module 4: thursday, november 4, 2010. what should we have completed by now? mou rubric next steps...
TRANSCRIPT
ABC’s of Behavior
When discussing instruction we focus on the same three-term
contingency as when addressing problem behavior
Antecedent = Target StimulusBehavior = Target ResponseConsequence = 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 Consequence
A 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 Consequence
A 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 Target Response ConsequenceA
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
Target Stimulus Target Response ConsequenceA
The Target Stimulus
It acquires this the ability to momentarily increase a response
through differential reinforcement
Point to FoxGood 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
Consequence
In general, reinforce all correct responses, use consequences consistently
Consider student characteristics when deciding between the use of error correction or extinction
Target Stimulus Target Response Consequence
Least-to-most prompts
Prompt hierarchy is used to teach NEW skills
Comprised of at least 3 levelsLeast to most controlling or
informative amounts of assistance
Last level—controlling prompt – a prompt that ensures the learner responds correctly
Can be used with both discrete and chaining responses
Gestural prompts
Make movements that cue
Pointing to the top of the paper where the learner needs to write his name
Model prompts
Perform the target skill or behavior
Full model prompts can be verbal if the skills being taught is verbal
Full model prompts can be motor responses if the skill being taught involves moving a body part
Physical prompts
Touch learners
Tapping a learner’s hand to cue him to begin writing his name
Teacher putting hand over learner’s to help her write her name
Visual prompts
Provide pictures of events that provide information
Task analysis checklist
Transition picture card
Practice: Prompt Type
Watch video of Noah
In your group, determine what type(s) of prompting were used.
Noah assessment with Kathy.wmv
Key Components of All Prompting Procedures
Antecedent
Target skill
Consequence
All 3 components CRITICAL in prompting procedures.
When all 3 are used—referred to as a trial
Antecedent
Target stimulus AND cue/task direction
Tells the learner to use the target skill
The thing or situation
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
Planning the Intervention
Brief: Step by Step Process
Prompting – Steps for Implementation Least to Most
Step 1: Identifying the target skill/behavior
1. Define the target behavior in terms that are observable and measureable.
Noah’s Assessment Video
Write down the areas of need
Talk with your group and prioritize top 3areas.
Step 2: Identifying the Target Stimulus
Identify one of the following:
Naturally occurring event Completion of one event or activity
An external signal
Step 3: Selecting Cues or Task Directions
Select at least one cue to begin the teaching exchange (trial) Material or environmental
manipulation Task direction Naturally occurring event
Select one of the following as a time to give the cue/task direction First Prompt level (independent) At each step of the prompt hierarchy
Step 4: Selecting Reinforcers Identify:Learner’s motivation
Deprivation state ( gold fish)
Select appropriate for the target skill and instructional task. (give examples)
Application: Observe Noah and take preference data Preference taking data.MP4
Step 5: Identify Activities and Times for Teaching
Identify all the times during the day when the learner may need to use the target skill
Before embedding prompting procedures, identify activities in which prompting procedures can be incorporated to teach target skills.
Step 6: Select the Number of Levels in the Hierarchy
Consider
Task characteristics Learner characteristics Times available for instruction
*Refer to provided data sheet
Step 7: Selecting prompt typesType:GesturalVerbalVisualModelPhysical
Base choice on:Learner characteristics and skill
level
Step 8: Sequencing Prompts: Least to Most
Determine type of Prompt based on:
Least amount of assistance
More information
Most amount of assistance
Step 9: Determine Length of Response Interval
How long does it take for the learner to complete similar skills/tasks
Consider: Learner characteristics Task characteristics Amount of time a learner will be allowed
to begin and complete the task. Identify an initial response interval
of 3 to 5 seconds
Step 1: Establish Learner attention, Deliver the Stimulus and Provide the Cue
Establish attention
Deliver the Target stimulus
Using an attention getting strategy or
Present the cue or task direction
Step 2: Waiting for the learner to respond.
Teachers wait for student response (typically 3 -5 seconds) before providing increased support.
Step 3: Responding to Learner’s attempts
If correct, immediately provide positive feedback by:
Offering reinforcement State what Learner did that was correct. (Refrain
from saying “Good Job”)
If incorrect: Interrupt the incorrect response and Deliver the next prompt in the hierarchy
If no response: Use the prompt at the next level of Hierarchy.
Continue through the hierarchy until a correct response occurs and deliver the reinforcer.
Step 4: Monitoring learner Outcomes
Record each type of responses that occurs
Review data to determine if progress is being made.
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
Step 2
Breaking the skill into Components Segment the skill into more
manageable components By:
▪ Completing the skill him/herself, or▪ Observe another person complete the
activity and recording the steps
Confirm that each component consist of a discrete trial
Step 3: confirming the steps of the Task Analysis
Confirm the steps of the task analysis by having someone follow the steps verbatim.
Activity: Non Handicapped Inventory
Divide into focus groups
Assign a skill to teach for each group
Determine the chained steps needed to complete the task
Choose a person to walk through the steps
Take data!
Step 4: Determine How the Skill Will Be Taught
Select the appropriate teaching method by matching the evidence based strategy with: Learner’s temperament Learning style History of what worked/what didn’t
work Learner’s IEP/IFSP Environments within which the
learner functions
Step 4 Cont’
Identify the evidence based practices that will be used to teach the steps of the skill
Identify the types of prompting and reinforcement procedures they will use to teach the steps identified by the task analysis and /or that are appropriate for specific evidence-based practices.
Present steps of the task analysis to learner in an age and developmentally-appropriate manner.
Many Evidence Based Practices use task analysis
Structured work systemsVideo modelingVisual supportsSocial narrativesDiscrete trial trainingPivotal response trainingTime delay
Prompting and reinforcement
“Thoughtful planning and mindful implementation are integral components of teaching skills to learners with autism spectrum disorders.”
Why?
Based on learner’s mode of learning
Communication system
Visual understanding
Not to attract undo attention to the learner
Step 5: Implementing Intervention and Monitoring Progress
Implement evidence-based practice identified as appropriate to teach the target skills using the steps for implementation and steps for implementation for the selected practice
Follow appropriate data collection procedures to monitor learner progress for the specific evidence based practices chosed to teach the target skills.
Carla and Noah’s Story
Implementation sheets for prompting and task analysis
Note steps completed
Note steps that need work
Leadership Jigsaw Activity
Divide into groupsPosters have a different type of
promptsBrainstorm and record ways to
teach and provide examplesReturn to your district and shareEach table choose two or three
of your favoritesMake a copy of the total list and
give to Kathy
Let’s Take Some Data!
You will need a Frequency Data Sheet
Listen to the song
Record every time you hear you or your
District Team Planning Session Choose group facilitator Choose a time keeper Summarize what you have done so far
within district for the Autism leadership
Choose a priority from the list Fill out Action Plan Whole group will be divided into 2
groups facilitated by Lori and Kathy Plan will be shared within these 2
smaller groups.
Homework
Choose a student (yes you can work as a team)
Media Release Choose a skill Task Analyze Determine Prompt hierarchy Conduct a Preference Assessment Summarize results (format can be
narrative or graphed) Bring summary to December’s training EILA\CEU certificate will be given when we
have received the summary.