1. DI and Ethics

2. Features of Direct Instruction For more than 40 years, direct instruction has been established as a scientifically- based approach to teaching academic skills to various age groups with diverse needs (Scheuermann & Hall, 2008). For more than 40 years, direct instruction has been established as a scientifically- based approach to teaching academic skills to various age groups with diverse needs (Scheuermann & Hall, 2008). Brisk pace Brisk pace Repetition Repetition Teacher-directed Teacher-directed Modeling Modeling Conspicuous Conspicuous Sequenced Sequenced Scripted Scripted Evaluation Component Evaluation Component

3. Some links to resources for DI SRA/McGraw-HillSopris WestFunnixNIFDI StoreAssociation for Direct Instruction (ADI)SRA/McGraw-HillSopris WestFunnixNIFDI StoreAssociation for Direct Instruction (ADI)

4. Myth Fact Teacher-centered approaches (traditional approaches) to education result in lower academic achievement than student-centered approaches (i.e., discovery learning) A direct instruction approach is particularly so among students who are less well prepared for academic learning ­ poor children and those with learning difficulties at all social and economic levels (Chall, p. 182) Myth and Fact about DI Adapted from http://www.schoolinfosystem.org/pdf/112004/ditarver.html

5. Myth Fact DI is a "rote" and "drill" approach. DI is designed to accelerate students' acquisition of academic skills. To accelerate the acquisition of skills, teaching must enable students to generalize or, in other words, to apply what they have learned to new examples. Teaching for generalization is the opposite of teaching for rote memorization. For more myths and facts about DI see http://www.schoolinfosystem.org/pdf/112004/ditarver.html

6. Responding to Misbehavior: A PBS Golden Rule It is a fundamental and requisite assumption of positive behavior support that a teacher should respond to misbehavior in such a way that it preserves the dignity of the student. Further, evidence suggests that preservation of student dignity is the most effective way a teacher can respond to misbehavior (Mendler, Horner et al. 1990)

7. Ethics What is an a aversive? The use of an aversive Punishment vs. aversive Preserving the dignity of the learner Integrity of practice Thinking about the whole person Universal application Accountability Awareness = Responsibility

8. Application Is this ethical- why or why not? Discuss this situation, what would you do if you knew about it- would you encourage the teacher support her, or something else?. In working with children what guidelines are critical to have for our profession? Especially consider issues like punishment, aversives, denial of basic rights, freedom of movement, dignity A student was having a behavior problems in your respected colleagues classroom. She was tactile defensive (sensitive to touch) and just rubbing her hand slightly with toothbrush was very unpleasant, possibly even painful; however it was difficult to assess exactly how painful it was because the student was non- verbal. The parent gave permission to your colleague, even encouraged her, to rub the toothbrush on her hand to help control the students behavior problems. The colleague was using the technique as a successful consequence and it was decreasing the students behavior problems in the classroom significantly.