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Welcome to Week 5 :Teaching Functional Skills

Inclusion is an umbrella that keeps us dry when the downpours of life occur." Linda S. Wallace

UpdatesThis Week:

Quiz #2

Next Week, May 8th: Article Review #2

May 15th, Quiz #3

Check out “Teaching & Behavioral Principles” on the Wiki! http://fxinstructionaldesign.pbworks.com/w/page/49653082/FrontPage

Review for Quiz

1. A_____________ Strategies 2. C_____________ Strategies

Why are they called these types of strategies?

Establishing stimulus control involves 2 overarching strategies

Behavior

you want to Increase or Decrease

Antecedent:

Natural Cue that triggers [or should trigger]….

Consequence:

Natural outcome that consistently occurs afterbehavior

Antecedent Strategies

-Time Delay-Prompting-Pre-correction-Modeling

Chaining-Most to Least-Least to Most-Total Task

Instructional Design

-Range of Responses-Range of Examples-Positive Examples-Negative Examples-Minimally Different-Maximally Different

Consequence Strategies

-Differential Reinforcement

-Shaping

-Error Correction

Least-to-Most Prompting◦ Pro (+): Gives the learner the opportunity to exhibit the correct response with the least

restrictive level of prompting needed.

◦ Con (-): Students may practice errors.

Most-to-Least Prompting◦ Begins with most restrictive prompt

E.g., physical or partial physical prompting

◦ Use with students who are non-imitative learners who may not initially respond to less-restrictive prompts

◦ Pro (+): Student practices success, while prompts are faded◦ Con (-): Requires high level of prompting from teacher

Remember to consider stigmatizing effects of intervention

When to Use?

Differential Reinforcement◦ Providing reinforcement ONLY when student

exhibits desired behavior◦ When desired behavior does not occur, no

reinforcement provided

Error Correction◦ Errors do not result in reinforcement◦ Immediate feedback when errors occur◦ Quickly provide for an opportunity to practice with

prompting (if needed…then fade)

2 Basic Consequence Strategies

Consequence Strategies

Schedules of reinforcement Frequency and pattern of 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)

Schedules of Reinforcement…Why?

Ratio(Based on Behavior)

Interval(Based on Time)

Fixed(reinforce behaviors after a set number of responses)

Fixed Ratio

(e.g., reinforce after every 1…then 2 correct answers)

Fixed Interval

(e.g., reinforce after every 1 min…then 2 min., etc. student is on-task)

Variable(reinforce behaviors after an unpredictable number of responses)

Variable Ratio

(e.g., reinforce “on average” every 5 times, but schedule varies so it is unpredictable)

Variable Interval

(e.g., reinforce “on average” every 30 seconds, but schedule varies so that it is unpredictable)

“Rules to scheduling reinforcement when planning instruction (from Snell &

Brown, 2011”

1. During acquisition stage of learning more instances of behavior should be encouraged by the continuous provision of small amounts of contingent reiforcement (e.g., a smile and task-specific praise, fulfilling a request, “high five”, or “Yes!”) instead of large amounts of reinforcement given less often.

Rule #22. After a higher rate or more accurate

behavior has been established, reinforcers should be faded slowly from a continuous to a fixed schedule, which requires more behavior for each reinforcement.

This will strengthen the behavior as the student learns to tolerate periods of nonreinforcement instead of abruptly giving up & not responding when reinforcment is not forthcoming

Rule #3Because students may learn to predict

when reinforcement will occur, uneven patterns may result (e.g., rewarded for cleaning every Friday…won’t clean until Friday…vs random spot checks), so switch to a variable schedule

based on average of every fifth time, but may occur after 2nd behavior or 10th behavior…student doesn’t know so continues working hard!

Rule #4Reinforcers must be assessed periodically

so that they continue to be reinforcing to the student.

Wise to offer students the opportunity to choose their reinforcer from a group of preferred activities/items.

Rule #5Reinforcers must be suited to student’s

chronological age, the activity, and the learning situation.

