Welcome to Week 2 of Functional Curriculum

• Updates to Wiki- Textbook available at the MISL on the 3rd Floor– All links should be working, please let me know if

they are not– Article Review #1 Due April 13th Next Week,

Articles posted Remember in Assignment Section

Article Reviews• Look at the rubric to ensure high probability of doing well.• Make sure you complete each section with complete

sentences. – Do not include Yes or No in your answer.– Write that “the author did or did not……”

• Be concise, but make sure that you answer the question well. • If you feel like the author did not explain something well, tell

me what would have been helpful to know.• Remember that they usually have limited space which editors

make even more limited!• Most articles have an email address for correspondence with

the author, use this for topics/tools you are interested in– People do email the authors & authors do respond!

Treatment fidelity/integrity

• How the author(s) measured the degree to which the intervention was implemented the way it was designed.

• Examples: Checklist of steps conducted in an intervention, an observer recording the presence of the intervention

• Not to be confused with inter-rater reliability or agreement (IOA)- this is having 2 observers record the dependent variables (outcomes, behaviors)

APA format for citations of Journal Articles

Author Last Name, First Initial. Second Initial., & 2nd Author Last Name, First Initial. Second Initial. (Year). Title of article with only the first word capitalized unless followed by colon: Then next word capitalized. Name of Journal Italicized & All Major Words Capitalized, Volume # Italicized, page #s.

Loman, S.L., Rodriguez, B.J., & Horner, R.H. (2010).

Sustainability of a targeted intervention package: First step to success in Oregon. Journal of Emotional and Behavioral Disorders, 18(3), 178-191.

Assessing Students with Significant Disabilities

Guiding Principles for Designing Instruction • Self-determination: honor students’ preferences• Family- & culture-centered planning• Educational accountability: all students can learn & deserve

high quality instruction• Personalized curriculum: draw from both adaptations of

academic curriculum & life skills the students need for current & future environments

• Inclusion: enhance participation in inclusive settings• Functional & age-appropriate skills: daily living and

appropriate to students chronological age• Choice: encourage choice-making• Research as a resource for practice: data-based intervention

research provides resource for what & how to teach

Team Process

• Collaboration by a team of professionals is essential

• Must take into consideration the characteristics of the individual: – strengths & needs

• Consider the environment in which student functions and will function in the near future

• Include objectives for the student that are tied to the general curriculum

Monthly/ Quarterly

Individual Student Planning

Multi-disciplinary Team approach “One Voice” Involving GE, SPED, other services Review data, schedule and outline actions to

better support student 1 time per/ mon. until establish success

No longer than 45 minutes Agenda with action plan

Purpose of Assessment

Capacity Building vs Deficit Finding Capacity Building (O’Brien & Mount, 1991)

Focus on strengths and preferences Avoid use of standardized assessments that

are not appropriate to a student because of physical or sensory impairments or cultural differences

Use of observations & interviews

Deficit-finding Perspective

“Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 18 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping

Capacity-building perspective “Rebecca is a 16-year old girl with brown eyes

and black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

Ecological Assessment: A process

Method to identify instructional priorities based on a student’s current and future environments and the student’s and family’s preferences (Browder, 2001)

AKA: “Functional assessment (Linehan & Brady,

1985)” “Life skills assessment (Browder, 1991)”

Research on Ecological Assessment

Arose out of dissatisfaction with failures in adapting standardized assessments for students with significant disabilities Information obtained had minimal impact on

educational planning (Sigafoos et al., 1987; Blankenship, 1985; Cole et al.,

1985) Ecological reports result in:

Higher ratings of expected educational outcomes (Linehan & Brady, 1985)

Educators more likely to recommend related services and less restrictive placements

Steps in Ecological Assessment Process

Step 1: Plan with Student & Family Step 2: Summarize what is known about

the student Step 3: Encourage Self-Determination/

Assess Student Preferences Step 4: Assess student’s instructional

program Step 5: Develop ecological assessment

report

Step 1: Plan with Student & Family

Use a person-centered process Encourage student & family involvement in

planning assessment & instructional goals

Step 2: Summarize What is Known About the Student

Summarize student’s strengths & positive attributes

Use Capacity building statements (vs deficit building statements)

Notes from educational records Summary of progress on IEP Goal: Describe the purpose of

assessment

Step 3: Encourage Student Self-Determination/ Assess Preference Strengthen the student’s influence on their

education Student may need to try new options

through systematic preference assessment (Lohrmann-O’Rourke & Browder, 1998) Note student’s typical choices, talking with

others who know the student, & new options Student preference enhanced by offering &

honoring choices (Kern et al., 1998)

Planning for Self-Determination & Quality of Life Outcomes

Self-determination and Quality of Life are critical learning outcomes (Schalock, 1994; Wehmeyer, 1996).

