I NSTRUCTIONAL M ETHODOLOGIES Elementary Teaching Assistant Training

O VERVIEW ABA Data Collection Prompt Hierarchy

W HAT IS ABA? ABA is the science of understanding and improving socially significant behavior. This includes social behavior AND academic behavior. APPLIED-Specific content is selected to teach BEHAVIOR-Student demonstrates learning/knowledge of what is being taught ANALYSIS-Progress monitoring based on how content is presented and reinforced

A PPLICATION TO T EACHING A SSISTANTS ABA strategies should be used when…  Facilitating direct instruction  Teaching key concepts  Reinforcing academic and social skills

P RINCIPLES OF ABA An Adult should say/explain… 1. The instructional cue (directions/question given) 2. What is the correct response? 3. What do we do when the correct response is given/ what do we do when the incorrect response is given?

W HAT IS P ROMPTING ? Any help given to learners to assist them in using specific skills. Prompts are generally given by an adult or peer before or as a learner attempt to use a skill. Least-to-Most: system of least prompting to greater prompting. We use a prompt hierarchy to help the students become as independent as possible. It is a systematic way to fade how much assistance we give students. We use the following language to describe the levels of prompting.

L EVELS OF P ROMPTING

I NDIRECT VERBAL Ask a question to cue the student. Examples: “What do you need to do?” “What is next?” “What time is it?” “What were your teacher’s directions?” “Look around, what are the other kids doing?”

G ESTURE Point or use another motion to cue the student. Examples: Point to the door if you should be leaving, hand over lips to cue student to be quiet

V ISUAL PROMPT Symbols (pictures or words) are presented to guide behavior. Examples: Boardmaker pictures, pictures of the student preforming the behaviors, voice level posters, PBIS posters with pictures,

D IRECT VERBAL The student does the task after being given an individual direction. Example: “You need to…”

M ODEL The student does the task after you show them how to by doing the task yourself. Examples: You wipe off the student’s desk and then stand aside to let her try it. You show the student a jumping jack and then say “Your turn”

P HYSICAL P RIME Slight physical contact that guides the student toward the task. Example: You touch the student’s elbow to get them to pick up a pencil.

P ARTIAL PHYSICAL Staff physically starts the student on the desired task, and then ceases the physical assistance so the student may complete the task independently. This includes set up of materials. Example: you hand a student his backpack and he then completes his exit routine.

F ULL PHYSICAL Staff physically guides the student through the entire task. Example: You hold the student’s hand to walk to gym. This includes activities completed with hand over hand assistance.

N O OPPORTUNITY Staff performs the entire task for the student. The student does not participate in the task. Example: You write all assignments in the student’s assignment notebook each day.

I MPORTANT F ACTORS Building positive relationship with student Consistency is KEY! This includes common language, expectations, and use of strategies. Understanding the importance of reinforcers and how and when to use them.

T HOUGHTS …. “The worst thing you can do for those you love is the things they could do for themselves” Abraham Lincoln

R ESOURCES “Looking Forward” power point Prompt hierarchy data collection form Create videos to model appropriate prompting Dynavox Implementation tool kit toolkit/search- resources/default.aspx?keywords=prompting toolkit/search- resources/default.aspx?keywords=prompting Understanding Reinforcement Articles-Indiana University website