I want beans!!

www.thedabblingspeechie.com

Peer Mediated Interventions: Pair the student with a “Social Expert” Observe areas and social situations that have caused misunderstandings or where non-desired behavior is occurring “Social Expert” student acts as “social translator” to translate the situation and discuss options for more positive reaction and behavior Adult picks a “social expert” to be paired with student with ASD to analyze social situations and help with understanding and reframe – How would you find a “social expert”?

Contingency Maps

Structured Work Systems/Activities In addition to poster and teaching, seat work is task analyzed, color coded Clear Beginning End Student knows how much and what work by how it is presented Student knows what to do when finished – maybe built-in reinforcer when finished 10

3 Teacher Tools -Data-based Decision -Relationship to IEP Making! Goals -Appropriate Curricula -Instructional Strategies Content: A Road Map -Consistency Between -Fidelity of Staff Implementation -Team Instructional -Lesson Plans Planning Tools -Age Appropriate Materials - Visual Supports -Basic Behavior Strategies -Visual Supports -Guides to Common Core

Tools to Support the General Education Teacher General Education On-line Resource http://www.orpats.org/prezipage/ Username: prezi Password: prezi

General Education On-line Resource http://www.orpats.org/prezipage/

Teacher Tools for General Educators http://www.orpats.org/prezipage/

Downloadable Forms

Teaching for Generalization & Maintenance

Agenda Reflection & Feedback Data Course Updates Review of Frameworks & Evidence-based Practices Antecedent Strategies Rules for Consequence Strategies Maintenance & Generalization Strategies Discrete Trial Training & Pivotal Response Training

Reflection & Feedback Data Spring 2015 Curriculum & Instruction ASD/DD

What instructors are doing that is working: Hybrid style In-class discussion & questions Repetition with review of content Dynamic, encouraging presentation style Time to work with actual tools Opportunity to do extra-credit and re-do assignments

Areas instructors can improve More videos of people using AAC Clarity in PowerPoints for which class Slower presentation of PowerPoints Connect to bigger picture of what we are learning Better alignment with Practicum/Work Sample More interaction with content Improve the website to make it more friendly- easier to find information

Completed Assignments Discussion Postings (Anticipatory Set/Pre-teaching) Quizzes- Judicious Review & Checks for Understanding of Principles around Instruction Goals & Objectives- Master LBC2E + (the date!): Learner Behavior Condition Criteria Evaluation procedures AND….by when. Article Review- How to identify evidence-based practices, identify research and link to practices to use in your teaching

Upcoming Assignments? Simulations- Understand evidence-based practice and practice using teaching techniques Evidence-based practice (due May 19th) AT/AAC simulation (due June 2nd)

Link to Work Sample Instructional Plan Objectives Antecedent Strategies Procedures Rationale/Research [Evidence-based Practice Briefs] Plan for fading Consequence Strategies Procedures for Reinforcement & Response Plan for Fading Maintenance Strategies Generalization Strategies

Frameworks?

“Clearing a path for people with special needs clears the path for everyone!”

ASK: What am I requiring students to do? Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. A ASK: What am I requiring students to do? D DETERMINE the prerequisite skills of the task. ANALYZE the student’s strengths and needs. P PROPOSE and implement adaptations T TEST to determine if adaptations helped the student Standards/ Lesson Plan Observe steps ALL students are doing to achieve the standard Observe what TARGET student is doing—what steps can do. Identify TARGET STUDENT outcomes and adaptations needed based on observation Create a DATA collection plan. Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

General Case Programming 1. Define the instructional universe (IU).---How? -Person-Centered Planning/ File Review/ IEP 2. Define the range of relevant stimulus & response variation within that IU.— -How? -Task Analysis 3. Select examples for the IU for use in teaching and probe testing.—How? Positive & Negative Examples 4. Sequence teaching examples.---How? Juxtapose maximally different, then minimally different examples. 5. Teach the examples.---How? Using Antecedent & Consequence Strategies 6. Test with non-trained probe examples— How?

Antecedent: Behavior you want to Consequence: Natural Cue that triggers [or should trigger]…. Behavior you want to Increase or Decrease Consequence: Natural outcome that consistently occurs after behavior Antecedent Strategies -Time Delay -Prompting -Pre-correction -Modeling -Chaining Consequence Strategies -Differential Reinforcement -Shaping -Error Correction Instructional Design -Range of Responses -Range of Examples -Positive Examples -Negative Examples -Minimally Different -Maximally Different

Evidence Based Practice Briefs http://autismpdc. fpg. unc

Effective Instruction of New Behaviors Teaching New Behaviors can be Thought of as Developing Stimulus Control Errorless Learning Prompts and Cues Response Shaping Chaining

