Designing Instruction for Students with ASD

Designing Instruction for Students with ASD
Autism Cadre: Module 4

Instruction for Students with ASD
Where do we begin this journey? Planning a program for students with ASD involves knowing the appropriate curriculum for each student and the evidence-based practices to teach it. This session will focus on the knowledge necessary to design instruction and implement some of the EBPs for teaching children with ASD

What is Instruction? An active and conscious effort attempt to facilitate learning and thus to change behavior (Wolery, Bailey, & Sugai, 1988) The arrangement of contingencies that facilitate learning (Vargas, 2009) Ask the groups to come up with a definition of instruction/teaching? I have set this slide

How do we know we are teaching?
When learning has been demonstrated It is important to remind ourselves that presenting is not synonymous with teaching! Teaching must be accompanied by data collection

Data Collection Data lets us know if our training is successful or not Without data, we may continue an ineffective instructional method or discontinue effective instruction!

Value for Students with ASD
The characteristics of learners with ASD may present challenges to teachers in accurately assessing student performance “Zero degree of Inference” If you do not have data demonstrating that a student can perform a response in a context, then never assume that they can do it

Instruction and Data Collection
Continuous data collection The frequent and repeated measurement of student performance Graphing and visual analysis Data-based decision making Data collection allows us to evaluate the effectiveness of our instructional methods and to make the appropriate adjustments based on the student’s performance. Skinner emphasized the importance of continuous data collection because it allows the experimenter/teacher to make moment by moment decisions. Consider the teacher who uses the a commercial curriculum based assessment three times years to measure student progress in early literacy skills. This teacher must wait three months before she./her can determine whether instruction is effective! Fuchs and Fuchs (1986) demonstrated that when teachers used specific rules for evaluating student data, student achievement was higher than when rules were not used.

Graphing Helps in the organization of data Provides a detailed numerical summary and description of a student’s behavior which allows the readers to analyze the relation between instruction and skill acquisition Communication of student progress to Team members Administrators Parents We often use the term visual analysis to denote the reliance on graphed data to make educational decisions.

Activity: Visual Analysis
1. Review the attached data sheets and report to your partner “how the student is doing” 2. Then have the partner graph the data and report back to you “how the student is doing” Pdf will be included

Helpful Hints Graph daily: Add the data point before putting away your data sheets Keep your graph close to your data (consider placing it behind your raw data in a folder or binder) Use a percentage key or when appropriate, present a number of trials that will make it easier to determine percentages or

Data-based Decisions for Instruction
After reviewing the data, the teacher is given three broad options Keep on truckin’ Change instruction Change the instructional target These choices should be made using decision rules Across the next three slides, stimulate conversation by asking the audience to match the graph with one of these three options..

Decision-making Tools: Using Aim Lines
A visual aid to assist in progress monitoring A line is drawn through the intersection of the mid-date and the mid-performance of the first 3 training days and the intersection of the criterion performance with the goal date of accomplishment Student performance can be then measured against this line

Using Aim Lines 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 In this example, the teacher plans for three instructional sessions a week and sets a goal at mastery in 7 weeks of instruction. =45/3 =15

Setting Aim dates Consider….. Student acquisition of similar skills Difference between student performance and criterion Do not set dates too far in the future

Data Based Decision Rules
Should we…? Make no change Student’s progress approximates or exceeds aim line Change the goal or aim date Student is making steady progress but well belwo aim line Move back to easier version of skill Data shows student is performing some, but not all of the task As you notice some of Wolery et al. suggestion are based directly on comparison to the AIM line and some are based on the analysis of raw data Wolery, Bailey, & Sugai (1988)

What should we do?

Data-based Decision rules
Should we…? Step back and teach prerequisite skill Data show that the student is not performing any part of the task correctly Try a different instructional procedure Data indicate high rate of errors but with some correct Wolery, Bailey, & Sugai (1988)

Data-based Decision rules
Should we…? Move on to new phase of learning Data indicate high proportion of correct response Move on to new skill Student has met criteria for accuracy and fluency In this first one, the student may demonstrate a high level of accuracy but may need additional incentives in increase fluency. For instance, the student may read with 95% accuracy but needs programming to increase his reading rate. Wolery, Bailey, & Sugai (1988)

Data-based Decision Rules (Browder ,1986)
Teacher reviews students’ progress once every 2 school weeks (10 possible data points) Needs at least 6 data points for a review Visual inspection of the data allows to make decisions When patterns are not clear, the teacher can use phase means Phase means (total value of data points/number of data points within a phase) These rules may be beneficial because teachers may find it challenging to set an appropriate Aim date. Browder (2001)

