Post on 15-Aug-2020
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EFFECTIVE BEHAVIOR MANAGEMENT FOR ONLINE SPEECH SESSIONS
PRESENTED BY SPG
DEANNA M. GLASS, M.ED., BCBAAUGUST 5TH, 2020
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Hello!
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AB
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Hello!
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A Bnow
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Agenda
▷ WHYbehaviors occur.
▷ WHAT are low effort high impact strategies for speech therapy sessions?
▷ HOW to integrate strategies into online sessions.
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6Mot
ivat
ion
Insp
iratio
nR
esou
rces
Prac
tice
Trou
bles
hoot
ing
Res
ourc
es
Rev
ival
Refin
ing
Boos
ter
Insp
iratio
n
New
Tool
s
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1.Why do behaviors occur?
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Considerations
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Skill Deficits common with our learners.Communication
Social Skills
Perspective Taking
Self Regulation
Observational Learning
Delaying Gratification
Shifting Attention Generalization
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Considerations
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Ineffective Communication
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System is Inadequate
Isn’t Understood
System isn’t Utilized Isn’t Attended To
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Considerations
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Atypical motivation or interests.
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I am WAY into this. Not speech
therapy.
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Atypical social skills.
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Considerations
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If it pays off, it will be repeated…
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Behavior SOMETHINGMore of
that Behavior
PositiveBehaviorProblemBehavior
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).
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Behavior SOMETHING More of that Behavior
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).
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Behavior SOMETHING More of that Behavior
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Considerations
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2. Effective Behavioral
Strategies.
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Prevention
ReinforcementPrompting
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Prevention
ReinforcementPrompting
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Prevention
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What are Antecedents?
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EventsOr Stimuli That Reliably
Precede Specific Behaviors
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Common Antecedents
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Others
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When else?
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When else?
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Note Common Antecedents
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Make a plan.
Communicatewith caregivers.
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Prevention
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What is rapport?
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Why build rapport? More likely to cooperate with them.
Less likely to engage in problem behaviors. (Ward, 2008)
Students who have positive rapport with their teachers are:
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Why build rapport? Simply put, students learn better when they view the learning environment as positive and supportive.
Dorman, Aldridge, & Fraser, 2006
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What are they interested in?
What are they good at?
What do they find reinforcing?
How to build rapport
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Building Rapport
Dorman, Aldridge, & Fraser, 2006
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Pairing
1. Identify a high preference item or activity
2. Be the one to provide access to it
3. Remain in proximity after delivering
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Pairing Online…
1. Identify a high preference video, picture, topic, or activity
2. Be the one to provide access to it
3. Remain in proximity or narrate after delivering
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Pairing the Environment
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Pairing the Environment
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Use interests to build engagement!
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Tailor to Interests
Embed student interests into sessions.
Backgrounds, tokens, videos, materials, worksheets, character names…
(Dorman, Aldridge, & Fraser, 2006).
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Pairing: be silly!
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Pairing: reserve the good stuff!
Ask caregivers to assist with this!
They will know what is most valuable.
Help them understand the value of reserving the good stuff in order to have better speech sessions.
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Prevention
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Behavior can work to gain attention.
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Seeking
AttentionProviding
Attention
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Behavior can work to escape or avoid.
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Behavior can work toimprove internal states.
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Behavior can work to gain access to items or activities.
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How can you tell what the behavior is seeking?
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Attention
Looking for reaction?
Persisting or increasing
behavior when ignored?
Escape
Pushing items away?
Attempting to leave
environment?
Tangible Items
Reaching towards items?
Saying item name
repeatedly?
How is the behavior commonly responded to?
That response is likely the maintaining variable.
A formal functional analysis would be required to confirm this.
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How can you tell what the behavior is seeking?
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Attention
Looking for reaction?
Persisting or increasing
behavior when ignored?
Escape
Pushing items away?
Attempting to leave
environment?
Tangible Items
Reaching towards items?
Saying item name
repeatedly?
Once you suspect a motivation, you can proactively work on getting that need met using
appropriate communication!
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Prevention
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Provide Expectations Visually
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Provide Rules Visually
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Provide The PLAN Visually
57Cohen & Sloan (2007)
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Provide Schedules Visually
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Give Warnings BEFORE common antecedents
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Use transition and attention cues (these need to be taught initially)
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Intersperse Easy/Preferred Activities
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Breaks
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Prevention
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Instructional Choice
• Instructional choice has been shown to increase student engagement and decrease disruption.
(Dunlap et al., 1994).
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Providing Choice
What way?With what?What first?In what order?How many?
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Notes on Choice
▷ Only give choices that are appropriate for the occasion.
▷ Don’t offer something you can’t provide.
▷ Choices should bring the student closer to engagement in the session, not further away.
65Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002).
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Why offer choice?
66Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002).
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Do you want to work on S sounds or Th
sounds?
Do you want to go first or
last?
Do you want to do this
together or on your own?
