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Children with severe learning issues require unique instructional approaches. Modifications and monitoring are crucial for long-term goals. Changes in teaching methods can either enhance or hinder learning outcomes. This resource discusses response patterns and strategies like spontaneous cue prompts in the teaching cycle. It covers learning rates, critical skills, and integration into the classroom, as well as various teaching scores and strategies for different levels of responsiveness.
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Learning TeachingTeaching Learning By: Larry Burd, Ph.D. Department of Pediatrics University of North Dakota School of Medicine and Health Sciences
Children with severe learning problems require unique strategies
Modifications of instructional approaches require monitoring and long term goals
Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt
Teaching Cycle • Response required • Response • Ready for next response
Learning Rate Average student Teaching learning Impaired
Critical skills for integration into the classroomScore one for each not presentBy Krantz and McClannahan On task behavior >80% _____ Follows typical directions: oral _____ written _____ Works for delayed reinforcement _____ Shows generative language _____ Generalizes new skills rapidly _____ Infrequent or no afferent behaviors _____ Total _____
Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt Slower Learning More difficult teaching More efficient learning Increased ease of teaching
Response Says it Imitates Delayed or Does it contingent partial response Strategy Slow instructional cycle Poor motivation Spontaneous Cue Prompt Poor attention Inconsistent Forgets quickly Noncompliant Poor rewards One reward for several behaviors Attend to negative behaviors
Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt Ignore negative behavior Attend to positive behaviors Schedule Increased rate of learning Routine Faster instructional cycle Shaping response Appropriate Reward
Teaching Score 1-3 Learning Score 1-3 Teaching-Learning Score 1-5
Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt 1 2 3 2 3 4 3 4 5
Says it Imitates Delayed or Does it partial response Response Strategy Spontaneous Cue Prompt Slow teaching, labor intensive, behavior management, too much talk for comprehension deficits Slow learning rate, boring, attentionally demanding, high memory requirements, irritates adults, very labor intensive
High Learning Score Low low likelihood of successful classroom instruction high Low High Teaching Score