Reaches criterion in 2 weeks Develop plan to maintain and extend performance No progress, all data points are at 0. Make no change for 2 weeks. After 2 weeks, rewrite instructional plan to address simpler skill Trend is accelerating by 5% (phase mean has increased by 5% from baseline or last 2 week period) Make no changes

Trend is flat or accelerating by less than 5% Improve antecedents (e.g. prompting strategies) it increase independent responses Trend is decelerating Consider reinforcement (student may be losing motivation)

Activity: What to do? Graph the following data and determine a general course of action Baseline performance (10%, 20%, 10%) 2 week decision period (10%, 20%, 30%, 10%, 20%, 30%) The correct answer is to keep going….BL (13%)--- Intervention (20%) 7% increase

Systematic Instruction
Based on the principles of Applied Behavior Analysis Systematic presentation of instructional stimuli Involves continuous data collection “although data collection technically comes after instruction it is vitally important that you understand how to be effective data collectors…now we are going to focus on how to teach

ABC’s of Behavior When discussing instruction we focus on the same three-term contingency as when addressing problem behavior Antecedent = Target Stimulus Behavior = Target Response Consequence = Consequence Refer to previous cadre behavior interventions trainings

Three Term Contingency Revisited
A B C Target Stimulus  Target Response  Consequence Remember that behavior is controlled by what happens before and after it Every part of this sequence is important! This final point should be hammered home because teachers often fail to reinforce correct responses.

Three Term Contingency Revisited
A B C Target Stimulus  Target Response  Consequence “What is the capitol of KY?”  “Frankfort”  “Nice Job, it is Frankfort!” 2 x 2 presented on a flashcard  Student says “4”  Teacher, “Correct” A preferred edible  Student hands a picture card Receives edible Increased proximity of a peer Student greets Peer attention

A Target Stimulus Target Stimulus  Target Response  Consequence
In the presence of “what” is the student expected to respond? For example; Teacher directive “sit” Teacher directive + stimulus “Touch the____” + picture of a cow Presentation of a stimulus (Contrived or naturally occurring) Teacher holds up the letter “c” or the Student sees a dirty sink The target stimulus should be salient. That is, if it is a teacher directive then it should be concise and consistent. Use touch your nose instead of “touch your nose please”..When presenting printed or pictured stimuli make sure the target stimulus is clear. When teaching a student to label “cow” be warned that he might also call a barn (presented in the background) a cow.

Target Stimulus A Target Stimulus  Target Response  Consequence Also, referred to as the discriminative stimulus or SD It signals that reinforcement is available for a particular response It is important to know this term because much autism literature refers to the target stimulus as an Sd. Example: When presented with a blue, red, and yellow cup, the request “Point to the blue cup” is the SD because it signals that reinforcement is available for pointing to the blue cup.

Definition of Stimulus Control
Target Stimulus A Target Stimulus  Target Response  Consequence When the student responds consistently in the presence of the target stimulus we say that it we have stimulus control Definition of Stimulus Control The reliable or predictable performance of a behavior when particular stimuli are present and the absence of that behavior when those stimuli are absent

The Target Stimulus It acquires this the ability to momentarily increase a response through differential reinforcement Point to Fox Good work, That is a Fox

Target Response What does the target response look like?
Target Stimulus  Target Response  Consequence What does the target response look like? When describing the response, avoid words like initiate, understand, & attend Is this response in the student’s current repertoire? Does the response require a reasonable degree of effort? It is important to know this term because much autism literature refers to the target stimulus as an Sd. The target response is the actual behavior we are teaching the student to emit. Sometimes the target response is also referred to as “behavior” within the three term contingency. Only in the presence of the directive to point to the read will pointing to the read one be reinforced.

Prompting the Target Response
How can we ensure that the student emits the target response so he/she can be reinforced? Prompting decreases the likelihood that students will practice errors Prompting involves many different procedures and forms

Response Prompting vs. Antecedent Prompting
Antecedent Prompting –manipulation of the target stimulus or instructional materials Response Prompting – insert a prompt between the target stimulus and the response Target stimulus Target Response Consequence Prompt Examples of response prompting are verbal prompts, modeling, and physical guidance. Examples of antecedent prompting are stimulus shaping and stimulus fading. Target stimulus Target Response Consequence Collins (2007) Prompt

ball Antecedent prompting Stimulus shaping:
Stimulus fading: highlight a physical dimension of a stimulus to increase the likelihood of a correct response and then fade ball