Take a look at the Arc’s Self-Determination Scale (1995).

Quality of Life Planning: Home and community functioning, employment, & health and safety

Step 4: Assess Student’s Instructional Program

Student’s instructional program should be individualized, but should not prevent a student from participating in general education.

Rather it should define how to make this participation meaningful for a student whose reading & math skills are far below grade level

Developing an instructional program

Begin with broad assessments, then move to specific assessments

Conduct: 1. Ecological Inventory of different domains

that a student experiences OR will experience 2. Conduct an activity analysis (discrepancy

analysis) 3. Conduct a situational analysis/task analysis 4.Functional behavioral assessment (FBA; if

needed)

Start with looking at the student’s school environment

In defining the LRE, start with general education….

Look at a student’s goals/objectives defined by the team and take an inventory of where in the student’s schedule those skills can be taught.

Infused Skills Grid

Infused Skills GridSchool Name

Student Name: Class Schedule: Room:

Age:

Grade:

Parent/ Guardian: Phone:

Advocate Teacher: Phone:

Family

Check here if the Student

inf used skill has Peers

been identifi ed by: School

Activities/ Subjects/ Environments

I nfused Skills Grid

I nf used Skills Focus on Goals.

Increase Participation

Case Study : Isaac Isaac is one of your students in your 4th grade class.

He loves music- especially reggae

He is a visual learner, likes puzzles, blocks, and riding bike Isaac has very limited verbal language and is learning to

use picture exchange communication (PECS) and sign language to communicate with others as well as picture schedules to participate in his general education classes/ activities.

Objectives for Isaac:1. Use picture schedule to

follow class routine.2. Use sign language, PECS

to communicate (make requests, label objects)

3. Write words from left to right

4. Correctly identify letters/sounds/words by pointing

5. Engage in reciprocal play (taking turns, sharing objects with others)

6. Count & add numbers up to 30

7. Use a calculator to perform multiplication, division

After you have determined where those skills can be met, conduct an ecological inventory of:

Environments: (e.g., High school classes) Sub-environment: (e.g., Consumer math) Activities: (e.g., work problems in text, lecture,

computer simulations, group projects, etc.) Natural supports available: (e.g., computer for

each student, teacher gives 1:1 feedback Target Skills: (e.g., number recognition, use of

calculator)

Group Activity: Think about your current placement and outline the:

Environments: (e.g., High School, Job) Sub-environments: (Classes, Locations)

Activities within sub-environments: Natural supports within sub-environments:

Do this for all of the sub-environments (e.g., classes, locations) a student may access in a day within your school

Next, Conduct an Activity Analysis

Activity AnalysisName: _______________________________ Page: Date: _______________________________Sub-environment/Class: _________________________

Time Classroom Activity Steps/ Natural Cues

What Other Students Are Doing Target Student Performance

(+/-)Comments

Skills in Need of Instruction

AASK:

What am I requiring

students to do?

DDETERMINE the prerequisite skills of the task.

AANALYZE the student’s strengths and needs.

PPROPOSE and implement adaptations

TTEST to determine if adaptations helped the student

Standards/ Lesson Plan

Observe steps ALL students are doing to achieve the standard

Observe what TARGET student is doing—what steps can do.

Identify TARGET STUDENT outcomes and adaptations needed based on observation

Create a DATA collection plan.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

ADAPT Framework/ An Instructional PlanningFramework

Ask: What am I requiring the student to do? (Lesson Plans, Co-Planning)

Determine the prerequisite skills (Task analyze-What all students are doing)

Analyze the student’s strengths and needs (Task analyze-What is the target student doing)

Propose and implement adaptations (Identify objectives and adaptations)

Test to determine if the adaptation helped the student accomplish the task (Data collection plan)

A- Ask what am I requiring?

In general education settings, “What are the standards for all students?”

Collaborate with GE teacher to obtain schedule, activities, homework, etc.