Errorless learning Train discrimination without errors (shaping stimulus control) Refined form of decreasing prompts Alterations of features of the stimulus (Sd) OR Stimulus property Student’s name on white card other student’s name on black card. Card gradually darkened. No incorrect choices and discriminated on relevant stimulus properties. http://www.youtube.com/watch?v=h5_zJIm1B_k http://www.youtube.com/watch?v=8sYNcSP5VZ0

Errorless learning Definition Use Rationale Using prompts to preclude a student from making an incorrect response when students are not learning effectively and efficiently with other procedures 1 effective 2 positive teacher/student interaction 3 fewer inappropriate social behaviors 4 students learn little from repeated errors SUCCESS BEGETS SUCCESS AND FAILURE BEGETS FAILURE Use Rationale

Antecedent Strategies to Establish Stimulus Control Antecedent Strategies to Establish Stimulus Control?? Prompting & Time Delay Want to pair with the naturally occurring antecedent that should trigger the behavior. Prompting Most-to-Least Intrusive (e.g., starting with Physical prompt then fading to a verbal prompt) Most-to-Least Examples: https://www.youtube.com/watch?v=IwaqAkwbd_w&feature=mfu_in_order&list=UL Practice with a partner to teach the skill of: “waving and saying Hi” Least-to-Most Intrusive (e.g., starting with a Gestural/Pointing prompt then more intense to verbal, then physical if student is still not giving the correct response) Least-to-Most Examples: http://www.youtube.com/watch?v=q4EC7w9uRxE&feature=related Practice with a partner to teach the same skill of “waving and saying Hi”

What makes a good prompt? Increases likelihood of correct responding Focuses attention on relevant features of task (Sd) Ease of delivery Ease of removal across trials Good prompts are determined by the demands of the task AND the presenting skills of the learner. As weak as possible (least intrusive) Should be faded as rapidly as possible

Establishing Stimulus Control using… Time delay: begin with a prompt that works and then increase the DELAY between presentation of the target stimulus and the added prompt fixed Progressive Sd +Prompt  response Sd ….Prompt  response Sd ….response Examples: https://www.youtube.com/watch?v=XKbboCNmAzk Practice using time delay to teach the routine or your task analysis to a partner.

Fading Defined: Stimulus Fading Examples: The gradual reduction or removal of a prompt. Fading is a process for transferring stimulus control. Examples: Change in physical features (dashed lines) Change in specificity of verbal prompts (“pick up the screwdriver”…to… “what’s next”) Time delay (“Prompt+Sd”….to… “Prompt….Sd”)

Fading Prompts Increasing Assistance (Least-to-Most Prompts)—start with least intrusive and add more intrusive if necessary. Graduated Guidance (Hand-over-hand, physical guidance)—reducing full guidance to “shadowing”. Time Delay—wait several seconds before prompting to allow student to respond. Decreasing Assistance (Most-to-Least Prompts)—move to less intrusive prompt when behavior occurs reliably http://www.youtube.com/watch?v=IwaqAkwbd_w&feature=mfu_in_order&list=UL

How would you fade these prompts? Verbal prompt “move it to the tens” during two digit addition to prompt carrying. Verbal prompt “ask nicely” when prompting Elsie to ask for toys/food, etc. Physical prompt “touch on arm” as student points to communication board. Gesture prompt, pointing to the correct color when asked to touch “yellow, etc” Embedded prompt, dashed lines for writing

Teaching Applications: Shaping Defined Teaching new behaviors through differential reinforcement of successive approximations of correct responding. Differential reinforcement for shaping means that responses that meet a certain criterion are reinforced, while those that do not meet the criterion are not. The Antecedent and reward are constant. What changes is the rule for delivering the reward. The goal is to improve the precision of the new skill.

Response Shaping 1. Behavior is present, but not fluent in the presence of the “signal” 2. Focus on CONSEQUENCES -requires powerful reinforcers -use differential reinforcement 3. Systematic reinforcement of successive approximations toward the target behavior -specify dimensions of the target/goal behavior -reinforce slight improvements/changes -takes time -avoid practicing errors

Shaping Example Problem behavior: Students are off-task about 80% of the time when working with a partner. Off-topic conversation occurs and work is not completed. Define the terminal behavior. Define the initial behavior. What will our “successive approximations” be?

Shaping: How would you use shaping to.. Develop skill of saying “thank you” (in different ways) to peers. Develop skill of reading third grade material at 150 words correct per minute. Develop ability of a pre-schooler to stay in morning circle for 10 min without screaming

“Rules to scheduling reinforcement when planning instruction (from Snell & Brown, 2011” 1. During acquisition stage of learning more instances of behavior should be encouraged by the continuous provision of small amounts of contingent reiforcement (e.g., a smile and task-specific praise, fulfilling a request, “high five”, or “Yes!”) instead of large amounts of reinforcement given less often.

