designing instruction for students with asd autism cadre: module 4

Designing Instruction for Students with ASD

Autism Cadre: Module 4

Instruction for Students with ASD

Where do we begin this journey?

Planning a program for students with ASD involves knowing the appropriate curriculum for each

student and the evidence-based practices to teach it.

This session will focus on the knowledge necessary to design instruction and implement some of the EBPs

for teaching children with ASD

What is Instruction?

An active and conscious effort attempt to facilitate learning and thus to change behavior

(Wolery, Bailey, & Sugai, 1988)

The arrangement of contingencies that facilitate learning (Vargas, 2009)

How do we know we are teaching?

When learning has been demonstrated

It is important to remind ourselves thatpresenting is not synonymous with teaching!

Teaching must be accompanied by data collection

Data Collection

Data lets us know if our training is successful or not

Without data, we may continue an ineffective instructional method or discontinue effective

instruction!

Value for Students with ASD

The characteristics of learners with ASD may present challenges to teachers in accurately

assessing student performance

“Zero degree of Inference”

If you do not have data demonstrating that a student can perform a response in a context,

then never assume that they can do it

Instruction and Data Collection

Continuous data collection The frequent and repeated measurement of

student performance

Graphing and visual analysis

Data-based decision making

Graphing

Helps in the organization of data

Provides a detailed numerical summary and description of a student’s behavior which allows the readers to analyze the relation between instruction and skill acquisition

Communication of student progress toTeam membersAdministrators

Parents

Activity: Visual Analysis

1. Review the attached data sheets and report to your partner “how the student is doing”

2. Then have the partner graph the data and report back to you “how the student is doing”

Helpful Hints

Graph daily: Add the data point before putting away your data sheets

Keep your graph close to your data(consider placing it behind your raw data in a folder or

binder)

Use a percentage key or when appropriate, present a number of trials that will make it easier to determine

percentages or

Data-based Decisions for Instruction

After reviewing the data, the teacher is given three broad options

Keep on truckin’Change instruction

Change the instructional target

These choices should be made using decision rules

Decision-making Tools: Using Aim Lines

A visual aid to assist in progress monitoring

A line is drawn through the intersection of the mid-date and the mid-performance of the first 3

training days and the intersection of the criterion performance with the goal date of accomplishment

Student performance can be then measured against this line

Using Aim Lines

1009590858075706560555045403530252015105

10 + 20 + 15 =45/3 =15

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Setting Aim dates

Consider…..Student acquisition of similar skills

Difference between student performance and criterion

Do not set dates too far in the future

Data Based Decision Rules

Should we…?• Make no change

– Student’s progress approximates or exceeds aim line

• Change the goal or aim date– Student is making steady progress but well belwo

aim line• Move back to easier version of skill

– Data shows student is performing some, but not all of the task

Wolery, Bailey, & Sugai (1988)

What should we do?

Data-based Decision rules

Should we…?• Step back and teach prerequisite skill

– Data show that the student is not performing any part of the task correctly

• Try a different instructional procedure– Data indicate high rate of errors but with some

correct

Data-based Decision rulesShould we…?• Move on to new phase of learning

– Data indicate high proportion of correct response• Move on to new skill

– Student has met criteria for accuracy and fluency

Data-based Decision Rules (Browder ,1986)

Browder (2001)

• Teacher reviews students’ progress once every 2 school weeks (10 possible data points)

• Needs at least 6 data points for a review• Visual inspection of the data allows to make

decisions– When patterns are not clear, the teacher can use

phase means• Phase means (total value of data points/number of

data points within a phase)

• Reaches criterion in 2 weeks– Develop plan to maintain and extend performance

• No progress, all data points are at 0. – Make no change for 2 weeks. After 2 weeks,

rewrite instructional plan to address simpler skill• Trend is accelerating by 5% (phase mean has

increased by 5% from baseline or last 2 week period) – Make no changes

• Trend is flat or accelerating by less than 5%– Improve antecedents (e.g. prompting strategies) it

increase independent responses• Trend is decelerating

– Consider reinforcement (student may be losing motivation)

Activity: What to do?

Graph the following data and determine a general course of action

Baseline performance(10%, 20%, 10%)

2 week decision period(10%, 20%, 30%, 10%, 20%, 30%)

Systematic Instruction

Based on the principles of Applied Behavior Analysis

Systematic presentation of instructional stimuli

Involves continuous data collection

ABC’s of Behavior

When discussing instruction we focus on the same three-term contingency as when

addressing problem behavior

Antecedent = Target StimulusBehavior = Target Response

Consequence = Consequence

Three Term Contingency Revisited

Remember that behavior is controlled by

what happens before and after it

Every part of this sequence is important!

