behavioral principles & teaching applications part 2 & collaborating and training...
TRANSCRIPT
Behavioral Principles & Teaching Applications Part 2&
Collaborating and training paraprofessionals
Updates
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
Activity:Provide examples of these methods for teaching a skill in your classroom
Prompting Modeling Verbal prompt Visual Prompt
Shaping
Fading
Chaining
Generalization
Predictable/appropriate responding in noninstructional or nontraining conditions
Transfer of stimulus control from trained to nontrained antecedent stimuli
Example
Caesar learns to raise his hand to ask for teacher assistance in homeroom. In social studies & math periods of the day, he also uses hand raises to ask for assistance. He doesn’t use hand raises at home at dinner table. Generalized responding
Maintenance
Durability of performance over time
Durability of stimulus control over time
Continued performance when instructional conditions are removed
Examples
Having learned to use hand-raises to obtain teacher assistance during the first week of school, Caesar continued to use the appropriately strategy the rest of the school year.
After learning how to successfully use “look cool & walk away” during peer conflicts in 8th grade, Cleo continued to use the strategy in 9th & 10th grades.
Directing Paraprofessional Work Define the similarities & differences
between teachers & paraprofessionals Describe different ways in which
paraprofessionals can be effectively utilized in general education settings
Suggest specific strategies that paraprofessionals can be taught to improve the quality of education
Describe ways in which teachers can effectively monitor & provide feedback to paraprofessionals
Importance Your responsibility to provide leadership in
classroom Includes directing the work of
paraprofessionals What you do or don’t do will impact
student learning Parapros are play a significant role Parapro supports that are not well
designed can result in: Poor peer relationships, unhealthy
dependencies, limited access, Giangreco & Doyle, 2004
Welcoming & acknowledging paraprofessionals Be certain they have a place of their own
(e.g., desk or table) Put a coffee cup or plant on their desk at
beginning of the year Establish routines to students that the
teacher and paraprofessional are working together Ex: paraprofessional participate in
beginning/end class routine Create opportunities for their input
Share student’s goals for the unit. “Do you have any thoughts on her participation?”
Orienting Paraprofessionals Orient them to the school, classroom, &
students with whom they will be working Don’t “throw them into things”
Giangreco et al., 2001 Intro parapro to school community: office
staff, teachers, nurse, etc. Be sure they are familiar with school policies Show where supplies are kept Provide policies on student confidentiality Support for the classroom NOT the student
Students they will support Provide them information on the students
they will support (e.g., IEP at a Glance) Through a course or a series of staff
development work shops to learn essential skills about being a paraprofessional
Topics should include (CichoskiKelly et al., 2000): Collaborative teamwork Families & cultural sensitivity Characteristics of youth with various disabilities Roles & responsibilities of all team members Implementing teacher-planned instruction
Establish parameters Clarify their role Your responsibility to:
Prepare plans to guide paraprofessional in instruction, assessment, decision-making, instructional methods & communicate with families
Many teachers introduce new concepts and skills before asking parapro to provide ongoing teaching and practice
Allows teacher to model instructional approaches for the para and gain firsthand info to adjust future lessons
Planning for paraprofessionals One of the keys to good teaching is good
planning Daily & weekly schedule of activities
indicating what, when, who, where Parapros schedule should be linked to
classroom schedule Should be clear what they should be doing for
each activity in class Develop plans that provide the content
and level of info required for them to carry out the plan
Things to consider when planning for parapros: 1. How much info does the para need to
implement the teacher-planned lesson or activity?
2. What is the essential information?3. What makes the most sense?4. How can planned information be provided
in ways that do not create unnecessary paperwork?
Basic components they need to understand: Purpose of activity Objectives within the activity that may
differ by student Materials needed How to arrange the learning environment How to get & sustain student attention How to introduce the activity (e.g., demo,
explain) How to encourage student participation How to relate activity to previous learning
Basic components continued What desired responses look like How and what feedback to provide when
students give desired responses What to do when students are
nonresponsive OR give incorrect responses What data to collect and how it should be
recorded How to end the activity What to do if the plan does not seem to be
working
Communicating with Parapros Developing expectations
Create mechanisms for communication Make sure they know who to talk to when
problems arise Preparing ahead
Be sure they are aware of dates, times, locations of meetings
Be a good model of planning instruction Understanding Perspectives
Let them know that different perspectives are welcome
Ask them questions, Listen, & Speak clearly
Ten tips to collaborating effectively with paraprofessionals1. Start & end each day with them.2. Provide them with constructive feedback
ASAP.3. Say thank you frequently for specific acts4. Ask them how you can help5. Demonstrate what you mean6. Recognize the individual & unique
contributions of each parapro7. Occasionally meet together way from
school
8. Demonstrate what you mean9. Encourage them to keep a daily journal of
activities, thoughts, and feelings10. Advocate for their professional growth.