Lesson Plan to ensure participation and success towards objectives

Multi-Disciplinary Team- Individual student planning

Curriculum Co-Planning Teacher(s): _______________________

The class/unit/project/activity……Time and Dates:

At the end of this class/unit/ project/activity the learner should be able to…..

Planning Materials:

What major instructional strategies will be used to engage the learners?Projects Hands-on Activities/ Activity-based Instruction Writing/Illustrating Computers Games Demonstrations/Simulations/Role-playing Partners/Cooperative Groups Presentations/Lectures Reading/ Partner Reading Large/Small group Discussions Guest Lecturers/Instructors Independent Practice/Exercises/ “Seat Work” Community Instruction Students Presentations Homework Other__________________________________________________________________________________________

Curriculum Co-Planning

What a FEW of my students will know.

What MOST of students will know.

What ALL my students will know.

Further modifications

Determine the prerequisite skills

Directly observe what ALL students are doing.

Activity Analysis- steps they take to achieve the standard

During observation: Are students successful Are they good models Can the provide support to others

Analyze target students strengths and needs

Directly observe the target student’s performance (compared to the task analysis of what typical students are doing)

Look for natural supports Ask: are there things within the room that

would provide natural adaptations for the student (i.e. class schedule, organizers, peers)

Next, conduct Situational/Task Analysis for Skills in Need of Instruction

Activity AnalysisName: _______________________________ Page: Date: _______________________________Sub-environment/Class: _________________________

Time Classroom Activity Steps/ Natural Cues

What Other Students Are Doing Target Student Performance

(+/-)Comments

Skills in Need of Instruction

Task Analysis/ Routines Monitoring Guides the sequence of steps for completing

a specific routine/task Guides student progress on specific

routines/tasks Guides instruction to include generalization

& maintenance of all skills used within the routine

Review of student progress at-a-glance for instructional decisions

Step 5- Develop an ecological assessment report

Recommendations can be developed for the student’s instructional plan

Outline goals/objectives Proposed Adaptations Instructional Plan

Includes Participation Plan for School Day Data-Plan: how you will assess student

progress

Participation PlanName: Grade:

Participation Plan

What the class does: How to provide support: How student participates: Listening to lecture (taking notes)

Class is reading out loud

Writing (in journal or on their laptops):

Responding to reading or class topic:

Math assignments

Answering questions related to passage

Receiving instruction on laptops

Participation PlanName: Justin

Participation Plan

What the class does: How to provide support: How student participates: Listening to lecture (taking notes)

Peer/ Adult makes simplified notes related to lecture.

Student listens and takes notes from peer/ adult. Student works on related work while teacher is lecturing

Class is reading out loud

1) Peer/ adult takes notes on who, what, where, and other important key words or concepts from the passage.

2) Student practices ahead of time a particular sentence to read in class or

3) Adult identifies 1-2 key words and creates 1-2 questions with pictures.

Student will follow along in book. Student will find 3-4 key words. Student reviews key words and concepts after reading is completed. Identify 1-2 pictures in the classroom text and answer questions created by staff.

Writing (in journal or on their laptops):

Provide sentence shell. Example: The story takes place in _________ (Chicago, Africa), have him choose the correct response to write in the blank.

Write correct response in blank and then recpy the sentence when complete. Uses pictures to add to his writing.

Responding to reading or class topic:

Collaborate with teacher to prepare a statement or response ahead of time related to reading.

Student will raise his hand and respond to a question when asked by the teacher.

Math assignments

Provide math and word problems that are simplified, but still related to curriculum. Use coins, cubes, or other manipulatives to demonstrate concepts. Have him match numbers with actual number of objects

Have him calculate problems using calculator and/ or manipulatives, then turn in adapted assignment to teacher when complete.

Answering questions related to passage

Shorten and provide 2-choice questions to student. Use sentence shell and have student fill answers. Provide written or verbal choices to fill in blanks

Have him answer simplified and/or multiple choice questions orally and then recopy or rewrite the answer. Have student use pictures to demonstrate knowledge of subject matter.

Receiving instruction on laptops

Have peer help him follow along with lecture. Ask him for topics to look up. If no answer, then give him a choice (age-appropriate)

He will listen to lecture and press buttons that peer directs him to. He will look up on the internet by copying address from paper on his laptop.