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Prevention RecapUnderstand Antecedents
Build Rapport
Understand the Motivation
Use Visual Supports
Provide Choice
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Prevention
ReinforcementPrompting
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Prompting
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Or prompting them to use the exact functional language that will meet the same need that problem behavior typically meets…
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How to use Functional Communication Training
Prompt Communication
Tell them how to ask for what they want. .
Anticipate
Identify common antecedent event and arrange your proximity for intervening.
Think Function
Anticipate what is desired:
• Attention• Escape• Tangible .
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From prevention
From prevention
Carr & Durand (1985)
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How to use Functional Communication Training
Prompt Communication
• “Say break”• Model “all
done”• “more please”• “I need
space”
Anticipate
• Waiting• Transitions• End of fun• Peer in
space
Think Function
Anticipate what is desired:
• Attention• Escape• Tangible .
73Carr & Durand (1985)
For online sessions, this may require assistance from a caretaker!
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Prompt Functional Communication
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Prompt Functional Communication
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Functional Communication Training: Prompt Communication
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Escape Attention
Tangible Items
Carr & Durand (1985)
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Keep in Mind
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ü Less intrusive prompts should be used as the skill becomes more independent.
üWe can always work on tolerating specific antecedents by using a different strategy (first/then).
üWe can always make and communicate a limit if things are not available all the time. (i.e. all done).
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Prompting
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What is Pre-correction?
• Pre-correction is a systematic way of anticipating and addressing inappropriate social or academic behaviors
• The use of pre-correction has been demonstrated to reduce problem behavior and improve academic performance.
(Kauffman, Mostert, Trent, & Pullen, 2006). 79
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Critical Features of Pre-Correction
• 1) Is utilized BEFORE problem behavior occurs.
• 2) Anticipates the need for a specific appropriate, expected behavior and describes it specifically.
• 3) Doesn’t mention or focus on the anticipated problem behavior.
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“Before we start the activity, remember if you need a break you can raise your hand”
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“Remember before we break into groups, your video remains on but muted while listening”
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“Remember how we show we’re done. Put your paper in your folder and put your head down.”
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“When we listen to instructions, we keep our hands on our tables and have a voice level zero.”
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You can use visuals for precorrection as well!
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Group ExpectationsYou can use visuals for precorrection as well!
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Prompting Recap
Functional Communication Training
Pre-correction
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Prevention
ReinforcementPrompting
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Reinforcement
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Behavior SOMETHINGMore of
that Behavior
PositiveBehaviorProblemBehavior Reinforcement
Cooper, J. O., Heron, T. E., & Heward, W. L. (2007).
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Individualized Rewards
Looking at?
Reaching towards?
Engaging with?
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Reinforcement
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A Mantra
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What you attend tois what will increase.
MisbehaviorPositive Behaviors
ATTENTION
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The Power of Praise
▷Can be a low effort, high impact way to increase the behaviors you want to see more of.
▷ If you’re spending most of your attention and energy on correcting misbehavior, this can reroute your attention to positive behavior.
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Behavior Specific Praise
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Javier, I like how you’re sitting so
quietly!
Great job raising your
hand Malcolm!
That was the perfect way to use that tool
Aria!t
tReally nice focusing on your work Talia!
Tennessee Behavior Supports Project (2016)
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Reinforcement
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What is First/Then?▷ Places a reinforcing activity or item
immediately following a demand or less preferred activity.
▷Can be used throughout the session to intersperse motivating items to create momentum and frequent reward for completion of tasks.
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Use First/Then
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What I want you
to do
What you want
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Reinforcement
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What is a token economy?
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Behavior Reward
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Token Economy
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Establish and teach expected behaviorsAlso teach the connection between demonstrating
expected behavior and earning tokens!
(Hulac & Briesch, 2017)
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Token Economy2 Select time period for implementation
(Hulac & Briesch, 2017)
Group?Artic
Activities?
All Session?
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Token EconomyDetermine format of online token delivery
(Hulac & Briesch, 2017)
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Token EconomyDetermine format of online token delivery
(Hulac & Briesch, 2017)
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Token Economy
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Token Economy
3 Determine format of token delivery
(Hulac & Briesch, 2017)
Easily accessible and visible
Easy to deliver following desired behavior
Straightforward value
Paired with behavior-specific praise
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Token Economy
4 Identify back-up reinforcers (rewards)
tangible itemssocial attention
activity/task
Coupons/Tickets?
Chat or jokes with SLP?
Coordinate with parents?
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Token Economy
5 Set prices for rewards/cash in
(Hulac & Briesch, 2017)
▷ How many tokens will each reward cost?○ Set prices not too low but not
too high
▷ Will the cost of rewards fluctuate?
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Token Economy
6 Create a schedule for token exchange
(Hulac & Briesch, 2017)
▷ How often will students have the opportunity to exchange tokens for rewards?
○ Multiple times per session?○ At the end of each session?○ Weekly?○ At the end of a specific number of successful
sessions?
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▷ Not using it consistently.
▷ Not pairing with praise from the start.
▷ Not allowing for frequent enough “cash in”
▷ Too easy/too hard to earn.
▷ Not individualizing reinforcers
Token Economy Fails
!