Rule #2 2. After a higher rate or more accurate behavior has been established, reinforcers should be faded slowly from a continuous to a fixed schedule, which requires more behavior for each reinforcement. This will strengthen the behavior as the student learns to tolerate periods of nonreinforcement instead of abruptly giving up & not responding when reinforcment is not forthcoming

Rule #3 Because students may learn to predict when reinforcement will occur, uneven patterns may result (e.g., rewarded for cleaning every Friday…won’t clean until Friday…vs random spot checks), so switch to a variable schedule based on average of every fifth time, but may occur after 2nd behavior or 10th behavior…student doesn’t know so continues working hard!

Rule #4 Reinforcers must be assessed periodically so that they continue to be reinforcing to the student. Wise to offer students the opportunity to choose their reinforcer from a group of preferred activities/items.

Rule #5 Reinforcers must be suited to student’s chronological age, the activity, and the learning situation. Aim for replacing less appropriate reinforcers with ones that have more availability in the natural environments encountered by the student.

Rule #6 The more immediately a reinforcer is presented following the peformance of the behavior, the greater will be its effect.

Error Correction Errors include: incorrect responses, problem behavior, and nonresponses Missed steps in a chained response Discrimination errors in a discrete behavior (e.g., signing “eat” instead of “help”) Taking longer than the expected response latency Want to determine if it is an error due to “can’t do or won’t do” If can’t do…need to re-teach or use different prompting system (think antecedents). If won’t do…need to look at motivation/function & reinforcement schedule

Strategies for handling incorrect responses During acquisition: Gently interrupt errors with a prompt After an error provide feedback (pause, hold up index finger, say “not quite”) and give another immediate opportunity to perform while increasing the assistance (as in a system of least prompts). Gently stop an error and see if a student will self-correct. Direct the student to the relevant task stimuli, add prompts as needed. Reinforce any self-corrections

Correction strategies later in learning Wait for student to self-correct If this does not occur, give assistance to correct the error. Simplify those responses that are frequently missed or performed incorrectly Gently interrupt errors and provide several immediate opportunities to practice the missed response (or steps in chained task) that are frequently missed.

Teaching Skill Maintenance Maintenance: skill continuing to occur for as long as it is needed without having to be taught again. Common error in teaching is that the skill is learned and generalized, but not practiced sufficiently beyond initial learning Maintenance strategies should be used in addition to generalization strategies

Maintenance Strategies Overlearning Continue practicing a skill well beyond initial mastery. Leading to automaticity Trying to build behavior into a “habit” Overlearning opportunities should be at least 50% of the opportunities necessary for the student to initially learn the objective.

Intermittent Reinforcement- variable reinforcement schedule Distributed Practice Practice during distributed learning sessions Practice is spread out across the day (vs massed practice) Practice 1 wk, 2wks, 4 wks later to ensure retention of skills Intermittent Reinforcement- variable reinforcement schedule Using a maintenance schedule- build in practice for infrequently used skills

Teaching self-management & self-instructional skills Start teaching students to manage their prompts and performance Teach “self-talk” of what steps or what each cue should be “saying” to them, etc.

Antecedent: Behavior you want to Consequence: Outline a plan for testing if student can generalize and maintain the skills. Antecedent: Natural Cue that triggers [or should trigger]…. Behavior you want to Increase or Decrease Consequence: Natural outcome that consistently occurs after behavior Antecedent Generalization Strategies -Consider features of cue/trigger -Vary those features -Natural Setting -Sufficient Exemplars Consequence Generalization Strategies -Natural consequences -Intermittent Schedule of Reinforcement -Differential reinforcement in “generalization” condition rather than original condition General Case Design -Consider range of Behaviors/Responses -Select Teaching Examples -Select Probing/ Generalization

Chained response skills vs discrete response skills Chained: multi-step behaviors E.g. sweeping the floor, playing UNO, ordering food Discrete: stand alone (e.g., naming people, matching numbers to quantities, reading words) It is sometimes hard to distinguish the difference, depending on the learner

Decide whether these objectives include chained or discrete behaviors Following the use of the toilet, Marc will wash his hands by completing 8 of 10 task steps independently When asked to circle a word (e.g., nap, mop, map) that matches a picture on a worksheet, Marc will correctly circle the word 75% of the worksheet for two probes in a row When given a slant board to hold his papers and a template to limit the range of writing, Marc will print all of the letters of the alphabet from a model 100% of the time on two probes in a row. During lunch time at school, Marc will complete 10 of the 12 steps independently: get in line, go to cafeteria….etc….and return to the classroom.

Functional Routine- Video Example Arrival Routine

Discrete Trial Training Video Example Receptive Language Example