Propose Adaptations

Based on observations: Define the outcomes for the student during

each activity. Are there natural supports available? Are there adaptations/modifications to the

curriculum that can be made in order for the student to achieve the outcomes?

Is explicit instruction on specific skills or supports needed?

Plan how you will test to determine if plan is working

Data collection plan What will you collect? How are you going to use the data? When do you make decisions using the data?

Steps in Ecological Assessment Process

Step 1: Plan with Student & Family Step 2: Summarize what is known about

the student Step 3: Encourage Self-Determination/

Assess Student Preferences Step 4: Assess student’s instructional

program Step 5: Develop ecological assessment

report

Activity #2

• Take the time to complete an ecological inventory of 3 sub-environments (subjects/classes) in your current placement.

Systematic Instruction Behavioral Principles & Teaching Applications

Systematic Instruction: Guiding Principles

• These principles guide educators in developing instructional plans that have the greatest likelihood of student learning:

1. Teaching meaningful and functional skills,2. Facilitating attention to relevant stimuli,3. Providing frequent opportunities to respond4. Providing a positive learning environmentHalle et al., 2004

Teaching ApplicationsStimulus Control

Prompting

Fading

Shaping

Chaining

Teaching Teaching is the process of arranging

instructional stimuli that result in behavior change for the learner.

Teaching requires the establishment of a learning context.

Teaching requires behavior change on the part of the learner.

Teaching students to respond to specific stimuli is a teacher’s basic job.

Basic elements of behavior analysis

Behavior (response) Antecedent (antecedent stimuli) Consequence Setting event

These describe the behavior within an environmental context Summary statement or testable hypothesis

Basic elements of behavior analysis

Setting event Antecedent/Stimulus

Response/Behavior

Consequence

The Technical Arts of Teaching and Behavior Support 5 basic elements of behavior

Response, Antecedent stimulus, Consequence, Contingency, Setting Event

9 principles of behavior Stimulus control, positive reinforcement,

negative reinforcement, positive punishment, negative punishment, extinction, transfer, generalization, maintenance,

Applications to teaching and behavior support

Five Elements of Behavior

(1) Response, (2) Antecedent Stimulus, (3) Consequence, (4) Contingency, (5) Setting Event.

5 2 1 3 Setting Event --> Stimulus--> Response--->Consequence (Contingency) 4

Illness --> Demand --> Whine --> Escape Demand (3 out of 5 times)

Nine Principles of Human Behavior Stimulus Control Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment Extinction Transfer Generalization Maintenance

Stimulus Control

Stimulus control refers to change in the likelihood of a response when a stimulus is presented. The stimulus is a signal that if the response

is performed, a predictable outcome (consequence) is likely.

If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior.

A traffic light is an example

Stimulus Control Terms Stimulus: Any event, action or object

perceptible to the senses. Discriminative Stimulus (Sd):

Any stimulus that signals that a specific response is more likely to be followed by a reinforcer (S+) or punisher (S-).

Delta Stimulus (S ): Any stimulus that signals that a specific response is

unlikely to be followed by a reinforcer.

Sd or (S-delta): ?? A baby learns that saying “mama” is:

(a) reinforced in the presence of the adult with glasses and curly hair &

(b) usually results in the disappearance of the adult with a beard.

For the Response, “Mama” Sd= __? S-delta= ___?

Identify the Discriminative Stimulus (Sd) 1st grader says “went” in the presence of a

flashcard with the letters W-E-N-T, which results in teacher praise.

1st grader says “went” in the presence of the letters C-A-M-E, which does not result in teacher praise.

Why is stimulus control important?For each example define a response and its controlling stimulus

Reading Math Social initiations Joining a playground game Getting help from an adult Getting a cookie at snack Following the instruction to “line up”

Discrimination Learning Discrimination based on relatively informal or imprecise

patterns of reinforcement usually develops slowly and is often imperfect. Ex. Babies calling all men with beard “daddy”

Student says went when sees “w-a-n-t” or “w-e-t” Stipulation

Importance of teaching range of positive and negative examples.

Salient features of stimulus should be emphasized Often times students learn based on some other feature than

what wanting them to focus on Ex. Student says the word “went” because that flashcard has a

smudge on it, or the word “came” because it starts with a C.

How to develop stimulus control(Note what you ADD to the natural context)

Begin by pretest, then defining (a) the new response[R], (b) the stimulus that should control the response[S1], and (c) the natural reward [Sr+].

