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Embedding Behavioral Teaching Strategies for Instruction

Learn about embedding behavioral teaching strategies for effective instruction, including pairing, intensive teaching, and setting up teaching teams. Explore communication, verbal behavior, and child engagement to enhance learning opportunities. Discover the basics of applied behavior analysis (ABA) and differentiate between Discrete Trial Teaching (DTT) and embedded instruction methods. Gain insights on intensive teaching for individual students and small group settings.

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Embedding Behavioral Teaching Strategies for Instruction

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  1. Embedding Behavioral Teaching Strategies for Instruction Amy Matthews, PhD, BCBA Jamie Owen-DeSchryver, PhD Linda Elenbaas, MA

  2. Agenda • Review • Pairing and Instructional Control • Intensive Teaching • Setting up Intensive Teaching Team Time Throughout the Day

  3. Wow, that’s a good idea: Personal action plan If you hear any good ideas you want to take back and try right away, put them on the Wow form

  4. Get out your team action plan (green form) Share your Action Plan with us and Get a Resource for the Classroom

  5. Review

  6. Circle Time

  7. Surprise Boxes

  8. CLAMS Card

  9. OTRs, Learning Opportunities…What does it all mean? • OTRs are an opportunity for active student responding (choral respondingor individual responding)

  10. OTR Data Sheet

  11. Increasing OTR Checklist

  12. Snack Time

  13. CLAMS Card Example

  14. Matching

  15. Ask 7 Questions

  16. Communication and Verbal Behavior • The same word has many different functions (e.g., mom) • Say “mom” • I see mom • I want mom • Where is mom?

  17. Verbal Operants The functional categories of language • Mand– to request; ask for what you want • Tact – to label; say what things are • Echoic – repeating utterances heard through vocal imitation • Intraverbal – answer questions; verbal responses to others’ verbal behavior

  18. Manding • Communicate wants and needs • Use the student’s motivation to teach • Student can control the environment Wants bubbles Says “bubbles” Gets bubbles

  19. Lena’s Communication Program

  20. Toileting

  21. Nighttime Sensor • Pairing a night wetting sensor with modified positive practice, a schedule and motivators that are faded • Malem Alarm or Wet stop

  22. Toilet Training Videos

  23. Target Student Reporting Form

  24. Action Plan Review

  25. Let’s Get Started

  26. Educating Young Children

  27. What is possible with intensive, individualized instruction?

  28. Learning Opportunities & Active Engagement Create as many structured learning opportunities as possible, individualized for each child so they can become actively engaged in typical learning and social activities

  29. Child with Autism

  30. 10,000 Hours of Learning(Curriculum, Social) (Compare to time spent alone, unengaged, or looking at a screen)

  31. Presenting Instruction/Intensive Instruction Request (Stimulus) Response Reaction (Consequence) 3Rs This is a learning opportunity

  32. Presenting Instruction

  33. Feedback The Reaction is feedback. Feedback closes the instructional loop.

  34. What are the 3 Rs? The Basics of Applied Behavior Analysis (ABA)

  35. ABA is not synonymous with Discrete Trial Teaching (DTT) nor is it about where teaching occurs.

  36. ABA is not a Place ABA is not about a place. It involves using behaviorally-based interventions across settings to meet the learning needs of an individual.

  37. Discrete Trial Teaching (DTT) Setting Decontextualized • Instruction is provided in a setting that is convenient for instruction • Great for beginning skills or academic skills Embedded • Instruction is provided in the setting in which the skill will be used or that approximates that setting • Great for facilitating generalization

  38. Intensive Teaching with Individual Students

  39. What is possible with intensive, individualized instruction?

  40. Activity-Based Instruction with Embedded Teaching TrialsMcBride and Schwartz (2003) Adding intentional teaching to a play situation increased: • Teacher obligatory and non-obligatory statements • Student engagement and correct responses to target objectives

  41. Intensive Teaching in a Small Group

  42. Type of Instruction

  43. Small Group

  44. How can an instructor keep children engaged during group Intensive Teaching?

  45. Large Group Instruction

  46. What Makes it Intensive Teaching?

  47. Before you get started working with ANY child in ANY situation

  48. Pairing: aka Investing in the Relationship

  49. Pairing • The goal of pairing is for the child to enjoy being with the instructor. • The child should not want to escape from the instructor • When a child sees you, he should know that great things are going to happen • The instructor becomes the big chocolate chip cookie

  50. Pairing • Identify reinforcers for pairing • Associate yourself and words with reinforcement • Do not allow free access to reinforcers • Avoid placing demands during pairing activities • Narrate activities • Present the child with reinforcers using language, interacting, or engaging in other desired actions • Maintain a high ratio of positive to negative interactions (4:1)

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