Has been used to teach a variety of skills
Response Prompting Insertion of extra stimuli to increase the likelihood that the students will respond correctly Extensive research supports its use across individuals with and without disabilities Has been used to teach a variety of skills

Types of Prompts Spoken or Signed Prompts Pros Can be given to a group and from a distance May not require visual attention No physical contact Cons Must be heard Student must have listener/receptive skills May be difficult to fade Snell & Brown 2010

Pictorial or Written Prompts
Pros Can be less intrusive Can promote independence even when used as permanent prompts Cons Pictures must be understood by learner Some actions are difficult to illustrate Development and maintenance of materials Snell & Brown 2010

Gestural Prompts Pros Unobtrusive More Natural Can be given to a group and from a distance Cons Must be seen and understood by learner Snell & Brown 2010

Model prompts Pros Can be used with a group and from a distance Versatile Complexity of model can be adjusted Modeling can be unobtrusive Cons Requires students to attend Students must be able to imitate Snell & Brown 2010

Partial Physical Prompts
Pros Gives student some control over response Useful when vision is limited Cons Can be intrusive Cannot be used at a distance Must take care not to injure student Snell & Brown 2010

Full physical Pros Allows total control over the response Reduces opportunities to make errors Cons High intrusive and unnatrual Can’t be used at a distance Safety concerns Snell & Brown 2010

Using prompts Consider the least intrusive prompts first (Intrusiveness of prompt may vary across contexts) Consider student characteristics Always insert prompts with a plan to fade them Consider student characteristics: For instance, a model prompt would be ineffective for a student that cannot imitate

Target Stimulus  Target Response  Consequence
Instructors must plan how to respond to every possible student response Correct Errors No responses Instructors must determine the most effective consequence Deliver reinforcement Use error correction Extinction

Consequence In general, reinforce all correct responses
Target Stimulus  Target Response  Consequence In general, reinforce all correct responses (make sure your prepared reinforcer has value, remember preference assessment) Use consequences consistently Consider student characteristics when deciding between the use of error correction or extinction Student characteristics may involve ability to understand correction or preference for error correction procedures.

Using Error Correction
Error Correction is technically response prompting that occurs after the student’s response Several forms can be used Ignore the error and deliver another trial with increased assistance A verbal correction “not quite” and the opportunity to try it again Interruption of the student’s response It is important that error correction procedures are operationalized and used consistently unless data indicates a change in teaching methods

Teaching Responses Does the response require a single response or multiple individual responses? Discrete Behaviors vs. Chained Behaviors Discrete behaviors are those that require a single response like writing a name or making a request. Chained behaviors are those that require multiple, individual responses like getting dressed or making a sandwich.

Discrete Behaviors vs. Chained Behaviors
Show a discrete skill and a chained task..Ask the group to define the characteristics of each (chained) (discrete) This one is a series of discrete tasks

Discrete or Chained? -Making a bed -Tying Shoes -Raising hand
-Putting back-pack away -Saying the correct answer to a question -Matching picture cards -Making a sandwich -Drawing a circle -Washing Hands

Discrete or Chained? Making a bed  Chained Tying Shoes  Chained
Raising hand  Discrete Putting back-pack away  Chained Saying the correct answer to a question  Discrete Matching picture cards  Discrete Making a sandwich  Chained Drawing a circle Discrete Washing Hands  Chained Many simple tasks are actually many individual responses!

Getting Started: Teaching Discrete Tasks
Basic unit of instruction consists of: Delivering an attentional cue (if needed) Presenting the target stimulus Prompting the response (if needed) Students emits response Correct responses or attempts are reinforced Inter-trial interval

Teaching Discrete Tasks
Trials can be massed, spaced, or distributed but a key factor contributing to skill acquisition the number of opportunities to respond. Massed – instructor delivers repeated instruction on a single behavior (xxxxxxx) Spaced – instructor delivers instruction on a single behavior then allows student to have a break before next trial (x x x x) Distributed – instructor delivers instruction throughout the day within the natural context (xyzxyzxyz) To help you better understand consider… Massed..Delivering instruction on a set of sight words (XXXXXXXX) the same skill is instructed back to back Group..Delivering instruction to a small group of students. (X X X X) the same skill is instructed but the student receives a brief break as he or she waits for a turn Distributed.. Learning trials are interspersed across the day between other skills (xyzxyz)

Teaching Chained Tasks
Teacher develops a Task Analysis Breaking complex skills into smaller, teachable units Steps are presented sequentially and in detail to complete the tasks successfully One of the best ways of conducting a task analysis is to walk through the task yourself and note all of the individual steps required to complete the task.