Pretest to document absence of Sd R Present the stimulus (S1) Prompt the new response (R) Deliver a reward (Sr+) + extra reward Withhold the reward when either

R1 occurs when S1 has not be presented, or R1 does not occur when S1 is presented.

Stimulus control and teaching For any skill, teach a) what, b) when, c)

why. What = the new response (skill) When = the stimulus that signals when to

perform the new response Why = what is the likely consequence

(reward)

Examples: Target Response/Discriminative Stimulus

T ---> /t/ ( b --> /b/, /d/ ) ---> “triangle” ( ) Child cries --> parent picks up and

comforts Smile --> social initiation Student raises hand -> teacher calls on

student

Building Stimulus Control Teach saying “thank you” when

someone gives you something. Test to determine if skill exists Identify “pre-requisites” Define “natural” behavioral elements

receive --> “thank you” --> “you’re welcome” What do you add to teach

Add prompt (“say thank you”) Add reward (“excellent job saying thank you”)

Multiple opportunities to practice (fade extras)

Test to determine if skill is learned

Teaching and Stimulus Control

Define the naturally occurring pattern Setting Event -> Stimulus -> Response -> Consequence

Define what you will “add” to assist learning.

Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Teaching and Stimulus Control: Examples Setting Event -> Stimulus -> Response->

Consequence

None -> “car” -> /car/ -> info from

reading

What do you add?

ConsequencesSetting Event -> Stimulus -> Response -> Consequence (Contingency)

Consequences follow a target response Contingent consequences are delivered

only after the target response occurs. Consequences affect the future likelihood

of the response. Rewarding consequences increase the

likelihood of the target response. Aversive consequences decrease the likelihood

of the target response.

Consequences

There are 5 major classes of consequences

Positive reinforcement Negative reinforcement Positive punishment Negative punishment Extinction

To determine the type/class of consequence: Examine the effect on future occurrence of

the behavior (increase or decrease?) Examine the action involved in the

consequence (give/remove/withhold)

Consequences

Action Effect on Future Occurrence of Behavior INCREASES DECREASES Give

Positive Reinforcement

Positive Punishment

Remove

Negative Reinforcement

Negative Punishment

Withhold

Extinction

ConsequencesExamples

• Define the target response• Define the consequence• Define the effect on future occurrence of

the behavior.• Define the type of action involved in the

consequence (give, remove).• Define the behavioral principle

demonstrated

ConsequencesExamples (target response is underlined)

• Over time, Darin (age 5) has become more likely to line up when given the instruction “time to line up” as a result of contingent praise from Ms. Dawson when he lines up.

• Darin screamed, and Ms. Dawson said “Darin you be quiet.” He immediately stopped screaming and smiled. Over time, however, his rate of screaming in class has increased.

ConsequencesExamples (target response is underlined)

• Over time Ellen’s talking out in class decreased during instructional presentations as a result of everyone ignoring her talk-outs (previously she received a lot of peer attention).

• Over time Ellen has become more on task during independent seat work periods since Mr. Evan’s started giving out “Worker Rewards” for students who were on-task.

ConsequencesExamples (target response is underlined)

• Over time Jim (age 9) has become less likely to push his way to the front of the line during recess since the teachers took away recess time for each instance of pushing.

• Elaine volunteered answers in class when the teacher asked for volunteers, but about 25% of the time she would be wrong, and the teacher would scowl and tell her she was wrong. She now volunteers less often.

ConsequencesExamples (target response is underlined)

• Over time Elaine was more likely to scream when given a math assignment as a result of the assignment being removed as soon as she screamed.

• Tyron became more likely to become quiet, look down and whimper when other children would talk to him as a result of other children leaving him alone when he engaged in these behaviors.

ConsequencesExamples (target response is underlined)

• Gwen’s attendance at choir has decreased as a result of Ms. Emerson’s repeated congratulations on Gwen’s “wonderful voice.”

• Eric (age 8) has become more likely to tease and taunt Angelissa even though Angelissa consistently hits or yells at Eric when he teases her.

Teaching New Behaviors can be Thought of as Developing Stimulus Control

Errorless Learning Prompts and Cues Response Shaping Chaining

Effective Instruction of New Behaviors

Effective Instruction:We Must Determine the Nature of the Problem

1 Behavior not in repertoire of student-SKILL DEFICIT Teach HOW

2 Student can do behavior but does not -PERFORANCE DEFICIT teach WHEN & WHY

Does the student not know how or do they know how but choose not to?

