The STAR ProgramStrategies for Teaching based on Autism

ResearchHoover City Schools

August 2008

Presenters: Beth Lyda Rosalou Maxwell

Assessment

• Review Student Learning Profile: Level 1

• Complete a profile for each student

• May be in two different levels

• Can be done from observation or from actual direct assessment

• Asked to determine if skills are generalized (student uses skill across two settings and two people)

IntroductionTeaching Strategies

• Discrete Trial Training

• Pivotal response training

• Functional routine instruction

Curriculum Content Areas

• Receptive language concepts (DT)• Expressive language concepts (DT)• Spontaneous language concepts (PRT)• Functional Routines (FR)• Pre-Academics Concepts (DT)• Play and social interaction concepts (PRT/FR)• Program has 3 Levels, going through second

grade academics

Discrete Trial Training

• Skills are taught in a logical sequence building on previously learned skills. Concepts taught are identified, then broken down into specific elements for instruction. Each session consists of a series of discrete trials, using a four-step sequence.

10 Components of DT

1. Identify appropriate programs for the child’s current level

2. Review the elements of the written discrete trial program

3. Apply the basic discrete trial teaching paradigm

4. Identify and use appropriate reinforcers to motivate the child

5. Use appropriate prompting/shaping/fading techniques when teaching new skills

The 10 Components (con.)

6. Use the DT Intro procedures to introduce each new skill

7. Work on appropriate behavior while teaching

8. Collect data to monitor progress on each step of a program

9. Use the Pass/revise criteria to determine which step to be teaching

10. Generalize each new skill learned into the natural environment

ABA Instructional Sequence

1. Instructional Cue

2. Student Response

3. Consequence (generally a reinforcer)

4. Pause (inter-trial interval)

This teaching sequence is used with a curriculum that has scope and sequence with developmental levels of functional skills.

Typical DT Trial(correct response)

1. Cue “Do X”

2. Response-Student does correct response

3. Prompt-None needed

4. Consequence-Reinforcer (primary + verbal praise)

(3 correct responses, move on to next level)

Error and Correction ProcedureTrial Example

1. Cue- “Do X”2. Response-Nothing or incorrect response (Use error correction procedure)3. Prompt- a. Represent Cue b. Teacher prompts correct

response4. Consequence-Reinforce with social praise

only (No tangible reinforcer given unless needed to maintain responding)

If student makes an error…..

• Stop and restart trial

• Repeat cue

• Prompt with just enough assistance to get correct response

• R + with social praise only or very little reinforcer, not the big R+

• Repeat trial (with big R+ available)

Examples of adding Prompt to the Cue,(Reinforced Learning Procedure)

After 3 errors in a row

-Note change of prompt level on data sheet

-Give instructional cue

-Provide a slight prompt (or just enough of a prompt to get correct response) just following the cue

-When student get 3/3 move back to “less or no prompt”

Physical Prompting Levels(Note these levels on data sheet)

• Tap Prompt: (touching lightly to initiate or change direction of response)

• Partial Physical Prompt (more than a touch/tap, not a full physical prompt, student does some part of response by themselves)

• Full Physical Prompt (student requires physical prompting throughout response)

Examples of Data Collection

• Demonstration of DT

• Demonstration of Data Collecting

Data Collection Tips

• Enter data while student is using/consuming reinforcer (pause)

• Try and remember 3 trials and enter the data for all three at one time

• Utilize good tempo-most important• Criteria-The “three in a row rule”• Generalize skills by teaching the “when”

and the “where” of the new concepts within daily routines

Pivotal Response Training (PRT)

PRT is also based on the four-step sequence. Trials within PRT are incorporated into the environment in a functional context. During PRT the child chooses the activity or object, and the reinforcer is a natural consequence to the behavior.

PRT

• Behavioral intervention

• Teaching language and play skills

• Addresses weaknesses of DT

• Creates teachable moments in context

• Follows ABA format

• One component of an individualized program

Advantages of PRT

• You can take it with you

• Can be used by parent/peers/siblings

• Increases motivation

• Decreases frustration

• Increased generalization and maintenance of intervention gains

The 10 Components of PRT

1. Identify the appropriate program2. Review the elements of the written PRT

program3. Review and practice PRT rules of

interaction4. Implement PRT5. Building and maintaining rapport6. Work on appropriate behavior throughout

the session

10 Components (con.)

7. Use PRT strategy throughout the child’s day, across people and environments

8. Collect data

9. Assess progress regularly

10. Modify level of demand and difficulty

Suggestion: Leave material in PRT area so child will only “play” with those toys in that area.

Structuring the Session

• The student chooses the toy• The teacher restricts access to the toy• The cue/opportunity to respond is presented• The child responds• The teacher evaluates the response• The teacher allows access to the activity• The teacher observes the student and prepares

for the next trial• Work on behavior throughout the session

PRT Throughout the Day

Example: Snack

Student: Reaches for the pretzels in the middle of the snack table

Teacher: Blocks student access to the pretzels and waits for a spontaneous request

Student: Says “eat please”

Teacher: Allows the child to take a pretzel.

Demonstration

• PRT Trails

• Data collection

Functional Routines (FR)

Functional routines are predictable events that involve a chain of behaviors. Routines are associated with a functional outcome. Some common routines in which all children engage are: using the restroom, arriving, and eating a snack. The outcome of a routine usually serves as the reinforcer for completing the routine.

Demonstration

• Functional Routines

• Data collection

Putting it all Together

• Assess the student• Identify the student’s program (Pull

program files)• Organize the day• Generalize the ideas throughout the day• Generalize the ideas for circle time• Use rotations/visual schedules• Have a variety of reinforcers available

Examples of Teaching Rotations

Five Priority Rotations:1. Circle, Centers, or other group routine2. Discrete Trial Rotation (15 minutes)3. PRT Rotation (15 min.)4. 2nd Discrete Trial Rotation (15 min.)5. Focused Child Specific Routine(restroom use, hand-washing, independent

work, table time activity)

References

• Based on STAR Program Workshop

• Joel Arick PhD and John Gill MS

• www.starautismprogram.com

• Strategies used in this program meet NCLB and IDEA criteria for the use of scientifically-based strategies of special education programs.