1. Opportunities to Respond 2010 Region 3 Education Service Center / Texas A&M University

2. Objectives At the end of this training, you will be able to define Opportunities to Respond/Practice describe strategies for Opportunities to Respond apply strategies for Opportunities to Respond illustrate how to develop adapted lessons 2010 Region 3 Education Service Center / Texas A&M University 2

3. Opportunities to Respond provide numerous opportunities to practice the target response require practice across days and activities using prompting and feedback (Browder et al., 2008) 2010 Region 3 Education Service Center / Texas A&M University 3

4. Approaches Skill acquisition Skill maintenance Skill generalization Adapted mathematics lessons and units 2010 Region 3 Education Service Center / Texas A&M University 4

5. Research Evidence Browder, et al. (2006) –13 out of 27 studies used the Massed/Discrete Trials instructional strategies –This strategy has been used to teach a variety of math skills, such as addition (Baroody, 1996), counting and matching numbers (Kapadia and Fantuzzo, 1988), measurement (Karsh, Dahlquist, and Repp, 1994), and multiplication (Morin and Miller, 1998) Browder, et al. (2008) –The Opportunities to Respond strategy has been identified as one of the evidence-based practices for teaching mathematics to students with significant cognitive disabilities 2010 Region 3 Education Service Center / Texas A&M University 5

6. Trial Components Discriminative Stimulus (DS) Antecedent An instruction or a question “John, what is this number?” Response Behavior following the instruction or question “2.” Reinforcing Stimulus (RS) Consequence Reinforcement Error correction 2010 Region 3 Education Service Center / Texas A&M University (http://www.users.qwest.net/~tbharris/aba_train.htm) FeedbackPrompt 6

7. Skill Acquisition—Massed/Discrete Trials A primary teaching method to teach students with developmental disabilities Teaching a skill by repeating the same trial several times successively in a short period of time (CBASSE, 2001). Beginning with prompted trials, then using systematic prompt fading until the student can give the correct response independently Example—A flash card of a number 5 is placed in front of the student, and 10 repetitions are presented as, “Mike, what number is it?” 2010 Region 3 Education Service Center / Texas A&M University 7

8. Teaching Strategies for Massed/Discrete Trials Break skill into the smallest steps Teach each step of the skill intensively until it is mastered (systematic instruction) Provide multiple opportunities for responding Prompt the correct response, and fade the prompts as soon as possible Use positive reinforcement procedures (http://www.autismtreatment.info/What+Is+a+Discrete+Trial.aspx) 2010 Region 3 Education Service Center / Texas A&M University 8

9. Massed/Discrete Trials Activity Tasks: Teach locating points on a coordinate plane –Present a student ordered pairs of whole numbers, such as (3, 6), and say “Find this point on the plane.” The student is taught to locate this point on a coordinate grid. Use constant time delay with verbal or modeling prompt. Teach number comparison –Ask for two numbers (through 20). The student is taught to use marbles to represent these two quantities and compare them. The student will make a sentence by using “more than” (for example, “18 is more than 12”). Use the least-intrusive prompting strategy to teach. The hierarchy of prompts is (a) gesture, (b) verbal prompt, and (c) model and verbal prompt. 2010 Region 3 Education Service Center / Texas A&M University 9 Activity #1

10. Maintenance and Generalization A learning process includes Acquisition Maintenance Generalization 2010 Region 3 Education Service Center / Texas A&M University 10

11. Maintenance Skill overlearning—fading reinforcement Distributed practice—scheduling matrix (Westling and Fox, 2000)scheduling matrix Building on learned skills Using a maintenance schedule 2010 Region 3 Education Service Center / Texas A&M University 11

12. Scheduling Matrix Identify individualized goals within the general curriculum List events of the school day for the student Check the event in which the skill can be taught Activity matrix 2010 Region 3 Education Service Center / Texas A&M University 12