Focus

Discrimination Learning Discrimination based on relatively informal or imprecise

patterns of reinforcement usually develops slowly and is often imperfect. Ex. Babies calling all men with beard “daddy”

Student says went when sees “w-a-n-t” or “w-e-t” Stipulation

Importance of teaching range of positive and negative examples.

Salient features of stimulus should be emphasized Often times students learn based on some other feature than

what wanting them to focus on Ex. Student says the word “went” because that flashcard has a

smudge on it, or the word “came” because it starts with a C.

Using prompts to preclude a student from

making an incorrect response

when students are not learning effectively and efficiently with other procedures

1 effective 2 positive teacher/student interaction3 fewer inappropriate social behaviors4 students learn little from repeated errors

SUCCESS BEGETS SUCCESS AND FAILURE BEGETS FAILURE

Use

Rationale

Definition

Errorless learning

Errorless learning Train discrimination without errors

(shaping stimulus control) Refined form of decreasing prompts

Alterations of features of the stimulus (Sd) OR Stimulus property

Student’s name on white card other student’s name on black card.

Card gradually darkened. No incorrect choices and discriminated on

relevant stimulus properties.

Error Correction When errors occur, correct immediately

with minimal feedback

Provide a second opportunity to respond correctly

Reinforce (reward) immediately!

Must be explicit / specific.

Teaching Applications: PromptsDefined:

Any antecedent stimulus ADDED to the presentation that increases the likelihood of correct responding.

Examples:Verbal, gesture, physical, embedded (visual,

auditory) ModelingPrecorrection

Types of Prompts Verbal Prompts

Rules: “Nouns are a person, place, or thing” Instructions—when specific Hints

Visual Pictures, examples of correct answers, number lines,

multiplication charts, visual schedules, diagram of steps, scripts

Modeling Physical Prompting/ Guidance

Partial, Full

Prompts increase teaching efficiency Use extra cues to increase number of

correct responses

Increased Responses= Increased Reinforcement= Increased Speed of Learning Behavior

What makes a good prompt? Increases likelihood of correct responding Focuses attention on relevant features of task (Sd) Ease of delivery Ease of removal across trials Good prompts are determined by the demands of the

task AND the presenting skills of the learner. As weak as possible (least intrusive) Should be faded as rapidly as possible

1) select the least intrusive, effective

prompt 2) combine prompts if necessary 3) select natural prompts and those related

to the behavior 4) provide only after students are attending 5) provide in a supportive, instructive

manner before response 6) fade as soon as possible 7) plan fading procedures beforehand

Guidelines for Selecting Prompts

Prompt Examples:What prompts might be useful? Natural Sd Target Behavior Consequence (Prompt)

Teaching cursive writing Teaching swallowing Teaching Carl how to ask to enter a wall ball game. Teaching Emily to move from one task to another

without help. Teaching Phil to wait at snack without grabbing food.

Fading

Defined: Stimulus Fading The gradual reduction or removal of a prompt. Fading is a process for transferring stimulus control.

As soon as you decide to use reinforcement you need to begin planning how to get rid of it -- fading

Examples: Change in physical features (dashed lines) Change in specificity of verbal prompts (“pick up the

screwdriver”…to… “what’s next”) Time delay (“Prompt+Sd”….to… “Prompt….Sd”)

Establishing Stimulus Control Time delay:

begin with a prompt that works and then increase the DELAY between presentation of the target stimulus and the added prompt fixed Progressive

Sd +Prompt response Sd ….Prompt response Sd ….response

Fading Prompts Increasing Assistance (Least-to-Most Prompts)—start with

least intrusive and add more intrusive if necessary.

Graduated Guidance (Hand-over-hand, physical guidance)—reducing full guidance to “shadowing”.

Time Delay—wait several seconds before prompting to allow student to respond.

Decreasing Assistance (Most-to-Least Prompts)—move to less intrusive prompt when behavior occurs reliably

How would you fade these prompts? Verbal prompt “move it to the tens” during two digit

addition to prompt carrying. Verbal prompt “ask nicely” when prompting Elsie to

ask for toys/food, etc. Physical prompt “touch on arm” as student points to

communication board. Gesture prompt, pointing to the correct color when

asked to touch “yellow, etc” Embedded prompt, dashed lines for writing

Teaching Applications:Shaping Defined

Teaching new behaviors through differential reinforcement of successive approximations of correct responding.

