The benefits of direct instruction for students with behavior challenges
The students atlantic Academy enrolls
As a behavior analyst and special education teacher entrusted with delivering effective academic instruction to students with learning and behavioral complexities, my mission is to continually seek evidence-based teaching methods that best suit the needs of our student population at Atlantic Academy. Many of our students arrive at our school with a history of negative experiences around academic instruction. For a variety of reasons, from trauma histories to learning difficulties, these students have failed to thrive in their sending school environments. In order for our students to not only make progress, but catch up academically with their same-aged peers, a different academic environment needs to be established through intensive instructional and behavioral interventions. Academic achievement and student behavior are inextricably related; when students struggle with learning, more problem behaviors are seen, and conversely, when students are displaying problematic behaviors, their academic progress suffers. Interrupting this cycle through providing effective academic instruction can greatly improve student outcomes, both behaviorally and academically (McKenna et al., 2022; Ryan et al., 2008).
Direct instruction
One method of instruction that we utilize at Atlantic Academy, which is backed by rigorous and extensive scientific research, is Direct Instruction (DI). This highly structured and explicit teaching method was developed by Siegfried Engelmann, an American educator and researcher renowned for his significant contributions to the field of education, particularly in the area of instructional methods. Engelmann said of effective instruction: “the essence of effective instruction is clear, systematic, explicit, direct teaching”. DI is an excellent example of this type of instruction. Research supports the effectiveness of DI with students for several reasons:
Clear and Explicit Instruction: DI provides clear, step-by-step instruction, leaving little room for confusion. This clarity helps students understand exactly what is expected of them.
Structured Approach: The method is highly structured, which can be particularly beneficial for students who thrive in environments with clear routines and expectations.
Systematic Skill-Building: DI breaks down complex concepts or skills into smaller, manageable components. This systematic approach ensures that students grasp each component before moving on to the next.
Immediate Feedback: DI emphasizes immediate feedback, allowing students to correct errors and solidify their understanding before moving forward. This helps prevent misconceptions from taking root.
Active Engagement: Students are actively engaged in the learning process. They are encouraged to participate, respond, and interact with the material, which helps maintain focus and attention.
Repetition: DI typically incorporates ample opportunities for practice. This repetitive practice aids in the consolidation of knowledge and the development of proficiency.
Mastery Learning: DI emphasizes mastery. Students are expected to achieve a high level of proficiency in the material before moving on. This ensures a solid foundation for future learning.
Research-Based: DI is based on extensive research in the fields of psychology and education. Studies have consistently shown its effectiveness in improving student achievement, particularly in areas like reading, math, and language development.
Applicability to a Range of Subjects: DI can be applied to a wide range of subjects and skills, making it a versatile approach that can be used in various academic areas (Kim &Axelrod, 2005).
the proof is in the pudding
I've been fortunate enough to personally witness the impact of DI through my one-on-one intervention classes with our students, and it's incredibly rewarding. One student, in particular, has made impressive progress, advancing an entire grade level in reading proficiency within a span of just six months! In our reading sessions, he loves to occasionally revisit the very first "story" we worked on together, with him recalling incredulously that it consisted of just three words. His lessons now consist of reading passages with 100 words or more! It’s wonderful to see the immense pride he takes in his achievement.
At Atlantic Academy changing environments to facilitate positive growth is part of what we do, and equipping our students with what they need to blossom and thrive is not just a goal we pursue, it’s a process that we feel privileged to witness.
-Megan MacMillan, M.S., BCBA
References:
McKenna, J. W., Garwood, J., & Solis, M. (2022). Reading Instruction for Students with and At Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research. Journal of Behavioral Education, 31(1), 1–27. https://doi-org.wv-o-ursus-proxy01.ursus.maine.edu/10.1007/s10864-020-09425-y
Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-Based Teaching Strategies for Students With EBD. (Cover story). Beyond Behavior, 17(3), 22–29.
“When a flower doesn’t bloom, you fix the environment in which it grows, not the flower.”
—Alexander Den Heijer