Part 2 of this series digs deeper into sequencing and organizing skill acquisition programming to focus on the preparation needed for delivering instruction that works. Building on the process of skill analysis and instructional design from Part 1, this session guides participants through selecting and adapting teaching procedures and materials to fit the skill, learner, and context.

We’ll explore how to match instructional strategies to the type of learning outcome you want to achieve, review a variety of teaching arrangements (including discrete trial, naturalistic, fluency-based, and more), and break down the critical, variable, and constant features that shape effective delivery. Participants will analyze and reflect on common "default" instructional practices to generate updated design and delivery considerations that promote learner success in the short- and long-term.

Through practical examples and interactive activities, you’ll leave with a toolkit for designing instructional plans that are flexible, efficient, and learner-centered. This session is designed for behavior analysts seeking to turn well-designed programs into real-world progress for diverse learners.

Learning Objectives

1. Analyze common teaching arrangements and instructional procedures used in ABA to determine when to use each for more intentional instructional design.
2. Analyze features of instruction that may be affected by the nature of certain programs and the skills they target.
3. Generate a list of instructional features for consideration when designing instructional programs and materials.
4. Plan specific details pertaining to instructional materials and procedures that could influence learner success throughout the life of a skill acquisition program.

About the Presenter

Amy Evans

Amy L. Evans, MEd, BCBA, IBA is a board-certified behavior analyst and instructional designer with over 15 years of experience supporting learners and practitioners across clinical, home, and organizational settings. She holds a master's degree in special education from The Pennsylvania State University (2013) and a bachelor's degree in psychology from the University of Nevada, Reno (2009). Amy is the owner and Executive Director of Flex Academics, a comprehensive educational support company serving families all over the US. She is also a consultant with Morningside Teachers' Academy, where she trains and coaches classroom teachers at various international partner sites to implement the Morningside Model of Generative Instruction. Amy also leads Project Blue™, an intensive professional development program for practitioners who want to bring the power of Precision Teaching and instructional design into their tutoring businesses or behavior analytic practices. In her day-to-day, Amy specializes in designing and delivering academic coaching to kids and teens who have historically struggled in school, but her expertise extends to training and systems support for organizations, schools, and individual practitioners. Amy has supported nearly 40 behavior analytic organizations with various projects related to effective instructional design and delivery, efficient practice, and systems for data-driven decision-making. Amy currently lives in Denver, Colorado, but she travels as often as possible (especially to Spain and Portugal) and enjoys running, hiking, chasing waterfalls and searching for the world’s best vegan food.