PATHS topical sequencing follows a general-to-detailed continuum, the Simplifying Conditions Method, and synonymous and antonymous relationships¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2000 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Topical sequencing in PATHS operates through a general-to-detailed continuum, the Simplifying Conditions Method, synonymous sequencing, and antonymous sequencing. → Wu 2000

Evidence¶

Wu 2000¶

Wu, Yann-Shya. (2000). Guidelines for Instructional Sequencing in Emotional Literacy Learning Using PATHS Curriculum as an Example. https://eric.ed.gov/?id=ED455810

q2 · i? · theoretical · r2

The author's lesson-ordering analysis of the Feelings and Relationships Unit identifies four topical guidelines; for example, lessons 14-15 teach fear with increasing intensity and are "sequenced according to the Simplifying Conditions Method." Synonymous feelings such as mad and angry are taught together, and antonymous feelings such as happy and sad within one lesson.

"In topical sequencing, "intensity" of feeling links many lessons; for example, lessons 14-15 teach "fear" with an increase in intensity from "scared" to "afraid", "uneasy" to "terrified." Thus, they are sequenced according to the Simplifying Conditions Method."

Discussion¶

Related Claims¶

• PATHS spiral sequencing treats basic emotions as prerequisites for complex emotions across four levels of complexity — related
• PATHS macro-level sequencing combines spiral and topical sequencing patterns — related
• Within-lesson sequencing in the PATHS Feelings and Relationships Unit proceeds from cognitive to behavioral to affective and from external to internal — related