entry activity
DESCRIPTION
- PowerPoint PPT PresentationTRANSCRIPT
“They had all this strange equipment and weights and mirrors and bars. But the weirdest part of the physical therapy room was the staircase. There was this staircase with a handrail on either side but the stairs didn't go anywhere -- they went right into the wall! The physical therapist would come up to me and say, "Walk up the stairs." And I'd say, "Why? They don't go anywhere." But she'd say, "Never mind, walk up the stairs." So, I'd walk up the stairs and nearly kill myself getting up there. When I got to the top the physical therapist would say, "Good! Now walk back down the stairs." I'd say, "Wait a minute! If you didn't want me up here in the first place, why did you ask me to walk up here?“
-Norman Kunc, “The Stairs Don’t Go Anywhere”http://www.normemma.com/articles/arstairs.htm
Welcome to Week 6 of Functional Curriculum!
Entry ActivityGet together with 2 people who read the
other 2 articles that you read for Article Review #2
Complete the Entry Activity Sheet #1 & #2
UpdatesWhere “should” you be at in regards to
your Work Sample? Completed with Sections 1 & 2 Starting Section 3: 1,2,& 3 and designing your
instructional plan for one of your routinesNext Week 11/9: Quiz #2November 16th: Ability Awareness Lesson
Plan DueNovember 23rd: Quiz #3November 30th: Submit Work Sample &
Powerpoint presentation to Peers & Supervisor
Ability Awareness Lesson Plan Assignment
See wiki: http://addspedfunctionalassessment.pbworks.com/w/page/46438772/Assignments%20SPED%20534
Example: posted on wiki! Caution: This example did not receive all of the points. See my comments to this student (common errors made)
Quick Review
• When designing an instructional plan for a student there are two general categories of strategies.
• What are these two categories of strategies?• What are some antecedent strategies? – Think prompt (correct responses) & prevent (errors)
• Why consequence strategies? – To reinforce (increase) expected behaviors– To make errors extinct – Effectively respond to correct & incorrect behaviors
Antecedent Strategies
Time Delay Constant (CTD; Miracle et al., 2001) Progressive (Wolery et al., 1992)
Prompting Systems Gestural, verbal, pre-recorded auditory prompts,
pictorial prompts, model prompts, physical prompts, mixed prompts
System of Least Prompts (or least-to-most prompting
Most-to-Least Prompts
Consequence Strategies
Think about how you will respond to:Correct answers/ behaviors
want to reinforce theseErrors
want to put these on extinction Corrective feedback Quickly prompt towards correct answers
Consequence Strategies
Differential reinforcement Reinforcing correct (desired) responses, while
withholding reinforcement for incorrect (non-desired) responses.
Determine reinforcers through preference assessments to ensure effectiveness
Always pair with natural consequence (e.g., if completion of task results in praise, pair external reinforcer with verbal praise)
Schedules of reinforcement Frequency and pattern behaviors are reinforced Ratio (according to # of responses) or interval
(passage of time in relation to performance) schedules
Fixed vs Variable Schedules
Fixed: absolute predetermined number Ratio (Fixed ratio; every 10 correct responses) Intervals (Fixed intervals; every 10 seconds)
Variable: changing, non-fixed number of reinforcements, but offer reinforcement on a schedule that is an average of the reinforcement pattern selected. Variable ratio: (VR:5=average of every fifth
response; e.g., after 3, 7, 2, 8 [total 20..avg 5] Variable interval: (VI:5=average of every five
minutes; same example above)
Error CorrectionErrors include: incorrect responses,
problem behavior, and nonresponses Missed steps in a chained response Discrimination errors in a discrete behavior (e.g.,
signing “eat” instead of “help”) Taking longer than the expected response latency
Want to determine if it is an error due to “can’t do or won’t do” If can’t do…need to re-teach or use different
prompting system (think antecedents). If won’t do…need to look at motivation/function &
reinforcement schedule
Strategies for handling incorrect responses
During acquisition: Gently interrupt errors with a prompt After an error provide feedback (pause, hold up
index finger, say “not quite”) and give another immediate opportunity to perform while increasing the assistance (as in a system of least prompts).
