1. Extended School Year Services
Working with students in the CALS and FALS programs
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2. Click anywhere to continue
Agenda
BCPS ESY Wiki
Instructional recommendations
Curricular resources
Student Specific Materials
Classroom Environment
Prompting
Classroom Management
Case Management and Tips for Success
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3. Effective Use of Prompting
Session Three
Effective Use of Prompting
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4. Click anywhere to continue
Prompt Hierarchy
Natural Cue
Gesture
Verbal
Visual/Picture
Model
Physical (partial, full)
Full Physical
MOST TO LEAST
LEAST TO MOST
Prompting should be used within the classroom, as well as out on job sites. I understand that can be easier for us to do things, but our purpose is to help our students be able to do things. They are in our program for a reason, and we need to provide opportunities for growth as often as possible.
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Least to Most
Skill
Natural Cue
Verbal Prompt
Model
Physical
Identify the length of an object with a ruler.
Provide object and ruler and ask student, “How long is this?” Wait for the student to respond.
If correct, praise. If not, move to the first level of prompting.
“To measure, you need to line up the beginning of the ruler at the beginning of the object and count the numbers until the end of the object.”
If correct, praise. If no response or incorrect, move to next prompt level.
“This is how you measure the object, like this (model measuring). Ask student to measure by themselves.
If correct, praise. If not, move to next prompt level.
“Let’s measure the object together (physically guide student to measure, counting numbers and pointing to final # of inches on ruler).”
(You may choose not to prase physically guided responses to encourage more independence).
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The Power of the Pause
Sometimes the most effective thing to do is NOTHING!
WAIT before prompting for the student to initiate
After giving an instruction/prompt, WAIT for the child to process
Increase the pause over time to promote independence
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Most to Least
Skill
Prompt #1 #2 #3 #4
READING: Find object that goes with the story’s theme.
MATH:
Add two numbers with a calculator
Physical: Guide student to select correct object for each story.
Physical: Guide student to make each response.
Model: Pick up correct object; then have student do it.
Gesture: Show student button to press, wait for student to make response.
Gesture: Point to correct object, then have student select it.
Verbal: Tell student button to push and wait for student to make response.
Verbal: Tell student correct object and wait for student to select it.
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8. Thank You This concludes Session Three
Please continue on to Session Four: Classroom Management