1. Introduction to Instructional Communication and Introduction to Behavioral
Objectives
1. Effective instructional communications
A. Communicating ineffectively—an example of bad instruction
B. Perceptual limitations on access to some types of information (e.g., moving
things, large and small things, things out of reach)
C. Enhancing instructional communication: verbal and nonverbal
i. Use precise language
ii. Use analogies
iii. Use auditory cues
iv. Give the learner more descriptive responsibility/establish a
common language
v. Use modeling
vi. Present tactile or highly visible scale models
vii. Manipulate learner movements (last resort) and potential alternatives
D. Monitoring speed of delivery
E. Reinforcing learning
F. Below is a copy of the overhead of which part was discussed in class and
mentioned at end of section of the class on instructional commuication : Tips on
Teaching Adult Learners taken from Ponchillia & Ponchillia, Foundations of
Rehabilitation Teaching
1. Determine the learner’s needs and interests.
2. Explore the factors and circumstances that affect learning.
3. Discuss goals with the learner.
4. Tell the learner how the lesson will be of use.
5. Use the learner’s prior knowledge and experience.
6. Provide practical examples.
7. Increase motivation.

2. 8. Provide reinforcing lessons.
9. Assign “homework”. Learners who are self- motivated will likely accept
this as part of their responsibility, while more conformant learners will follow
the instructor’s request; both will benefit.
10. Discuss the teacher’s observations about the student’s learning
characteristics.
11. Share performance evaluations.
2. Behavioral objectives
A. General introduction
B. The conditions
C. The behavior
D. The criterion
E. A few formal definitions, including:
From Ponchillia & Ponchillia: A behavioral objective, also known as an instructional
or a performance objective, is a concisely written statement of the expected outcomes of
instruction The behavioral objective provides the framework for a structured lesson in
which the lesson's content and successful completion are defined and made measurable.
F. Examples and discussion
These are the examples shown via the document camera and discussed:
1. When given 10 dictated sentences and a full-page writing guide,
Karen will scriptwrite all the sentences with 90 percent of the words
being legible.
2. When given a pot of coffee and a mug, Shelly will pour the liquid into the mug to the
proper level without spilling.
3. When asked, Laurie will correctly describe 3 methods of street-crossing alignment.
NOT THE SAME AS
4. At the intersection of 5th and Pine Streets, Laurie will correctly demonstrate 3
methods of street-crossing alignment.
5. During the last week of the fall semester, Anne will independently plan, schedule,
and successfully complete a trip on the city bus system that involves at least one
transfer.

3. 6. When Amber veers into a residential area street during a street crossing, she will
remain calm and correctly use street-crossing recovery methods to travel out of the
street. She will be out of the street within 10 seconds of having discovered her veer (4
out of 5 times by June).
Note 1: Objectives written for school system I.E.P.’s sometimes require the inclusion
of a date by which it is expected that the objective will be accomplished;
Note 2: There is no reason that behavioral objectives always have to be written in a
single sentence.