Observational learning is theoretically conceptualized as a skill that can be developed along a learning hierarchy from acquisition and fluency to generalization of initiative behavior. This review characterizes these levels of observational learning and details differential teaching strategies that have been endeavored at each level. The hierarchy can assist the teacher in determining the status of a student's observational learning skills, in recognizing essential instructional components in planning, and in organizing instruction to systematically enhance the student's ability to acquire more complex observational skills.
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