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Reinforcement
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Rotate
Rotate
Rotate
Rotate
Rotate How often?
But they only like that one
thing!
That sounds
expensive!
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Dense Thin
The starting point.
The goal.
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Artificial Natural
The goal.
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Reinforcement Recap
Provide Behavior Specific Praise
Use First/Then
Use Token Systems
Vary and Rotate Reinforcers
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2. Bringing strategies into
your sessions.
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Prevention
ReinforcementPrompting
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Sample Online SessionUsing Behavioral Strategies to Support Speech Sessions
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Hi!
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Pairing
Look what I have!
Look at what I’m watching!
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What do you want to work for?
Video Break Book Break
Free Chat Silly Faces
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Visuals
Choices
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Meeting schedule
1. 5 minutes: Check In
2. 5 minutes: Show & Tell
3. 10 minutes: Practice
4. 5 minutes: Question of the day
5. 5 minutes: Talk about whatever you want!
Preferred
Activity
Chosen
Reward
Visual
Plan
Intersp
ersal
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Check - In
How are you feeling?
Happy Sad Frustrated/Mad Tired
Silly Sick Nervous Excited
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Meeting schedule
1. 5 minutes: Check In
2. 5 minutes: Show & Tell
3. 10 minutes: Practice
4. 5 minutes: Question of the day
5. 5 minutes: Talk about whatever you want!
Progres
s Deno
ted
Visually
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Show & Tell (pick one)
Something you’ve made
this weekAn
assignment you’re
working on
Something you’ve read
this week
Choices
Visuals
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Meeting schedule1. 5 minutes: Check In
2. 5 minutes: Show & Tell
3. 10 minutes: Practice
4. 5 minutes: Question of the day
5. 5 minutes: Talk about whatever you want!
Progress Denoted
Visually
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Practice
1. socialexpress.com
2. worksheets
Opportun
ities for
Precorre
ction
Opportun
ities for
Function
al
Communi
cation
Opportun
ities for
Behavior
Specific
Praise
Opportun
ities for
Utilizatio
n of
Token S
ystem
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Great job looking at the video, Remi! I’m adding a token to your token board!
Remember if you need a break you can say “break please”,
or just pause the video.
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Meeting schedule
1. 5 minutes: Check In
2. 5 minutes: Show & Tell
3. 10 minutes: Practice
4. 5 minutes: Question of the day
5. 5 minutes: Talk about whatever you want!
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Question of the day
What’s the
worst part about
learning from home?
What’s the best part about
learning from home?
Choices
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Meeting schedule1. 5 minutes: Check In
2. 5 minutes: Show & Tell
3. 10 minutes: Practice
4. 5 minutes: Question of the day
5. 5 minutes: Talk about whatever you want!
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Your turn to talk about whatever you want
Chosen
Reward
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Meeting schedule
1. 5 minutes: Check In
2. 5 minutes: Show & Tell
3. 10 minutes: Practice
4. 5 minutes: Question of the day
5. 5 minutes: Talk about whatever you want!
Schedul
e Acts
as
Token E
conom
y
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Bye!
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Thanks!Any questions?
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ReferencesCarr, E. G., Durand, V. M. (1985). Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18, 111-126.Cohen, M. J. & Sloan, D. L. (2007). Visual supports for people with autism: A guide for parents and professionals. Bethesda, MD: Woodbine House. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis(2nd ed.). Columbus, OH: Merrill Prentice Hall.Charlop, M. H., Kurtz, P. F., & Milstein, J. P. (1992). Too much reinforcement, to little behavior: Assessing task interspersalprocedures in conjunction with different reinforcement schedules with autistic children. Journal of Applied Behavior Analysis, 25, 795-808.Dorman, Aldrige & Fraser,( 2006). Using Students' Assessment of Classroom Environment to Develop a Typology of Secondary School Classrooms. International Education Journal, v7, n7 p906-915Hulac, D. M., & Briesch, A. M. (2017). Evidence-based strategies for effective classroom management. New York, NY: Guilford Press.Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making choices - improving behavior - engaging in learning. TEACHING Exceptional Children, 34, 24-30.
Kauffman, Mostert, Trent, & Pullen, (2006). Managing Classroom Behaviors: A Reflective Case-Based Approach, 5thEditionLaraway, S., Snycerski, S., Michael, J., & Poling, A. (2003). Motivating operations and terms to describe them: Some further refinements. Journal of Applied Behavior Analysis, 36(3), 407-414.Scrheibman, L., Dawson, G., Stahmer, A.C., et al (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism apectrum disorder. Journal of Autism and Developmental Disorder, 45(8), 2411-2428.Tennessee Behavior Supports Project, Behavior Specific Praise in the Classroom (2016) retrieved from: https://vkc.mc.vanderbilt.edu/assets/files/resources/psibehaviorspecpraise.pdf
Ward, S. (2008). What You Need to Know about Motivation and Teaching Games: An in-depth analysis. Lulu. 146
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Email: deanna.glass@speechpath.com
For more information: www.speechpathologygroup.com
THANK YOU!
SPG COMMUNITY
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