Gently stop an error and see if a student will self-correct. Direct the student to the relevant task stimuli, add prompts as needed.
Reinforce any self-corrections
Correction strategies later in learning
Wait for student to self-correctIf this does not occur, give assistance to
correct the error.Simplify those responses that are
frequently missed or performed incorrectlyGently interrupt errors and provide several
immediate opportunities to practice the missed response (or steps in chained task) that are frequently missed.
Functional Routines InstructionCue(opportunity to respond)
Response/Behavior
Consequence Pause
FR Environment provides a natural cue
Student does each step needed to complete the activity
Student gets natural outcome of activity
Student focuses on next routine
EX Student’s bus arrives and door opens.
Other students get off bus
S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials
Student is now inside with other students and has inviting activities to do. Teacher offers praise
Student transitions to next routine
Difference between Discrete vs “Chained” Skills?
Discrete Trial Training
Cue(opportunity to respond)
Response/Behavior
Consequence Pause
DTT T provides instructional cue (prompting may be needed)
Student Responds
Teacher praises and give child a positive reinforcer
There is a pause
EX 1. Student indicates interest in chips
2. Teacher says “Give me a car”
Student gives car to teacher
Teacher praises student and gives student a chip
Student eats chip and teacher waits a few seconds before next cue
Discrete Trial Training Videohttp://
www.asatonline.org/intervention/videos.htm
Discrete Trial Training
Cue(opportunity to respond)
Response/Behavior
Consequence Pause
DTT T provides instructional cue (prompting may be needed)
Student Responds
Teacher praises and give child a positive reinforcer
There is a pause
Correct Responses- give student reinforcerIn general: 3 in a row correct then move to next step/ skill in program
Considered Naturalistic InterventionTeaches Language and Social/Play SkillsCreates “Teachable” Moments in ContextFollows ABA FormatOne Component of an Individualized
Program
What is Pivotal Response Training?
Pivotal Response Training
Cue(opportunity to respond)
Response/Behavior
Consequence Pause
PRT 1. S indicates interest
2. Teacher withholds access to desired item/activity
Student Responds
S gets desired item
There is a pause
EX 1. Student reaches for car.
2. Teacher withholds and says, “Car”
Student imitates the word car.
Teacher gives student access to car
Student plays with car
Video Exampleshttp://www.asatonline.org/intervention/vid
eos.htm
You can take it with youCan be used by parents/ peers/siblingsIncreases motivationDecreases frustrationIncreases generalization and maintenance
of intervention gains
Advantages
Pivotal Response Training
Cue(opportunity to respond)
Response/Behavior
Consequence Pause
PRT 1. S indicates interest
2. Teacher withholds access to desired item/activity
Student Responds
S gets desired item
There is a pause
EX 1. Student reaches for car.
2. Teacher withholds and says, “Car”
Student imitates the word car.
Teacher gives student access to car
Student plays with car
Incidental TeachingUsed to increase communication from a
person by waiting for the person to initiate conversation about a topic and then responding in ways that encourage more language from that person (Hart & Risley, 1968).
Example, a child might request “want car.” The teacher might then ask the child whether he wants the blue car or the red one. The learner would then receive the car if he demonstrated more elaborate language by asking for the red one.
From: Association in Science in Autism Treatment
Recommendations: In combination with other teaching
methods, incidental teaching procedures are effective teaching procedures for increasing communicative language in individuals with autism
Delprato (2001); Goldstein (2002); Green, (2001)
Natural Supports…they’re all around you!
PeopleThings readily available within the
“natural” environment E.g., signs, natural cues (school bells, alarms, etc.) Class schedules What else?....
Structured TeachingRemember TEACCHSystem for organizing environments,
developing appropriate activities, and helping students understand what is expected of them.
Utilizes visual cues which help individuals focus on the relevant information which can, at times, be difficult for individuals to distinguish from the non-relevant information.
Creating appropriate and meaningful environments that reduce the stress, anxiety and frustration.