Target Stimulus Target Response ConsequenceA B C

Three Term Contingency Revisited

“What is the capitol of KY?” “Frankfort” “Nice Job, it is Frankfort!”

2 x 2 presented on a flashcard Student says “4” Teacher, “Correct”

A preferred edible Student hands a picture card Receives edible

Increased proximity of a peer Student greets Peer attention

Target Stimulus Target Response ConsequenceA B C

Target Stimulus

In the presence of “what” is the student expected to respond?

For example;

Teacher directive

“sit”

Teacher directive + stimulus

“Touch the____” + picture of a cow

Presentation of a stimulus (Contrived or naturally occurring)

Teacher holds up the letter “c” or the Student sees a dirty sink

Target Stimulus Target Response ConsequenceA

Target Stimulus

Also, referred to as the discriminative stimulus or SD

It signals that reinforcement is available for a particular response

Target Stimulus

When the student responds consistently in the presence of the target stimulus we say that it we have stimulus

control

Definition of Stimulus Control

The reliable or predictable performance of a behavior when particular stimuli are present and the absence of

that behavior when those stimuli are absent

The Target Stimulus

It acquires this the ability to momentarily increase a response through differential

reinforcementPoint to Fox

Good work, That is a Fox

Target Response

What does the target response look like?

When describing the response, avoid words like initiate, understand, & attend

Is this response in the student’s current repertoire?

Does the response require a reasonable degree of effort?

Target Stimulus Target Response Consequence

Prompting the Target Response

How can we ensure that the student emits the target response so he/she can be reinforced?

Prompting decreases the likelihood that students will practice errors

Prompting involves many different procedures and forms

Response Prompting vs. Antecedent Prompting

• Antecedent Prompting –manipulation of the target stimulus or instructional materials

• Response Prompting – insert a prompt between the target stimulus and the response

Collins (2007)

Target stimulus Target Response Consequence

Prompt

Target stimulus Target Response Consequence

Prompt

Antecedent prompting

• Stimulus shaping:

• Stimulus fading: highlight a physical dimension of a stimulus to increase the likelihood of a correct response and then fade

Response Prompting

Insertion of extra stimuli to increase the likelihood that the students will respond

correctly

Extensive research supports its use across individuals with and without disabilities

Has been used to teach a variety of skills

Types of Prompts

Spoken or Signed PromptsPros

Can be given to a group and from a distanceMay not require visual attention

No physical contactCons

Must be heardStudent must have listener/receptive skills

May be difficult to fade Snell & Brown 2010

Pictorial or Written Prompts

ProsCan be less intrusive

Can promote independence even when used as permanent prompts

ConsPictures must be understood by learner

Some actions are difficult to illustrateDevelopment and maintenance of materials

Snell & Brown 2010

Gestural Prompts

ProsUnobtrusiveMore Natural

Can be given to a group and from a distanceCons

Must be seen and understood by learner

Snell & Brown 2010

Model prompts

ProsCan be used with a group and from a distance

VersatileComplexity of model can be adjusted

Modeling can be unobtrusiveCons

Requires students to attendStudents must be able to imitate

Snell & Brown 2010

Partial Physical Prompts

Pros Gives student some control over response

Useful when vision is limitedCons

Can be intrusiveCannot be used at a distance

Must take care not to injure student

Snell & Brown 2010

Full physical

ProsAllows total control over the responseReduces opportunities to make errors

ConsHigh intrusive and unnatrualCan’t be used at a distance

Safety concerns

Snell & Brown 2010

Using prompts

Consider the least intrusive prompts first(Intrusiveness of prompt may vary across

contexts)

Consider student characteristics

Always insert prompts with a plan to fade them

Consequence

Instructors must plan how to respond to every possible student response

Correct

Errors

No responses

Instructors must determine the most effective consequence

Deliver reinforcement

Use error correction

Extinction

Consequence

In general, reinforce all correct responses

(make sure your prepared reinforcer has value, remember preference assessment)

Use consequences consistently

Consider student characteristics when deciding between the use of error correction or extinction

Using Error Correction

Error Correction is technically response prompting that occurs after the student’s response

Several forms can be used

Ignore the error and deliver another trial with increased assistance

A verbal correction “not quite” and the opportunity to try it again

Interruption of the student’s response

Teaching Responses

Does the response require a single response or multiple individual responses?

Discrete Behaviors vs. Chained Behaviors

Discrete or Chained?

