Entry Activity

1. “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!

2. Entry Activity • Get together with 2 people who read the other 2 articles that you read for Article Review #2 • Complete the Entry Activity Sheet #1 & #2

3. Updates • Where “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 routines • Next Week 11/9: Quiz #2 • November 16th: Ability Awareness Lesson Plan Due • November 23rd: Quiz #3 • November 30th: Submit Work Sample & Powerpoint presentation to Peers & Supervisor

4. 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)

5. 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

6. 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

7. Consequence Strategies • Think about how you will respond to: • Correct answers/ behaviors • want to reinforce these • Errors • want to put these on extinction • Corrective feedback • Quickly prompt towards correct answers

8. 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

9. 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)

10. Error Correction • Errors 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

11. 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

12. Correction strategies later in learning • Wait for student to self-correct • If this does not occur, give assistance to correct the error. • Simplify those responses that are frequently missed or performed incorrectly • Gently interrupt errors and provide several immediate opportunities to practice the missed response (or steps in chained task) that are frequently missed.

13. Functional Routines Instruction

14. Difference between Discrete vs “Chained” Skills?

15. Discrete Trial Training

16. Discrete Trial Training Video • http://www.asatonline.org/intervention/videos.htm

17. Discrete Trial Training Correct Responses- give student reinforcer In general: 3 in a row correct then move to next step/ skill in program

18. What is Pivotal Response Training? • Considered Naturalistic Intervention • Teaches Language and Social/Play Skills • Creates “Teachable” Moments in Context • Follows ABA Format • One Component of an Individualized Program

19. Pivotal Response Training

20. Video Examples • http://www.asatonline.org/intervention/videos.htm

21. Advantages • You can take it with you • Can be used by parents/ peers/siblings • Increases motivation • Decreases frustration • Increases generalization and maintenance of intervention gains

22. Pivotal Response Training

23. Incidental Teaching • Used 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

24. 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)

25. Natural Supports…they’re all around you! • People • Things readily available within the “natural” environment • E.g., signs, natural cues (school bells, alarms, etc.) • Class schedules • What else?....

26. Structured Teaching • Remember TEACCH • System for organizing environments, developing appropriate activities, and helping students understandwhat 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.

34. 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

35. Entry Activity #3 • Please form groups of 3-4 people • Turn to Chapter 8 in your textbook • You will receive a number of generalization strategies • As a group follow the prompts on the handout & prepare to share with the rest of the class

36. Generalization • “Appropriate responding in untrained situations” (Haring, 1988). • What would be features of untrained situations? • How determine relevant features of untrained situations?

38. Albin & Horner, 1988 • Generalization • Equally important for a particular behavior to NOT occur when it is not appropriate.

39. Strategies Identified to Promote Generalization • Antecedent Generalization Strategies • Think 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”

40. 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 reinforcement • Training to generalize: differential reinforcement in “generalization” condition rather than original condition

41. General Case Design (GCD) • 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

42. GCD Cont’d 3. 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

43. GCD Cont’d 4. Sequence the teaching examples Guidelines for sequencing: A. Teach multiple components of an activity within an instructional session B. Present variations within individual sessions. Teach as many examples as possible within instructional sessions C. 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.

44. GCD cont’d 5. 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.

45. Example: Fast-food restaurant

46. Activity • On 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

47. 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

48. 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.

49. 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

50. 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.