13. Activity Matrix 2010 Region 3 Education Service Center / Texas A&M University 13 Student: John Teacher: Cheryl Activity/ Location Time/ Instructor Skill Tell Time to Hour CountUse Next Dollar Strategy Name Numerals Arrival8:30 Peer ×× Homeroom8:45 David ××× Computer9:00 Chris ××× Special (art, music) 9:30 Cheryl × Snack/leisure10:30 Cheryl ××× Library11:15 Beth ×× Lunch12:00 Peer/Cheryl ×× Community1:00 Cheryl ××× Project2:00 Peer/Cheryl ××× Cleanup2:30 Cheryl ×

14. Approaches Skill acquisition Skill maintenance Skill generalization Adapted mathematics lessons and units 2010 Region 3 Education Service Center / Texas A&M University 14

15. Generalization Teaching functional skills and using in vivo instruction Multiple Exemplar approach—u se varied materials and activities to teach the same skill General Case approach –Define the instructional goal –Define the variation of stimuli and responses –Select differential exemplars –Vary other features –Teach one set of exemplar, and probe the others; teach until mastery Stimulus equivalence—i f a = b, and a = c, then b = c and c = b 2010 Region 3 Education Service Center / Texas A&M University (Browder and Snell, 2000) Activity #2 15

16. Approaches Skill acquisition Skill maintenance Skill generalization Adapted mathematics lessons and units 2010 Region 3 Education Service Center / Texas A&M University 16

17. Adapted Math Lesson/Unit Plans Two traditional curricular approaches –Remedial curricular approach—teaching prenumber skills and basic numeracy skills from the beginning, regardless of grade level –Functional approach—teaching functional skills and ignoring numeracy skills Promoting access to the general curriculum (recommended)—dual instruction approach –Using systematic instruction to teach skills needed to acquire numeracy skills within typical grade-level math activities and concepts –Teaching functional academic skills 2010 Region 3 Education Service Center / Texas A&M University (Browder, Ahlgrim-Delzell, Pugalee, and Jimenez, 2006) 17

18. Formula for Accessing the General Curriculum Instruction in numeracy skills Instruction in general grade-level content Instruction in functional contexts Access to general math curriculum 2010 Region 3 Education Service Center / Texas A&M University (Browder et al., 2006 ) 18

19. Handout #1 Formula Application Carter’s IEP goal: To apply place value skills of whole numbers in third-grade math activities and functional activities 2010 Region 3 Education Service Center / Texas A&M University Typical Third-Grade Expectation (TEKS) Adapted Expectation for Carter in Third-Grade Math Functional Application Use place value to compare and order whole numbers through 9,999 Identify digits in tens and ones places of whole numbers through 99 Organize books by simple two-digit call numbers Generate a table of paired numbers Complete a table of paired numbers with manipulatives Make a table of numbers of mouths, eyes, and legs for frogs Identify congruent two- dimensional figures Match similar shapes of squares and triangles by counting numbers of angles Organize objects by shapes Use standard units to find the perimeter of a shape Identify total standard units of cardboards with different lengths Estimate perimeters for different objects (Browder et al., 2006) 19

20. Planning Adapted Lessons and Units 2010 Region 3 Education Service Center / Texas A&M University Handout #1 20 Adapt objectives based on grade-level standards and the student’s individual goals Adapt materials and representationAdapt learning activities Use techniques of systematic instruction and opportunities to respond Assess skill mastery

21. Components of an Adapted Lesson Student TEKS objective Learning objective/alternate objective Materials and equipment Teaching activities Opportunities to practice Assessment (Browder et al., 2006) 2010 Region 3 Education Service Center / Texas A&M University Handout #2 21

22. Activity #3 Planning an Adapted Lesson Simon is a seventh grader with autism and moderate intellectual disabilities. He has speech impairments and is learning to use an augmentative alternative communication (ACC) device. With limited prior exposure to mathematics instruction, he can compare single-digit numbers by using a number line. In seventh-grade general math class, students need to learn how to compare integers—according to the TEKS 111.23.Grade7.(b)(1)(A), “compare and order integers and positive rational numbers.” Using the activity sheet on the second page, draft an adapted lesson plan for Simon. 2010 Region 3 Education Service Center / Texas A&M University 22

23. Closure Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Write down some ideas of what you want to start using in your classroom. 23 2010 Region 3 Education Service Center / Texas A&M University