Components of Instructional Plan
Short-term objective- based on task analysis
Materials Instructional Strategies
Antecedent/prompting Consequence Provide step by step procedures Rationale Evidence base Criterion for fading
Plan for maintenance and generalization
Entry Activity #3 Please form groups of 3-4 peopleTurn to Chapter 8 in your textbookYou will receive a number of generalization
strategiesAs a group follow the prompts on the
handout & prepare to share with the rest of the class
Generalization“Appropriate responding in untrained
situations” (Haring, 1988).What would be features of untrained
situations? How determine relevant features of
untrained situations?
Albin & Horner, 1988Generalization
Equally important for a particular behavior to NOT occur when it is not appropriate.
Strategies Identified to Promote Generalization
Antecedent Generalization StrategiesThink Instructional Design
Teach in natural setting Use sufficient exemplars Train loosely
(varying stimuli, responses, reinforcers allowed) Program common stimuli
Training setting contains stimuli that are also in the generalization setting
General Case Design Using several specific exemplars based on the
learner’s “instructional universe”
Consequence Generalization Strategies
Introducing natural maintaining consequences Teaches skill during acquisition period that will
be reinforced by natural contingencies in the environment in which behavior will occur, instead of artificial reinforcers that were used during acquisition
Using Indiscriminable Contingencies Use of intermittent schedule of reinforcement Does not know when, where, or what will result
in reinforcementTraining to generalize: differential reinforcement
in “generalization” condition rather than original condition
General Case Design (GCD)
1. Define the Instructional Universe-how?
2. Define the range of relevant stimulus and response variation-important to identify generic response-all important stimuli that could prompt the target responses listed-possible variations of stimulus classes listed-ways in which the learner might respond outlined -List of anticipated problems, errors, exceptions
GCD Cont’d3. Select examples for teaching and probe
testing -teaching: general case-probe: testing generalization/variation
-don’t need all “stores”, but adequately represent all variations of important stimuli & responses-positive & negative teaching examples
GCD Cont’d4. Sequence the teaching examples
Guidelines for sequencing:A. Teach multiple components of an activity within an instructional sessionB. Present variations within individual sessions. Teach as many examples as possible within instructional sessionsC. Juxtapose most similar positive and negative examples.D. Use cumulative programming. If all examples cannot be taught in one session, work on a few at a time, adding new examples to already learned examples in each new session. E. Teach the general case before exceptions.
GCD cont’d5. Teach sequence
6. Test using the non-trained probe examples -to determine whether generalization has occurred.
Consider these steps when collaborating and designing instruction for students.
Example: Fast-food restaurant Generic Response Components (Steps)
SD(Natural Cue)
Range of stimulus characteristics
Response variation
Anticipated problems/exceptions
1. Enter Door-single-double-automatic
People entering/exiting
Door type
People present
Push or pull.
Walk through automatic door
Follow others in/out
Push or pull and hold open for others
Door location varies
Student may hold door for too many people
ActivityOn back of entry activity, use the
functional skill/routine you are planning to teach and outline the variations in stimuli, responses, and anticipated errors/exceptions
Teaching Skill Maintenance
Maintenance: skill continuing to occur for as long as it is needed without having to be taught again.
Common error in teaching is that the skill is learned and generalized, but not practiced sufficiently beyond initial learning
Maintenance strategies should be used in addition to generalization strategies
Maintenance Strategies
Overlearning Continue practicing a skill Leading to automaticity Overlearning opportunities should be at least 50%
of the opportunities necessary for the student to initially learn the objective.
Distributed Practice Practice during distributed learning sessions Practice is spread out across the day (vs massed
practice) Practice 1 wk, 2wks, 4 wks later to ensure retention
of skills
Intermittent Reinforcement- variable reinforcement schedule
Using a maintenance schedule- build in practice for infrequently used skills
Teaching self-management & self-instructional skills
Start teaching students to manage their prompts and performance
Teach “self-talk” of what steps or what each cue should be “saying” to them, etc.
ActivityComplete the Instructional Plan for your
identified routine for the Work Sample. You may need a separate piece of paper!This will not be turned in, it is for you to
keep as an example.