Griffen & Schuster, 1993

Task Analysis Activity
Divide your table into two groups and a student. Each group will write a task analysis for putting on a jacket or a laced shoe. Let each group take turns reading the task analysis to the student and observe whether or not the student can complete the task with no additional prompts

Forward chaining Steps in the task analysis are taught in their natural order Student is taught to complete first step in the chain Teacher reinforces correct first response and completes the remaining steps

Forward Chaining cont. When the student meets criterion on the first step, the teacher instructs the student on completing the second step in the chain. and so on Advantages: Good for long chains Logical order Disadvantage: Further from reinforcer Efficiency (may know other steps

Total Task Chaining Similar to forward chaining Student receives training on each step of the task analysis during every session Teacher provides assistance on any step that the student cannot perform independently Reinforcement is delivered after completion of the task, regardless of teacher assistance Advantages: More efficient More practice on steps Disadvantage: More demanding

Backward Chaining Same task analysis as would be used in forward chaining Teacher performs all steps in the task analysis except last step Teacher instructs student to complete last step and delivers reinforcement Advantages: Get to see completed product Closer to reinforcement Disadvantage Efficiency

Backward Chaining cont. Next trial, teacher performs all but last two steps in chain and instructs student to complete last two steps. Reinforcement is delivered after criterion is met. Progressively, the student is instructed to complete receding steps in the chain. .

Getting to it!

Prompting Strategies: Time Delay
Evidenced based practice which can be used to teach discrete and chained tasks A brief pause is inserted after the presentation of the target stimulus and before the prompt A recent review was conducted by G. Walker (2008) Constant and progressive time delay procedures for teaching children with autism: a literature review. J Autism Dev Disord Feb;38(2):

Time Delay Progressive time delay Constant Time delay
Prompt delay interval is gradual increased from 0 to 8 seconds Constant Time delay After initial 0-second delay interval a constant prompt delay interval is used Because CTD require few teacher decisions We will focus on CTD> Just an aside, Time Delay was first studied by Touchette in 1971

Why Constant Time Delay?
A near errorless procedure in which a controlling prompt is faded across an interval of time A controlling prompt is a prompt that ensures a correct response Since CTD only uses one prompt, it has to work!

Constant Time Delay Two types of trials are presented 0-s delay trials Constant delay trials Typically, the maximum duration of delay for instruction is 5 seconds. Instructor counts to themselves during training, “one, one thousand..two, one thousand.”

Constant Time Delay During the initial time delay trials, the task direction/target stimulus and controlling prompt are presented simultaneously These are called zero-second delay trials

Zero Second Delay Trial
Constant Time Delay Zero Second Delay Trial 0 sec. Target Stimulus Prompt Target Response Consequence “What is it? Ball.” “Ball”. Praise + Treat Instructor Student

Constant Time Delay After a specified number of 0-second delay trials, a specified time interval is inserted between the target stimulus and the controlling prompt These are called constant delay trials

Constant Time Delay Three Second Delay Target Stimulus Prompt
Target Response Consequence “What is it?” “Ball”. “Ball”. Praise + Treat Pause Instructor Instructor Student

Check, check is the microphone working?
What is a controlling prompt? is a prompt that ensures a correct response What are the two types of trials when using CTD? 0-s delay trials & Constant delay trials

Using Constant Time Delay (Wolery, Ault, & Doyle 1992)
Step 1 Identify a stimulus that cues the student to respond Task directive Environmental manipulation Naturally occurring events

Step 2 Identify the Controlling prompt (a prompt that ensures a correct response) Consider the least amount of assistance that will consistently result in the student making the correct response

Step 3 Assessing the wait response Present a real or nonsense task that the students cannot perform and wait the prompt delay interval before delivering a prompt

Wait Training Present the student with a task that is impossible for him/her to respond to correctly Prompt first at a 0-second delay interval Gradually increase the interval If the student does not wait for the prompt. Say “Wait and I will tell you” and withhold reinforcement

Using Constant Time Delay
Step 4 Identify number of 0-second delay trials needed Consider using trials per stimulus or conducting full 0-second delay sessions What are some considerations? More 0 s delay trials should be used when multiple skills are being taught More 0 s for students with more severe disabilities More 0 s if student has limited experience with CTD More 0 s if task is difficult

Step 5 Determine the length of the Prompt Delay Interval Most common 4-s Consider length of time to complete the task Consider student characteristics (expected response, motor skills)

Step 6 Determine the consequences for each response Unprompted corrects (anticipations): correct response before the controlling prompt Prompted corrects (correct waits): correct responses after the controlling prompts

Step 6 Determine the consequences for each response Unprompted errors (non-wait errors): errors made before the delivery of the controlling prompt Prompted errors (wait errors): errors made after the delivery of the controlling prompt No response errors: student does not respond after the delivery of the controlling prompt

Step 6 Determine the consequences for each response Reinforce Corrects (unprompted and prompted) Consider differential reinforcement Teachers may consider providing “less” reinforcement for prompted corrects when the student appears to be waiting for the prompt for several sessions.

