1. 1 Understanding Behaviour General Instructional Supports

2. 2 Getting re-connected

3. 3 Visual Supports Provides a visual (objects, pictures or words) to tell students what activities will happen and in what order Classroom Daily Schedules Individual Schedules (may need to be portable) Timetables or agendas

4. 4 Visual Supports clarifies by drawing attention to the important details (labeling, highlighting, color- coding...anything that makes the relevant more obvious) instructs by giving visual information about how to complete the task (jigs, arrows, pictures, product samples...anything that makes no verbal instructions necessary)

5. 5 Visual Supports Organizes materials in the space and sequences (all items in their place, limited number or spacing...anything to organize) May fade but do not eliminate! (offers predictability and/or control; manages change, emotional or psychological supports to the day; promotes independence)

6. 6 Predictability Gives a structure and order to a day or activity that for a student feels unclear or unknown Makes it easier for student (and you) to move through activities and day successfully

7. 7 Predictability Important to understand and know about what is coming, particularly if its not was expected or can make a student feel anxious or excited Planning and preparing for change helps

8. 8 Prompting Prompts are used to increase the likelihood that a student will engage in the correct behaviour at the correct time and place Given before or during a task Introduced during the time when a student is learning or acquiring - discontinue after student has acquired skill or routine

9. 9 Prompting The purpose is to assist the student to: –Attend to teacher instruction independently –Attend to other students when they respond independently –Complete seatwork accurately and independently –Follow classroom routines independently

10. 10 Prompting Prompts should ensure that the student can be successful with the activity 3 Keys 1.Add as little as possible to help the learner succeed 2.Fade the prompts as soon as possible 3.Certain types of prompts are much easier to fade than others

11. 11 Many varieties of prompts  Gestures (subtle hand movements)  Looks  Movements toward or away from someone  Proximity  Relative position of materials  Pauses  Questions / directions “Keep going.”, “Use your glue stick.”  Physical guidance  Relative order of presentation of materials

12. 12 Physical Prompts

13. 13 Physical Prompts

14. 14 Levels of Prompts Least assistance Gestures/modeling Visuals Verbal Physical Most assistance

15. 15 Hand washing with prompts Partial physical prompts (most intrusive) Visual (task analysis) prompts (less intrusive)

16. 16 Working definition of independence The ability to be in an environment and to: –Identify what needs to be done –Have the skill(s) to do it –Recognize that the tools for doing it are available –Do it Once it is done, assess and proceed or do something different if necessary.

17. 17 Prompt dependency An overreliance or dependence on adult support, thus inhibiting independence A particular concern with student who receive significant amounts of one-to- one support

18. 18 Prompt dependency May learn: To only respond with prompts ‘Like the prompts’ (attention) ‘Might as well wait’ for the right answer Avoid by: Keeping verbal prompts to a minimum - they are the most routine and the hardest to fade! Observe and carefully plan the use and fading of any prompts

19. 19 Self-monitoring Effective with all ages of students Students has an active role in all steps Promotes elements of self-determination A life skill

20. 20 Self-monitoring What adaptations could be made to this student self- assessment form to make it more effective?

21. 21 Things to try for next time Complete the worksheet on providing supports and bring it to the next session.