processing  Foster generative processing Framework taken from Mayer (2009)

14. Design Decisions  Video editing with captions and narration  Embedding into Wiki>Less switching between windows, clear sequence.  Avoiding redundancies and spatial-temporal incongruities (Reducing extraneous processing) Framework taken from Mayer (2009)

15. Design Decisions  Splitting instruction into modules  Navigation features of wiki allow for further segmentation  Start here page provides training on how to navigate/use wiki ➢ Pre-training and segmenting to promote self-pacing (Promote essential processing) Framework taken from Mayer (2009)

16. Design Decisions  Use of conversational style in narration and textual instructions  Discussion features and peer feedback provide more opportunities for personalized and applied practice ➢ Personalization (Foster generative processing) Framework taken from Mayer (2009)

17. References Ainsworth, S. (1999). The functions of multiple representations. Computers and Education, 33, 131–152. Anglin, G., Vaez, H., & Cunningham, K. (2004). Visual representations and learning: The role of static and animated graphics. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp.865−916). Mahwah, NJ: Erlbaum. ISBN 0 8058 4145 8. Retrieved August, 28, from http://www.aect.org/edtech/33.pdfhttp://www.aect.org/edtech/33.pdf Mayer, R. E. (2009). Multimedia Learning. (2nd ed.): Cambridge University Press. Moore, D. M., Burton, J. K., & Myers, R. J. (2004). Multiple-channel communication: The theoretical and research foundations of multimedia. In D. H. Jonassen (Ed.) Handbook of research in educational communications and technology (2nd edition). Mahwah, N.J: Erlbaum. ISBN 0 8058 4145 8. Retrieved August, 28, from http://www.aect.org/edtech/36.pdfhttp://www.aect.org/edtech/36.pdf