Adapted from Lee, 1999
Resources Minnesota Paraprofessional Consortium
http://ici.umn.edu/para/ National Resource Center for
Paraprofessionals in Education & Related Services http://www.nrcpara.org/
National Clearinghouse of Paraeducator Resources: http://www.usc.edu/dept/education/CMMR/Clea
ringhouse.html
Work as collaborative teams
• Decisions are made at numerous points, but only after team members share their different perspectives on the student, engage in relevant discussion, problem solving, and then reach consensus as a team (Friend & Cook, 2010)
• Nonconsensual decisions tend to reflect a narrower range of information and risk being of poorer quality (Snell & Janney, 2005)
““Holding a student responsible for assigned material is not teaching, even though it is a large part of modern school and university practice.”
B.F. Skinner, 1968
Effective Instruction
Understanding the Stages of Learning Acquisition
(build initial stimulus control) Fluency
(develop speed, accuracy) Maintenance
(durability of skill across time) Generalization
(performance of behavior under appropriate, non-trained conditions)
Stages of Learning Acquisition: new at task, instruction
crucial, student not accurate
Fluency: accurate and increase in speed
Maintenance: skills retained over time
Generalization: skill in new contexts (discriminate)
Adaptation: modify skill for new situation
Acquisition Teaching discriminations
Positive examples Maximally different negative example Minimally different negative example Positive examples
Teach what to do, and when to do it. The behavior The signal (discriminative stimulus)
Prompting, fading, shaping, rewarding
Learner characteristics at acquisition stage Student performs none or up to about half
of the task May need to cue or prompt initiation May need a low-error prompt system Possibly break skill down into smaller
components Give frequent positive feedback
Fluency Improved rate of responding But fluency is more than just rate
Fluid motions Absence of pausing Speed in decision-making Rhythmic
Build fluency through practice Math facts, chromatic scale, second language Fluency is an index of the power of stimulus
control that has been established.
Fluent learner characteristics Student performs more than half of the task Add realistic speed and quality criteria Add to skill to make it more functional (e.g.,
monitors speed & quality) Enrich skill with communication choice, or social
behaviors Drop all intrusive requests Fade intrusive prompt Shift attention to natural cues and prompts Thin out reinforcement Shift to natural reinforcement
Maintenance Stability of responding over time Variables that affect maintenance
Building fluency with initial instruction (level of stimulus control
Regular opportunity to perform On-going access to contingent rewards
(reinforcement) Access to competing alternative behaviors that are
contingently reinforced.
Learners at the maintenance stage Student performs more than half of the task “Schedule it” and expect student to perform Add to the skill to make it more functional (e.g.,
initiates, prepares) Enrich skill with communication, choice, social
behaviors Drop all intrusive requests Fade intrusive prompts Shift attention to natural cues Thin out reinforcement Shift to natural reinforcement
Generalization
Defined: Target behavior is performed under
conditions beyond those used during instruction.
Generalization can be desired (e.g. “greeting skills”) or undesired (saying /b/ in the presence of “d”).
Build generalized skills through selection and sequencing of teaching examples
Characteristics of learners at the generalization stage Student performs more than half of the task Vary settings Vary instructors, supervisors, others Vary materials Vary conditions and teach problem solving Enrich skill with communication, choice Drop all intrusive requests Fade intrusive prompt, reinforcement Shift attention to natural cues & natural
reinforcement
Stages of Learning
0102030405060708090
100
0 10 20 30
Trials
Per
cen
t C
orr
ect
Acquisition
Fluency
MaintenanceGeneralization
Adaptation
Review 4 basic elements of behavior
Response, Antecedent stimulus, Consequence, Setting Event
9 principles of behavior Stimulus control, Positive reinforcement, Negative
reinforcement, Positive punishment, Negative punishment, Transfer, Generalization, Maintenance
Applications to teaching Prompting, Fading, Shaping, Task Analysis, Design
of Instruction, Instructional objectives, Behavioral objectives.
Examples Teaching reading in second grade
Objective: Hailey will read at 100 words correct per min with the Open Court text.
Acquisition: Fluency: Maintenance: Generalization:
Example
Decrease problem behavior Objective: Mikai will not hit, kick or bite
others on the playground. Mikai will play cooperatively with others on
the playground without hitting, kicking, or biting for 5 consecutive days.
