1. Behavioural and Interactive Approaches
TEACHING AND LEARNING
Behavioural and Interactive Approaches

2. By the end of the day you should be able to:
Use behavioural and interactive approaches in your teaching
Use SMART and SCRUFFY targets

3. Approaches to Teaching and Learning

4. Behavioural Approaches

5. Learning is explicit

6. Operant Conditioning The response following the behaviour makes
that behaviour likely to be repeated

7. Behavioural approach to learning
Observable behaviour
Change the behaviour
Positive reinforcement
Negative reinforcement (removal of a reward)
Punishment
Extinction
Measurement
Individualised learning

8. Tangible rewards
How do you use behavioural
approaches in your life?

9. Behavioural Teaching Skills-based approach Task/ functional analysis
Chaining (backwards and forwards)
Prompting
Fading
Shaping
Generalisation

10. Precision Teaching Short energetic practice sessions
Collect data to show
progress
Support from coach

11. Errorless Learning Bryony learned to read using errorless learning
She was taught using
flashcards
Her mum used flashcards with the word on one side and picture on the other.
If Bryony didn’t know the word then she flipped over to let her name the picture

12. TARGET SETTING

13. SMART targets Specific Measurable Achievable Realistic Time related
We can use SMART targets
in education

14. I can statements
I can walk away from people when I am feeling angry

15. SMART target
I can count 1-5 when pulling each object towards me. I will count like this every day for the next 6 weeks.

16. SMART target
John will take the spoon from an adult once it has been loaded with food and put it in his mouth. He will be prompted by the adult open hand held out to hand the spoon back to the adult. He will do this for at least the first 2 spoonfuls of his first course and all but the last spoonful of his pudding. Review in July.

17. You write a SMART target
Write a SMART target for a child who is learning to drink from cup. Select a small step within this general aim suitable for a learner you know.

18. Task Analysis Take toothpaste in one hand
Unscrew the top with the other
Put the top down
Pick up the toothbrush
Squeeze toothpaste onto the brush
Put the toothpaste down
Turn on the tap
Place the brush under the tap
Turn off the tap
Scrub the teeth – front and back – top and bottom
Rinse the brush
Put the brush down
Replace the cap on the toothpaste
Put both brush and toothpaste away

19. You do a task analysis Write out the steps for putting on a coat
Write out the steps for finding a favourite game on the CBeebies website

20. Small steps learning Forward-chaining (start at the first step)
Backward-chaining (start at the last step)

21. Interactive Approaches

23. Intensive Interaction
Children (& adults) with PMLD need lots of that early interaction given to typical infants if they are to learn how to communicate with other people 23

24. Interactive approaches are essentially
about having fun!

25. offer wonderful contexts for learning interactively

26. How can we to get learners to think?
sabotage to encourage thinking
questioning the unusual
predicting
increasing memory
asking questions
learning from mistakes 26

27. How can we challenge learners to think and solve problems during the routines of the day?
and in lessons? 27

28. Interactive approaches can help learners
to generalise
their skills and understanding

29. TARGET SETTING

30. Writing targets
SMART for products of learning eg: coat that has been put on or box full of shapes
SCRUFFY for processes eg: listening or being sociable

31. SCRUFFY targets Student-led Creative Relevant Unspecified Fun For
Youngsters

32. Strengths What the child can do well
What the child seems to be just starting to learn
What the child likes/ what motivates him or her
How, where and with whom the child learns best

33. Needs
What the child needs right now (eg: to run about the classroom or 2 minute activities or a choice of 3 pictures or ….)
What the child needs to learn next (based on what the child is beginning to learn - see strengths list)
What support/ environment the child needs to learn best
(Be careful to stick to the child’s needs and not the adults’ needs nor what comes next in the curriculum)

34. SCRUFFY target
Sam will show through his responses that he likes some stimuli and dislikes others
(not ‘Sam will blink his eyes rapidly to show he dislikes lemon juice and a loud clap, 3 out of 4 times 3 days consecutively’)

36. Name Key Target Date
Mary Smith
Routes 14 Anticipates repetitively
presented stimuli
May 2011
Anticipated fan on face
Anticipate fan on hands
Needed fewer repetitions

37. How do your targets /learning objectives enable your learners to:
Explore the world around them
Take control of their lives and learning
Learn from mistakes
Demonstrate their understanding
Use strategies to improve their learning
Learn from social interaction
Solve problems
Take responsibility
Negotiate their own learning
Achieve as much independence as possible?

38. Write a SCRUFFY process target for one of your pupils