1. R EDUCTIVE I NTERVENTIONS AND S YSTEMATIC I NSTRUCTION P ROMPTING, & P REFERENCE A SSESSMENT

2. D ESCRIBE YOUR GRAPH IN WORDS On-task is consistently between 30% -40% during baseline The baseline data increases from 20% to 80% steadily Te baseline data consistently decreases from 5 to 2 attempts correct The data is stable The data is variable The data is consistent The data decreases The data increases

3. Positive Reinforcement Negative Reinforcement Type I Punishment (positive punishment) Type II Punishment (negative punishment)

4. R EDUCTIVE VS. I NCREASING D ESIRED B EHAVIOR S TRATEGIES Reductive Differential Reinforcement ExtinctionPunishment Increasing Desired Behavior Positive Reinforcement Replacement Teaching Shaping Hierarchical Non- Hierarchical

5. D IFFERENTIALLY R EINFORCING DRL-lower level DRA-alterative behavior DRI- incompatible behavior DRO or Zero Rate/Level DRC- communication

6. DRL Apply Differential Reinforcement When target behavior decreases Lower Rate of target behavior

7. DRA Apply Differential Reinforcement Alternative /replacement behavior is used We increase alternative behavior and decrease target behavior

8. DRI Apply differential reinforcement To walking instead running This is an in compatible behavior Impossible to walk and run at the same time Results in walking instead of running We call this DRI

9. DRO-ZERO Apply Differential Reinforcement Target behavior: I blurt out in class 5 times per minute When Zero rate occurs Today there were 0 blurt outs per minute Reduction in target behavior Was reinforced using my token system Over time I decrease to 0

10. DRC I am differential reinforced when ask for milk with sign This decreases my target behavior of screaming to get when I want Or any communication

11. G ENERAL P ROMPTING S TRATEGIES Stimulus Prompts- that come before the desired behavior Response prompts- Prompts that come after an initial cue or request to perform a desired behavior yellow highlighter to read a specific word student is asked to pull out their assignment- students sits- teacher then gives an indirect verbal prompt “ what are supposed to do next Jamalia” Prompting MethodExample

12. T IME D ELAY P ROMPTING S TRATEGEIS Constant Time Delay Progressive Time Delay A set wait time after the teacher asks the student the answer to the multiplication card before a prompt is initiated A gradually increasing wait time after the teacher asks the student the answer to the multiplication card before a prompt is initiated Time Delay TypeExample

13. S PECIFIC P ROMPTING S TRATEGIES Most to least –(Decreasing Assistance) start with the most intensive prompt and move to least intensive prompt- decreasing assistance slowly Graduated Guidance- (Decreasing Assistance)- start with the most intensive prompt and move to least intensive prompt- decreasing assistance slowly; however this is not systematic. It is done by shadowing a student. Least to most (Increasing Assistance)- start with the least intensive prompt move to the most intensive

14. C ONSTANT T IME D ELAY (CTD) Step 1 Attention cue “are you ready” Step 2 Task Direction (verbal, written, or non-verbal) Step 3 A pre-set standard delay (4-5 sec) Step 4 Controlling stimulus or prompt that will insure the targeted behavior is completed Step 5 always provide a reinforcement for successes

15. T HINGS Y OU NEED FOR CTD Standard interval of time is for student to respond before prompt is initiated Must identify initial prompt intensity Controlling prompt Prompt intensity (What level of prompting) What to do if the student fails to respond Error Correction

16. CTD E XAMPLE : T ARGET B EHAVIOR - S TART M ATH W ORK ON T IME Teacher “let’s get ready to do math” Student pulls out workbook Teacher “Start problem set 1” Teacher waits 4 seconds for students to start work Students starts work with 4 seconds Teacher “Great Job!” you earn 1 point toward a pizza party When student fails to start work within 4 seconds teacher delivers controlling prompts of point to work, after student starts teacher says “thank you good job.”

17. P ROGRESSIVE T IME D ELAY (PTD) Same as previous except time is gradually increased Must consider how much you are time you are going to increase after how many trials Prompting intensity, initial prompt, failure to respond, error correction are also issues that need to be determined

18. PTD E XAMPLE : T ARGET BEHAVIOR - C HECK PICTURE SCHEDULE BEFORE TRANSITION Step 1 Teacher gets student attention by ringing bell Step 2 Teacher “Check your schedule” Step 3 Teacher allows Sally two seconds to respond Step 4 Sally checks responds within two seconds Step 5 Great work! And Sally gets a sticker –or- Step 5A Sally did not check her schedule and the teacher delivers the controlling prompt (points to the picture schedule) sally then responds correctly- thank you good job Each week the teacher adds time before she delivers the controlling prompt. This is what makes it progressive.

19. P RACTICE A CTIVITY Teach your assigned task incorporating the prompting procedures and instructional procedures- Write a “step by step procedure” for the following: Group A- Least to Most Prompts Group B-Progressive Time Delay Group C-Constant time Delay Group D- Most to least Group E-Stimulus (Antecedent) Prompt and a fading procedure In all instruction consider the types of prompts and explain how, when, and why you will deliver them You can pick an example learner someone is familiar with from your group- explain any special accommodations the learner might need Also- how might assistive/ instructional technology be used in your lesson

20. A PPLICATIONS OF P REFERENCE A SSESSMENT Planning for context and curriculum Planning for life style enhancement Panning for instruction and interventions (e.g., selecting reinforcers)

21. Y OU C AN A SSESS P REFERENCE BY : Asking the student questions Observing the student Asking the family or others familiar with the student -and- You must allow for new options And preference assessment is ongoing

22. K EY I SSUES I N P REFERENCE A SSESSMENT Provide a diversity of opportunities Consider preferences that have are not currently known Consider many types of preferences Find out what typical peers like Consider preferences that can be easily provided as a reinforcer Examples: high status activities, borrowing valued items, peer attention, teacher attention, games, access to special equipment, awards that carry high status, extra classroom privileges

23. I SSUES WHEN STUDENTS CAN NOT COMMUNICATE WITH US WELL Display 4 items Keep items near you Keep items equidistant Allow time to reach Consider eye gaze Do not lead with items/mix them up Allow opportunities for new items Replicate

24. A CTIVITY Develop a preference assessment a student that one of the members of your group is using for their applied project based