-Making a bed-Tying Shoes-Raising hand-Putting back-pack away-Saying the correct answer to a question -Matching picture cards-Making a sandwich-Drawing a circle-Washing Hands

Discrete or Chained?- Making a bed Chained- Tying Shoes Chained- Raising hand Discrete- Putting back-pack away Chained- Saying the correct answer to a question Discrete - Matching picture cards Discrete- Making a sandwich Chained- Drawing a circle Discrete- Washing Hands Chained

Many simple tasks are actually many individual responses!

Getting Started: Teaching Discrete Tasks

• Basic unit of instruction consists of:– Delivering an attentional cue (if needed)– Presenting the target stimulus– Prompting the response (if needed)– Students emits response– Correct responses or attempts are reinforced– Inter-trial interval

Teaching Discrete Tasks

Trials can be massed, spaced, or distributed but a key factor contributing to skill acquisition the number of

opportunities to respond.

Massed – instructor delivers repeated instruction on a single behavior (xxxxxxx)

Spaced – instructor delivers instruction on a single behavior then allows student to have a break before next trial (x x x

x)Distributed – instructor delivers instruction throughout the

day within the natural context (xyzxyzxyz)

Teaching Chained Tasks

Teacher develops a Task Analysis

Breaking complex skills into smaller, teachable units

Steps are presented sequentially and in detail to complete the tasks successfully

Griffen & Schuster, 1993

Task Analysis Activity

• Divide your table into two groups and a student.

• Each group will write a task analysis for putting on a jacket or a laced shoe.

• Let each group take turns reading the task analysis to the student and observe whether or not the student can complete the task with no additional prompts

Forward chainingSteps in the task analysis are taught in their

natural order

Student is taught to complete first step in the chain

Teacher reinforces correct first response and completes the remaining steps

Forward Chaining cont.When the student meets criterion on the first

step, the teacher instructs the student on completing the second step in the chain.

and so on

Total Task Chaining Similar to forward chaining

Student receives training on each step of the task analysis during every session

Teacher provides assistance on any step that the student cannot perform independently

Reinforcement is delivered after completion of the task, regardless of teacher assistance

Backward ChainingSame task analysis as would be used in forward

chainingTeacher performs all steps in the task analysis

except last stepTeacher instructs student to complete last step

and delivers reinforcement

Backward Chaining cont.Next trial, teacher performs all but last two

steps in chain and instructs student to complete last two steps.

Reinforcement is delivered after criterion is met.Progressively, the student is instructed to

complete receding steps in the chain.

Getting to it!

Prompting Strategies: Time Delay

Evidenced based practice which can be used to teach discrete and chained tasks

A brief pause is inserted after the presentation of the target stimulus and before the prompt

Time Delay

• Progressive time delay– Prompt delay interval is gradual increased from 0

to 8 seconds• Constant Time delay

– After initial 0-second delay interval a constant prompt delay interval is used

Why Constant Time Delay?A near errorless procedure in which a controlling

prompt is faded across an interval of time

A controlling prompt is a prompt that ensures a correct response

Since CTD only uses one prompt, it has to work!

Constant Time Delay

Two types of trials are presented

0-s delay trials

Constant delay trials

Constant Time Delay

During the initial time delay trials, the task direction/target stimulus and controlling

prompt are presented simultaneously

These are called zero-second delay trials

Constant Time Delay

Target Stimulus Target ResponsePrompt

0 sec.

Consequence

“What is it? Ball.” “Ball”. Praise + Treat

Instructor Student

Zero Second Delay Trial

Constant Time Delay

After a specified number of 0-second delay trials, a specified time interval is inserted

between the target stimulus and the controlling prompt

These are called constant delay trials

Constant Time Delay

Target Stimulus Target ResponsePrompt

3 sec.

Consequence

“What is it?” “Ball”. Praise + Treat

Instructor Student

Pause“Ball”.

Instructor

Three Second Delay

Check, check is the microphone working?

What is a controlling prompt?is a prompt that ensures a correct response

What are the two types of trials when using CTD?

0-s delay trials & Constant delay trials

Using Constant Time Delay(Wolery, Ault, & Doyle 1992)

Step 1Identify a stimulus that cues the student to

respondTask directive

Environmental manipulationNaturally occurring events

Step 2Identify the Controlling prompt (a prompt that

ensures a correct response)

Consider the least amount of assistance that will consistently result in the student making the

correct response

Step 3Assessing the wait response

Present a real or nonsense task that the students cannot perform and wait the prompt

delay interval before delivering a prompt

Wait Training

Present the student with a task that is impossible for him/her to respond to correctly

Prompt first at a 0-second delay interval

Gradually increase the interval

If the student does not wait for the prompt. Say “Wait and I will tell you” and withhold reinforcement

Using Constant Time Delay

Step 4Identify number of 0-second delay trials needed

Consider using 2- 10 trials per stimulus or conducting full 0-second delay sessions

What are some considerations?

