1. Building Student Independence 1

2. Staying connected 2

3. 3 Working definition of independence O The ability to be in an environment and to: O Identify what needs to be done O Have the skill(s) to do it O Recognize that the tools for doing it are available O Do it O Once it is done, assess and proceed or do something different if necessary.

4. Types of Prompts Natural CueGestureVerbalVisualModeling Physica l 4

5. 5

6. Prompting Hierarchy 6

7. What prompts is the adult demonstrating? 7

8. 8 Prompt dependency May learn: O To only respond with prompts O ‘Like the prompts’ (attention) O ‘Might as well wait’ for the right answer Avoid by: O Keeping verbal prompts to a minimum - they are the most routine and the hardest to fade! O Observe and carefully plan the use and fading of any prompts

9. How can this visual prompt systematically be faded? 9

10. Fading Prompts O Less intrusive O Less intensive O Less obvious O Less frequent O Less talk 10

11. Gradients within a prompt Gestures 1.High? 2. Moderate? 3. Low? 11

12. Gradients within a prompt Verbal 1. High? 2. Moderate? 3. Low? 12

13. Gradients within a prompt Visual 1. High? 2. Moderate? 3.Low? 13

14. Gradients within a prompt Modeling 1.High? 2. Moderate? 3. Low? 14

15. Gradients within a prompt Physical 1. High? 2. Moderate? 3. Low? 15

16. Top 10 tips for avoiding prompt- dependency ① Say what you mean, mean what you say ② Use brief, clear instructions ③ Follow through immediately, without repeating instructions ④ Use the most effective, least intrusive least noticeable prompt ⑤ Fade prompts as quickly as possible 16

17. Only prompt when … ⑥ A student is asked a questions and s/he doesn’t answer or answers incorrectly ⑦ A student is asked to do something and s/he doesn’t do it or does it incorrectly ⑧ There is something a student should be doing (based on some environmental or natural cue) and s/he is not doing it 17

18. And finally, don’t forget to … ⑨ Reinforce (even approximations) ⑩ Teach all skills with a self-management component, such as activity schedules, lists, self- reinforcement. That means you need to teach the student how to be in charge. 18

19. What type of prompt is this educator demonstrating? 19

20. What type of prompt is this educator demonstrating? 20

21. How can these prompts be faded? 21

22. Reflection O Do you find your students only display correct responses for you, but not in the presence of other education assistants or teachers? O YES or NO O Do you find yourself frequently needing to prompt your students to start, continue or complete tasks? O YES OR NO O Do your students have frequent opportunities to demonstrate responsibility for their own learning? O YES OR NO O Do your students know how to evaluate their own behaviour or learning? O YES or NO 22

23. Self Management Self Instruction Self Reinforce- ment Self Monitoring 23

24. Self management vs. Educator Control Provides a middle step when moving from external to control by natural consequences Students lack opportunities to learn how to manage their own behaviour Prepares the student for later life when educators will not be available to provide control or structure Student’s limited involvement prevents them from developing self reliant skills Frees the educators to spend more time on other important skills and designing effective learning environments Teachers may fail to notice many of a student’s good behaviours Teacher becomes a cue for student’s appropriate actions 24

25. Steps to Teaching Self Monitoring 1. Select and define a target behaviour or a set of steps in an activity (i.e.: task analysis, procedural chart) 2. Develop (consider the use of words, visuals and method to check off) 3. Teach the student to monitor the target behaviour or the steps in an activity, and record 4. Evaluate progress 5. Fade self monitoring chart 25

26. Student… O Decides if the behaviour occurred or step was followed O Records O Discusses progress with educator O Involved in changes and / or reinforcers 26

27. 27 Self-monitoring O Effective with all ages of students O Students has an active role in all steps O Promotes elements of self- determination O A life skill

28. 28 Self-monitoring What adaptations could be made to this student self- assessment form to make it more effective?

29. Self monitoring examples 29

30. Self monitoring examples 30

31. Activity O Develop a self monitoring chart for a student you support. O Ensure it allows for the student to check off / mark how they are doing. What will you be using check marks, stickers, stamps, etc.? O Share it with another participant. Imagine you are on the same team. O Do you understand the form well enough to support the student. If not, how could it be revised? O Reverse roles. 31

32. Bringing it all together 32

33. Evaluation 33