History
Although they came from different backgrounds–Engelmann was a preschool teacher and Becker was a trained researcher from the University of Illinois–both sought to identify teaching methods that would accelerate the progress of historically disadvantaged elementary school students. DI was an attempt to merge rule learning with the principles of applied behavior analysis. In this light, it can be considered a highly successful combination
The DISTAR (Direct Instruction System for Teaching Arithmetic and Reading) program gained prominence during Project Follow Through (1967–1995), the largest federally funded experiment in public education.
Features of DI include:
- Explicit, systematic instruction based on scripted lesson plans.
- Ability grouping. Students are grouped and re-grouped based on their rate of progress through the program.
- Emphasis on pace and efficiency of instruction. DI programs are meant to accelerate student progress; therefore, lessons are designed to bring students to mastery as quickly as possible.
- Frequent assessment. Curriculum-based assessments help place students in ability groups and identify students who require additional intervention.
- Embedded professional development/coaching. DI programs may be implemented as stand-alone interventions or as part of a schoolwide reform effort. In both instances, the program developers recommend careful monitoring and coaching of the program in order to ensure a high fidelity of implementation.
Direct Instruction has been effectively delivered through peers to students with learning disabilities. Peer delivery offers teachers new ways to effectively use the curriculum. The approach has also been examined as an effective model to assist students in a resource room with homework completion, bolster executive functioning skills and improve teacher efficiency.
In the past decade Direct Instruction curricula, especially Language for Learning, have become popular tools for teaching language arts skills to children with developmental disabilities such as autism and other Pervasive Developmental Disorders. Knowledge of Direct Instruction methods is mandatory for any applicant aspiring to become a Board Certified Behavior Analyst (BCBA). Board certification in behavior analysis is an attempt to set quality levels for behavior analytic practice (see Professional practice of behavior analysis).
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