Acquisition: Fluency: Maintenance: Generalization:
Instructional Activities (acquisition) Direct instruction
Systematic teaching of target skills: reading, math, social-behavioral skills
MODEL LEAD TEST
direct instruction (“little di”): Steps
Gain attention … ”Everyone eyes on me.” Review previous material to:
Check for understanding to ensure students rememberHow previous material is relevant to new material
State goal State Expectations Positively
New content in small steps Explicit Instruction, range of examples, logical sequence)
ModelDemonstration of the skill
Lead Prompted (guided) practiceUnprompted practice
Test Independent practice
Instructional Concepts State expectations positively Explicit instruction Range of examples Logical sequencing
Instructional Concept #1
State Expectations Positively
Teach them what you do want them to do
Ineffective Instruction
• Sets the occasion for student failure
Teaching Behaviors
No elbowing others
No kicking No hitting No pinching No biting No scratching Etc. . .
2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . .
Behavior: Peer Relations
Academic Skill:Addition
Teaching Behaviors
Hands and feet to self or
Respect others
2+2 = 4
Behavior: Peer Relations
Academic Skill: Addition
Instructional Concept #2
Explicit Instruction
Be Direct
What is the Best Way to Facilitate Academic Success?
? Teaching - teacher structures a lesson, models skills, and leads students through practice or key skills.
? Facilitate - teachers sets up activities wherein students discover key skills.
? Support - teachers simply oversee students and offer support for whatever they do.
Should we teach, facilitate, or just support?
Explicit Instruction
• Direct Comparison Meta-AnalysisFavor explicit instruction 87.3 %Tie 0.6 %Favor other methods 12.1 %
• Students of all ages and abilities• Academic and social behaviors• Especially effective with low performers• Very successful with disadvantaged students
Large-Scale Research and Meta Analyses
Instructional Concept #3
Range of Examples
Show all the possibilities
Effective Instruction
• Effective example selection and sequencing
• Task analysis• Facilitate success• Delivered at the level of the student
Effective instruction is:
INEFFECTIVE INSTRUCTION• INEFFECTIVE MODELS
•
• INEFFECTIVE PRACTICE• - •
•• TESTING OUTCOMES• -
Walk on green Walk on green Don’t walk on red
Walk on green Don’t walk on red
Green light =WalkYES
NO LIGHT =?
= ?
FAILURE
Instructional Concept #4
Logical Sequencing
Juxtapose positive and negative examples
INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS
INEFFECTIVE PRACTICE
-
TESTING OUTCOMES
-
FAILURE
= osh = osh= osh
= osh = osh
Osh = ?
EFFECTIVE MODELS
EFFECTIVE PRACTICE-
TESTING OUTCOMES
-
EFFECTIVE INSTRUCTION
= osh = osh= osh
Osh =
= not osh
= not osh = osh
RED SIDED RECTANGLESUCCESS
= osh
Instructional Sequence
• Presentation - tell and model• Recitation - student Q & A• Individual Work - with teacher feedback
-make sure students get it• Group work
-activities, experiments, etc.-chance to discover application to real world
• Test - Make sure they have skill fluency
Instructional Sequence
• Model: Structured, Clear Be direct with multiple examples & non-examples
• Lead: High levels of opportunities to respond (OTR), success– Individual Work - with clear teacher feedback
-make sure students get it– Group work
-activities, experiments, etc.-chance to discover application to real world
• Test - Make sure they have skill fluency
Instructional Methods
• Students with intellectual disabilities learn best when instructional methods are explicit, systematic, and derived from empirical research such as the following practices (Heward, 2003)
Heward, 2003
• Assess each student’s present levels of performance to help identify and prioritize most important instructional targets.
• Define and task-analyze the new knowledge or skills to be learned
• Design instructional methods and activities so the student has frequent opportunities for active student response in the form of guided and independent practice
• Use mediated scaffolding (provide and then fade prompts so student can respond to natural occurring stimuli)
Heward, 2003 continued
• Provide systematic consequences for student performance in the form of contingent reinforcement, instructional feedback, and error correction.
• Incorporate fluency-building activities into lessons• Incorporate strategies for promoting generalization
and maintenance of newly learned skills• Conduct direct and frequent measurements of
student performance, and use those data to instructional decisions.
Specialized Teaching Strategies
• Visual modality strategies– Visual supports, visual schedules, activity boards,
rule scripts, video modeling,• Task analysis & chaining
– Forward, backward, interrupted• Discrete teaching trials• Prompting systems, time-delay, • Antecedent & Consequence strategies