ABSTRACT
Our discussion of direct instruction in chapter 3 suggested that when students adjust to teacher-delivered cues and consequences they learn because those challenges are optimized for them; hence, the optimality of student adjustments is proportionate to the optimality of teacher deliveries. Under these conditions, teachers’ cue-consequence deliveries match student adjustment capabilities to maximize learning as teachers and students adjust together. Teachers learn to deliver cues and consequences effectively and students learn to adjust to them optimally.
