1. I want beans!!

6. 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”?

9. Contingency Maps

10. 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

11. 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

12. Tools to Support the General Education Teacher
General Education On-line Resource
Username: prezi
Password: prezi

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

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

15. Downloadable Forms

17. Teaching for Generalization & Maintenance

18. 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

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

21. 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

22. 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

23. 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

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

25. 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

26. Frameworks?

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

28. 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.

29. 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?

30. 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

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

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

33. 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.

34. 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 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

35. 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:
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:
Practice with a partner to teach the same skill of “waving and saying Hi”

36. 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

37. 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:
Practice using time delay to teach the routine or your task analysis to a partner.

38. 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”)

39. 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

40. 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

41. 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.

42. 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

43. 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?

44. 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

45. “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.

46. 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

47. 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!

48. 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.

49. 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.

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

51. 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

52. 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

53. 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.

54. 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

55. 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.

56. 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

57. 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.

58. 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

59. 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

60. 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.

61. Functional Routine- Video Example
Arrival Routine

62. Discrete Trial Training Video Example
Receptive Language Example