Skip to main content
SpringerLink
Log in

Introduction to the Special Series: Close Encounters of the Instructional Kind—How the Instructional Hierarchy is Shaping Instructional Research 30 Years Later

  • Original Paper
  • Published:
Journal of Behavioral Education Aims and scope Submit manuscript

Abstract

This special issue of the Journal of Behavioral Education is a testimony to how the Instructional Hierarchy (IH) which provides us with a model for selecting interventions is continuing to fuel academic intervention research nearly 30 years after its introduction. This introduction article provides a brief description of the IH and its relationship to the principals of behavior analysis. The IH focuses on the importance of using data to guide instruction and provides specific procedural recommendation that can be used to expedite students’ progression from developing accuracy in responding to generalization of responses to similar stimuli.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Ardoin, S. P., Witt, J. C., Connel, J. E., & Koenig, J. (2005). Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychoeducational Assessment, 23(4), 362–380.

    Article  Google Scholar 

  • Bijou, S. W. (1970). What psychology has to offer education: Now. Journal of Applied Behavior Analysis, 3(1), 65.

    Article  PubMed  Google Scholar 

  • Bushell, D., & Baer, D. M. (1994). Measurably superior instruction means close, continual contact with the relevant outcome data: Revolutionary. In R. G. III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman, & T. A. Grossi (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 3–10). Pacific Grove, CA: Brooks/Cole Publishing Co.

    Google Scholar 

  • Catania, A. C. (1998). Learning (4th ed.). Upper Saddle, NJ: Prentice Hall.

    Google Scholar 

  • Chard, D. J., Vaughn, S., & Tyler, B.-J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386–406.

    PubMed  Google Scholar 

  • Daly, E. J., III, Bonfiglio, C. M., Mattson, T., Persampieri, M., & Foreman-Yates, K. (2005). Refining the experimental analysis of academic skills deficits: Part I. An investigation of variables that affect generalized oral reading performance. Journal of Applied Behavior Analysis, 38(4), 485–497.

    Article  PubMed  Google Scholar 

  • Daly, E. J., III, Lentz, F. E., & Boyer, J. (1996). The instructional hierarchy: A conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11, 369–386.

    Google Scholar 

  • Daly, E. J., III, Martens, B. K., Kilmer, A., & Massie, D. R. (1996). The effects of instructional match and content overlap on generalized reading performance. Journal of Applied Behavior Analysis, 29(4), 507–518.

    Article  PubMed  Google Scholar 

  • Haring, N. G. (1978). Research in the classroom: Problems and procedures. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom (pp. 1–22). Columbus, Ohio: Charles E. Merril Publishing Company.

    Google Scholar 

  • Haring, N. G., & Eaton, M. D. (1978). Systematic procedures: An instructional hierarchy. In N. G. Haring, T. C. Lovitt, M. D. Eaton, & C. L. Hansen (Eds.), The fourth R: Research in the classroom. Columbus, Ohio: Charles E. Merril Publishing Company.

    Google Scholar 

  • Honig, W. K., & Staddon, J. E. R. (Eds.). (1977). Handbook of operant behavior. Englewood Cliffs, NJ: Prentice Hall, Inc.

    Google Scholar 

  • Individuals with Disabilities Education Improvement Act of 2004, 20 USC 1400 note Sess.(2004).

  • Lindsley, O. R. (1996). Is fluency free-operant response-response chaining? Behavior Analyst, 19(2), 211.

    Google Scholar 

  • Pany, D., & McCoy, K. M. (1988). Effects of corrective feedback on word accuracy and reading comprehension of readers with learning disabilities. Journal of Learning Disabilities, 21(9), 546.

    Article  PubMed  Google Scholar 

  • Rose, T. L. (1984). The effects of previewing on retarded learners' oral reading. Education and Training of the Mentally Retarded, February, 49–53.

  • Shahan, T. A., & Chase, P. N. (2002). Novelty, stimulus control, and operant variability. Behavior Analyst, 25(2), 175.

    Google Scholar 

  • Sidman, M. (1960). Tactics of scientific research: Evaluating experimental data in psychology. New York: Basic Books.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Psychology, University of South Carolina, Columbia, 29208, SC, USA

    Scott P. Ardoin

  2. University of Nebraska-Lincoln, Educational Psychology, 33 Teachers College, Lincoln, 68588-0345, NE, USA

    Edward J. Daly III

Authors
  1. Scott P. Ardoin
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Edward J. Daly III
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Scott P. Ardoin.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Ardoin, S.P., Daly, E.J. Introduction to the Special Series: Close Encounters of the Instructional Kind—How the Instructional Hierarchy is Shaping Instructional Research 30 Years Later. J Behav Educ 16, 1–6 (2007). https://doi.org/10.1007/s10864-006-9027-5

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-006-9027-5

Keywords

Search

Navigation