Step 5Determine the length of the Prompt Delay

Interval

Most common 4-sConsider length of time to complete the task

Consider student characteristics(expected response, motor skills)

Step 6Determine the consequences for each response

Unprompted corrects (anticipations): correct response before the controlling prompt

Prompted corrects (correct waits): correct responses after the controlling prompts

Unprompted errors (non-wait errors): errors made before the delivery of the controlling prompt

Prompted errors (wait errors): errors made after the delivery of the controlling prompt

No response errors: student does not respond after the delivery of the controlling prompt

Reinforce Corrects (unprompted and prompted)

Consider differential reinforcement

Errors:Consider the least aversive but most effective

Remove stimulus and provide next trialPrompt a correct response

Instruct to wait for a prompt

Constant Time Delay Data Sheet

Step 7: Implement the Program and Collect Data

Record the student’s first responseB A

Blue +

Green -

Blue -

Green +

Blue +

Total Corrects 3 3

Scoring Example (5 s CTD)Student Response

Says “Red” within the 5 s interval

Waits 5 s interval and says “Blue” after the prompt

Says “Blue” within the 5 s interval

Waits 5 s interval and says “Blue” after thePrompt

Does not respond before or after the prompt

B ARed +

Blue +

Green -

Blue -

Green +

Blue +

Total Corrects 3 3

Constant Time Delay Data Sheet

Wolery, Ault, & Doyle (1992)

Graph Correct Responses

1 2 3 4 5 6 7 8 9 10 11 120

Sessions

Prompted corrects

Unprompted corrects

Consider these data

1 2 3 4 5 6 7 8 9 10 110

102030405060708090

sessions

Unprompted corrects

Prompted corrects

Consider these data

1 2 3 4 5 6 70

Unprompted corrects

Prompted corrects

Guidelines

Student should not make more than 25% or more of errors

Unprompted errorsUse shorter delay interval

Conduct wait trainingPrompted errors

Examine controlling promptCheck reinforcer value

Decrease session length

Guidelines

Student should not make more than 25% or more of errors

No response errorsExamine controlling prompt

Check reinforcer valueDecrease session lengthReconsider task difficulty

CTD example: 0- Second Delay Trials Stevens & Lingo, 2005

CTD example: Prompt Delay Trials Stevens & Lingo, 2005

Let’s practice Constant Time Delay!

• In groups of three, implement a CTD program using the cards

• Assign one person as the instructor• Assign one person as the students• And one the fidelity data collector

Each person must rotate through the instructor position and meet 100% fidelity

System of Least Prompts

Step 1Teacher determines an appropriate response interval and selects 2-4 prompts arranged from

least to most assistance

Step 2Student is presented with the target stimulus and

then is given the response interval to respond independently

Snell & Brown 2010

Step 3aIf the student completes the task/step

independently, the teacher delivers reinforcement and the student proceeds to the next trial or step

Step 3bStudent makes an error or gives no response, the first

prompt in the hierarchy is given and the student is allowed the response interval to respond.

And so on until the final (controlling prompt is used)

Snell & Brown 2010

Consequences

Reinforce all correct responses, prompted and unprompted

Interrupt errors and deliver the next prompt

Review the ParametersUses a prompt hierarchy

At least 3 levelsArranged least to most intrusive

A target stimulus is provided at the first levelFinal level is a controlling prompt

Prompts

Not the same as a cue or a target stimulus

Consider using the fewest number of levels necessary for student to demonstrate

progress(Remember the more levels, the longer the student has to wait for the

controlling prompt)

Match prompts to student characteristics

Verbal Prompts

Should certainly be considered for use on the prompt hierarchy but

Consider students ability to understand language

Challenges transferring SC from verbal prompt to natural stimuli

(West & Billingsley, 2005)

Data collection

Record prompted and unprompted responses

Graphing

• Prompted and unprompted correct• Prompt levels

AdvantagesVersatile

Can show progress as students move through hierarchyStrong research-based

DisadvantagesCan be intrusive

LaboriousRequires lots of practice

Increased time between SD and response

System of Least Prompts Data Sheet

Let’s practice system of least prompts!

- Get a partner- Select target response (chained)- Select target stimulus- Select reinforcer- Establish prompting hierarchy

Remember, provide no prompt on first trial to assess if they can do it independently!!

Homework!

Run a response prompting program. Bring back your graphed data to the group and describe

any changes that you made.

Help a teacher start a response prompting program or evaluate their data using decision-making rules. Share your experience with the

group.

designing instruction for students with asd autism cadre: module 4

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