Step 6 Determine the consequences for each response Errors: Consider the least aversive but most effective Remove stimulus and provide next trial Prompt a correct response Instruct to wait for a prompt

Constant Time Delay Data Sheet

Step 7: Implement the Program and Collect Data Record the student’s first response B A Red + Blue Green - Total Corrects 3 Record the first response

Scoring Example (5 s CTD)
Student Response Says “Red” within the 5 s interval Waits 5 s interval and says “Blue” after the prompt Says “Blue” within the 5 s interval Waits 5 s interval and says “Blue” after the Prompt Does not respond before or after the prompt B A Red + Blue Green - Total Corrects 3 In

Constant Time Delay Data Sheet
This is another example Wolery, Ault, & Doyle (1992)

Graph Correct Responses Unprompted corrects In constant time delay teachers are encouraged to graph both prompted and unprompted corrects. People grumble but both sets of data provide a more thorough analysis…This graph represents that instruction should proceed as planned.

Consider these data Prompted corrects Student is waiting for the prompt

Consider these data Prompted corrects Student is making too many errors

Guidelines Student should not make more than 25% or more of errors Unprompted errors Use shorter delay interval Conduct wait training Prompted errors Examine controlling prompt Check reinforcer value Decrease session length

Guidelines Student should not make more than 25% or more of errors No response errors Examine controlling prompt Check reinforcer value Decrease session length Reconsider task difficulty

CTD example: 0- Second Delay Trials Stevens & Lingo, 2005

CTD example: Prompt Delay Trials Stevens & Lingo, 2005

Let’s practice Constant Time Delay!
In groups of three, implement a CTD program using the cards Assign one person as the instructor Assign one person as the students And one the fidelity data collector Each person must rotate through the instructor position and meet 100% fidelity

System of Least Prompts
Step 1 Teacher determines an appropriate response interval and selects 2-4 prompts arranged from least to most assistance Step 2 Student is presented with the target stimulus and then is given the response interval to respond independently Snell & Brown 2010

Step 3a If the student completes the task/step independently, the teacher delivers reinforcement and the student proceeds to the next trial or step Step 3b Student makes an error or gives no response, the first prompt in the hierarchy is given and the student is allowed the response interval to respond. And so on until the final (controlling prompt is used) Errors are interrupted with the next prompt Snell & Brown 2010

Consequences Reinforce all correct responses, prompted and unprompted Interrupt errors and deliver the next prompt

Review the Parameters Uses a prompt hierarchy At least 3 levels Arranged least to most intrusive A target stimulus is provided at the first level Final level is a controlling prompt

Prompts Not the same as a cue or a target stimulus
Consider using the fewest number of levels necessary for student to demonstrate progress (Remember the more levels, the longer the student has to wait for the controlling prompt) Match prompts to student characteristics Remember to emphasize to the groups that prompts must make sense. For instance: picture prompts need to be understood by a learner with good vision.

Verbal Prompts Should certainly be considered for use on the prompt hierarchy but Consider students ability to understand language Challenges transferring SC from verbal prompt to natural stimuli (West & Billingsley, 2005)

Data collection Record prompted and unprompted responses Wolery, Ault, & Doyle (1992)

Wolery, Ault, & Doyle (1992)

Graphing Prompted and unprompted correct Prompt levels
If only graphing corrects then you may not see movement along prompt levels.

Advantages Versatile Can show progress as students move through hierarchy Strong research-based Disadvantages Can be intrusive Laborious Requires lots of practice Increased time between SD and response

System of Least Prompts Data Sheet
Wolery, Ault, & Doyle (1992)

Let’s practice system of least prompts!
Get a partner Select target response (chained) Select target stimulus Select reinforcer Establish prompting hierarchy Remember, provide no prompt on first trial to assess if they can do it independently!!

Homework! To be announced at the training. Eila\Ceu credits will be given when homework is returned This slide may be changed to meet the groups needs.

Designing Instruction for Students with ASD

Similar presentations

Presentation on theme: "Designing Instruction for Students with ASD"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Designing Instruction for Students with ASD

Similar presentations

Presentation on theme: "Designing Instruction for Students with ASD"— Presentation transcript:

Similar presentations

About project

Feedback