Aim for replacing less appropriate reinforcers with ones that have more availability in the natural environments encountered by the student.

Rule #6The more immediately a reinforcer is

presented following the peformance of the behavior, the greater will be its effect.

Quiz

Correct Quiz

What Are Functional Skills?

Remember Promote Self-Determination by…Promoting:

Self Determination: Defined

Loman et al., 2010

Self-determinationIndependence, Interdependence,

Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content

areas e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic

organizers

Grade Level Content

Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Teaching Functional SkillsTeaching Personal Care Skills

Importance, Relation between Personal Care & Self-Determination, Tactics for teaching, Self-management

Eating/Meal-time skillsToiletingDressing

Teaching Leisure & Recreation Skills

Eating Skills Checklist (Browder, 2001)Eating

Take food from spoon and swallowChew foodChoose between two food itemsExpress desire to eatFeed self finger foodsUse a napkinUse a spoonEat a sandwichPace eating (avoid stuffing mouth)Spear with a forkEat without spilling

Drinking skills checklistSwallow from a cup held by someoneChoose between two drinksHold own glass to drinkDrink from a soda canDrink from a mugDrink from a water fountainDrink through a straw

Dressing/Undressing ChecklistChoose between two clothing optionsSelect outfit for the dayChoose accessories for personal styleMove arms and lift legs to help in dressingCommunicate when help is needed in

dressingPull down pants in restroomTake off clothing (shoes, socks, jacket, shirt,

pants, etc.)Get dressed (button, snap, zip, velcro)

Washing hands or face checklistAsk for help with washing hands or faceChoose between two types of soapDetermine whether water is comfortable

temperatureParticipate in washing: moving hands to

water, move face on cloth.Grasp/release paper towel in trashWash own hands when toldInitiate washing hands and face

Other groomingAsk for help with combing/styling hairComb/style own hairCare for nailsUse makeupLeave restroom groomed for public:

Clothing straightZippers & fasteners closedHair neatHands washedFace cleanMake up on neatly

Toileting: Designing bowel/bladder management plansAsk:

Will the student work towards using toilet based on internal cues?

Will student use toilet on a specific time schedule?Will student use: incontinence products (pull-ups);

catheterization, other?Initiation

Student will take care of needs without prompting?Prompted ?Ask for help?Prompted to ask for help?Adult will initiate toileting?

Using toilet or alternative methods?Perform all steps independently?Prompted with goal of independence?Interactive; student will perform some steps

without prompts?Interactive; student will be prompted to

perform some steps?

Accident managementStudent will manage? Prompted to manage?

Perform some steps? Adult provide all cleanup?

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

Data Collection Procedures for Functional RoutinesTask AnalysisRecord Prompt Level UsedIdentify Features to Vary to Promote

Generalization

Using Excel to Graph Progress Monitoring Data

Sheldon Loman, Ph.D.

Video Examples from Dr. David Allen Data 1 – http://www.screencast.com/t/brEX27PB

Chart 1 – http://www.screencast.com/t/FTtFODV6w Data 2 – http://www.screencast.com/t/pFtZwYbCsg

Chart 2 – http://www.screencast.com/t/QJHlxCnHAa

Entering Data into Excel1. Title the Spreadsheet in the Tab at the

bottom of the screen.2. Label Column A going down your

“DAYS” (1, 2, 3…) or dates (may get look too busy on graph….Dates may get cumbersome on graph.

3. Only put in the days/dates you have data for (unless doing projections)

Enter baseline or first intervention data in Column B1. Name Column B your baseline or the

intervention you used first (Intervention 1)2. Input data from this phase going down the

column.3. When you are ready to start to input data

for a second intervention, name that in Column C…This will allow you to show a break in the data between phases.

4. Continue step 2 until you have a third intervention, etc.

Graphing your data1. Select the data you want to graph by

clicking and dragging the cells you wish to graph. DO NOT INCLUDE THE DAYS/DATES in your selection.

