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

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

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

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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

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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)

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

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Sample Video

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

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Sample Survey

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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)

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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)

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

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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)

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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)

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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)

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References Ainsworth, S. (1999). The functions of multiple representations. Computers and Education, 33, 131152. 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.865916). 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