Differential reinforcement for shaping means that responses that meet a certain criterion are reinforced, while those that do not meet the criterion are not.

The Sd and reward are constant. What changes is the rule for delivering the reward. The goal is to improve the precision of the new skill.

Response Shaping 1. Behavior is present, but not fluent in the

presence of the “signal” 2. Focus on CONSEQUENCES

-requires powerful reinforcers-use differential reinforcement

3. Systematic reinforcement of successive approximations toward the target

behavior-specify dimensions of the target/goal

behavior-reinforce slight improvements/changes-takes time-avoid practicing errors

Establishing Stimulus Control: Teaching New BehaviorsShaping:

Students learn new things when a teacher “shapes” an existing response into the desired behavior.

Advantages of shaping: faster than waiting for a correct response learner succeeds at a high rate still kind of slow because you are waiting for the

learner

Designing Successful Shaping Programs Identify the terminal behavior (end result) Identify the initial behavior Identify intermediate behaviors Determine the size of steps toward the

goal Reinforce successive approximations of

the behavior Monitor progress

Example student accessing a switch

Shaping Example Problem behavior: Students are off-task about

80% of the time when working with a partner. Off-topic conversation occurs and work is not completed.

Define the terminal behavior.

Define the initial behavior.

What will our “successive approximations” be?

Shaping:How would you use shaping to.. Develop skill of saying “thank you” (in different

ways) to peers.

Develop skill of reading third grade material at 150 words correct per minute.

Develop ability of a pre-schooler to stay in morning circle for 10 min without screaming

Chaining A procedure to teach complex skills.

Reinforce combinations of simple behaviors so they become an integrated, whole.

Based on “task analysis” logic

Requires a “task” that is organized into a sequence of “responses.” Each of the responses serves as a “link” in “chain of behavior”

Main idea The reward at the end of a chain will maintain all the other

responses in the chain. The goal is to teach that each step has an Sd-> R. Each R generates a new Sd until the final step which ends with a Sr+ (reward).

Two approaches Forward chaining Backward chaining

Forward Chaining1. Student does FIRST STEP, teacher does

the rest of chain.2. Keep adding steps until student

completes entire chain.3. Reinforce student for completing the

desired number of steps requested by the teacher.

4. Useful when prompting is difficult.

Backward Chaining1. Teacher does all but last step, student

completes LAST STEP.2. Keep adding steps until student

completes entire chain3. Reinforce student for completing the

desired number steps requested bythe teacher.

4. Often used with functional skills5. Student can perform steps with prompts.

Functional Communication Training Carr, E.G., & Durand, V.M. (1985).

Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126.

Picture Exchange Communication System (PECS) Frost, L. A. & Bondy, A.S. (1994). The

Picture exchange communication system: Training manual. Cherry Hill, NJ: Pyramid Educational Consultants.

TEACCH

• Treatment and Education of Autistic and Communication related handicapped CHildren-http://www.teacch.com/

-Established in the early 1970s by Eric Schopler-Structured Teaching Model

-Physical organization, scheduling, visual (picture and color) approach, use of reinforcement strategies

Discrete Trial Training (DTT)

• Strategy based on ABA principles• Breaking skills down into smaller components

and teaching those smaller sub-skills individually

• Mass Trials and Repeated Practice• Use of prompting when necessaryLeaf, R., & McEachin, J. (1999). A Work In Progress. New York, New York: DRL Books

Green, G., Luce, S., & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for Parents and Professionals. Austin, Texas: Pro-Ed.Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental Disabilities, 16(2), 86-92.

“Discrete Trial” 1. Initial Instruction (“Touch your nose”)2. A prompt or cue given by the teacher to help

the child respond correctly (Teacher points to child’s nose)

3. A response given by the child (Child touches nose)

4. An appropriate consequence (“Nice job touching your nose” + sticker)

5. Pause between consecutive trials (1-5 seconds before next trial)

Pivotal Response Training & Verbal Behavior Approach

• “How to Teach Pivotal Behaviors to Children with Autism: A Training Manual”– http://www.users.qwest.net/~tbharris/prt.htm

• Barbera, M. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. Philadelphia, PA: Kingsley Publishing.