2. Select the type of graph you want to create…In our case today it will be “Line with Markers”

3. Once you have your graph on your spreadsheet you can adjust it by clicking on the graph

Adding Title, Labeling Axes, & Legends By clicking on your graph you can label

the Graph and the Horizontal and Vertical Axes.

Go to Layout and select the Chart Title and Axis Titles

Formatting Numbers in Axes Click on the Axis you want to format Right click OR go to Format, then Format

Selection. Here you will be able to adjust the

minimum and maximum values OR major units, etc.

Creating a Trendline You can create a trendline based on any series of

your data (but you usually want it based on your first series)

Click on your graph Go to the layout tab Select trendline Select type of trendline (usually linear is what you

want) Select the series you want the trend to be based on You can create aim lines using this feature OR you

can draw your aim line

Adding Lines and captions, etc. to your graph You can add lines for targeted criteria or

shifts in the intervention by using the INSERT Shapes feature.

Here you can select a shape or line and draw it on your graph to represent changes in your data.

You may want to do this in the final document you will be pasting the document to (e.g., MS Word)

Adding Data to your graph Once you have your data graphed you

may want to add data to your graph. To do this you input the data the same

way you did originally. Then click on the graph and right click

OR double click and use the SELECT DATA option.

Then, click and drag the data you want shown on your graph.

Alternate/ Extended Assessment

Oregon’s Extended Assessment

Alternate assessments designed specifically for students with significant cognitive disabilities.

Decision to administer is made by the IEP team Based on alternate achievement standards with

content that is reduced in depth, breadth, complexity,

test results from these assessments are not comparable to results achieved on the state’s general assessment

http://www.ode.state.or.us/search/page/?id=2691

Oregon Extended Assessment

Online there is an administration manual, FAQs for parents, scoring guides, sample tests. http://www.ode.state.or.us/search/results/?id=178

A training and proficiency website is located at: http://or.k12test.com

This website is used by all assessors as

part of the qualification process to become a Qualified Assessor (QA) or Qualified Trainer (QT).

Overview of Extended Assessment Subject areas of Reading, (No longer

doing Writing), & Science. Organized into 3 grade levels

Elementary (grades 3-5)Middle (grades 6-8)High (grade 11)

Mathematics- each grade (3rd -8th , & 11th ) has a unique test

Extended Assessment Format

2 administration formats provided for each grade level: Standard & Scaffold administration

Each test begins with a “Prerequisite Skills “ task

Followed by 10 content-level Tasks referred to as the “Content Prompts”.Each Content Prompt Task consists of

up to 5 test items.

IEP team decision-making General Assessment Standard Extended Assessment Scaffold Extended Assessment

General Assessment if…

Performs at or around grade level Difficulties primarily in reading,

but other subject areas fall within the normal range

Is reading within two to three grades of his/her enrolled level

Standard Extended if…

Student well below grade level in reading

Academic difficulties are generalized (all subject areas)

Benefits from specialized individual supports

General curriculum must be significantly reduced in breadth, depth, & complexity

Scaffold Extended Assessment if… Performance is significantly

impacted due to the nature of disability

Does not read Has academic, mobility, receptive,

& expressive language difficulties that are generalized relies on individual supports & adaptations to access reduced content materials.

Look at some examples

Form groups with one person in each group that has a sample of: MathScienceReadingWriting

Discuss the test items, scoring, & difference between Standard & Scaffold administration items

Discrete Trial TrainingCue(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 Videos http://www.youtube.com/watch?v=2afb4i7L

MJc http://www.youtube.com/watch?v=cp_gzUT

Cm8g&feature=mfu_in_order&list=UL

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.

Considered Naturalistic Intervention Teaches Language and Social/Play Skills Creates “Teachable” Moments in Context Follows ABA Format One Component of an Individualized

Program

What is Pivotal Response Training?

Pivotal Response TrainingCue(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 Examples http://www.asatonline.org/intervention/video

s.htm