Big East Autism Leadership Cadre

1. Module 4: Thursday, November 4, 2010 Big East Autism Leadership Cadre

2. What should we have completed by now? MOU Rubric Next Steps for District Plan Housekeeping

3. Autism Cadre: Module 4 Designing Instruction for Students with ASD

4. ABC’s of Behavior When discussing instruction we focus on the same three-term contingency as when addressing problem behavior Antecedent = Target Stimulus Behavior = Target Response Consequence = Consequence

5. Three Term Contingency Revisited A B C Target Stimulus  Target Response  Consequence Remember that behavior is controlled by what happens before and after it Every part of this sequence is important!

6. Three Term Contingency Revisited A B C Target Stimulus  Target Response  Consequence “What is the capitol of KY?”  “Frankfort”  “Nice Job, it is Frankfort!” 2 x 2 presented on a flashcard  Student says “4”  Teacher, “Correct” A preferred edible  Student hands a picture card Receives edible Increased proximity of a peer Student greets Peer attention

7. Target Stimulus A Target Stimulus  Target Response  Consequence In the presence of “what” is the student expected to respond? For example; Teacher directive “sit” Teacher directive + stimulus “Touch the____” + picture of a cow Presentation of a stimulus (Contrived or naturally occurring) Teacher holds up the letter “c” or the Student sees a dirty sink

8. Target Stimulus A Target Stimulus  Target Response  Consequence Also, referred to as the discriminative stimulus or SD It signals that reinforcement is available for a particular response

9. Target Stimulus A Target Stimulus  Target Response  Consequence When the student responds consistently in the presence of the target stimulus we say that it we have stimulus control Definition of Stimulus Control The reliable or predictable performance of a behavior when particular stimuli are present and the absence of that behavior when those stimuli are absent

10. The Target Stimulus It acquires this the ability to momentarily increase a response through differential reinforcement Point to Fox Good work, That is a Fox

11. Target Response Target Stimulus  Target Response Consequence What does the target response look like? When describing the response, avoid words like initiate, understand, & attend Is this response in the student’s current repertoire? Does the response require a reasonable degree of effort?

12. Prompting the Target Response How can we ensure that the student emits the target response so he/she can be reinforced? Prompting decreases the likelihood that students will practice errors Prompting involves many different procedures and forms

13. Consequence Target Stimulus  Target Response  Consequence • In general, reinforce all correct responses, use consequences consistently • Consider student characteristics when deciding between the use of error correction or extinction

14. Overview of Prompting The brief: • Prompting • Least to Most Prompts

15. Prompting Procedures • Simultaneous prompting • Graduated guidance • Least-to-most prompts

16. Simultaneous prompting • Time Delay • Errorless learning • Underlying Characteristics of Characteristics

17. Graduated guidance • Rob and Julie • Prompting Most to least.MP4

18. Least-to-most prompts • Prompt hierarchy is used to teach NEW skills • Comprised of at least 3 levels • Least to most controlling or informative amounts of assistance • Last level—controlling prompt – a prompt that ensures the learner responds correctly • Can be used with both discrete and chaining responses

19. Types of Prompts • Verbal prompts • Gestural prompts • Model prompts • Physical prompts • Visual prompts

20. Verbal prompts • Make statements • “You might need to try it a different way,” “Write your name”.

21. Gestural prompts • Make movements that cue • Pointing to the top of the paper where the learner needs to write his name

22. Model prompts • Perform the target skill or behavior • Full model prompts can be verbal if the skills being taught is verbal • Full model prompts can be motor responses if the skill being taught involves moving a body part

23. Physical prompts • Touch learners • Tapping a learner’s hand to cue him to begin writing his name • Teacher putting hand over learner’s to help her write her name

24. Visual prompts • Provide pictures of events that provide information • Task analysis checklist • Transition picture card

25. Practice: Prompt Type • Watch video of Noah • In your group, determine what type(s) of prompting were used. Noah assessment with Kathy.wmv

26. Key Components of All Prompting Procedures • Antecedent • Target skill • Consequence All 3 components CRITICAL in prompting procedures. When all 3 are used—referred to as a trial

27. Antecedent • Target stimulus AND cue/task direction • Tells the learner to use the target skill • The thing or situation

28. Target skill- • Learner response

29. Consequence- • Feedback/reinforcement provided by teachers/practitioners

30. Using Error Correction Error Correction is technically response prompting that occurs after the student’s response Several forms can be used Ignore the error and deliver another trial with increased assistance A verbal correction “not quite” and the opportunity to try it again Interruption of the student’s response

31. Planning the Intervention • Brief: Step by Step Process • Prompting – Steps for Implementation Least to Most

32. Step 1: Identifying the target skill/behavior • Define the target behavior in terms that are observable and measureable. • Noah’s Assessment Video • Write down the areas of need • Talk with your group and prioritize top 3areas.

33. Step 2: Identifying the Target Stimulus • Identify one of the following: • Naturally occurring event • Completion of one event or activity • An external signal

34. Step 3: Selecting Cues or Task Directions • Select at least one cue to begin the teaching exchange (trial) • Material or environmental manipulation • Task direction • Naturally occurring event • Select one of the following as a time to give the cue/task direction • First Prompt level (independent) • At each step of the prompt hierarchy

35. Step 4: Selecting Reinforcers • Identify: • Learner’s motivation • Deprivation state ( gold fish) • Select appropriate for the target skill and instructional task. (give examples) • Application: Observe Noah and take preference data Preference taking data.MP4

36. Step 5: Identify Activities and Times for Teaching • Identify all the times during the day when the learner may need to use the target skill • Before embedding prompting procedures, identify activities in which prompting procedures can be incorporated to teach target skills.

37. Step 6: Select the Number of Levels in the Hierarchy • Consider • Task characteristics • Learner characteristics • Times available for instruction • *Refer to provided data sheet

38. Step 7: Selecting prompt types Type: • Gestural • Verbal • Visual • Model • Physical Base choice on: Learner characteristics and skill level

39. Example of Most to Least • Rob and Julie

40. Step 8: Sequencing Prompts: Least to Most • Determine type of Prompt based on: • Least amount of assistance • More information • Most amount of assistance

41. Example of least to most • G:\module 4\SLP sample.MP4

42. Step 9: Determine Length of Response Interval • How long does it take for the learner to complete similar skills/tasks • Consider: • Learner characteristics • Task characteristics • Amount of time a learner will be allowed to begin and complete the task. • Identify an initial response interval of 3 to 5 seconds

43. Implementing the Intervention

44. Step 1: Establish Learner attention, Deliver the Stimulus and Provide the Cue • Establish attention • Deliver the Target stimulus • Using an attention getting strategy or • Present the cue or task direction

45. Step 2: Waiting for the learner to respond. • Teachers wait for student response (typically 3 -5 seconds) before providing increased support.

46. Step 3: Responding to Learner’s attempts • If correct, immediately provide positive feedback by: • Offering reinforcement • State what Learner did that was correct. (Refrain from saying “Good Job”) • If incorrect: • Interrupt the incorrect response and • Deliver the next prompt in the hierarchy • If no response: • Use the prompt at the next level of Hierarchy. • Continue through the hierarchy until a correct response occurs and deliver the reinforcer.

47. Step 4: Monitoring learner Outcomes • Record each type of responses that occurs • Review data to determine if progress is being made.

48. Document Camera Looking at the data and making decisions

49. Definition of Learner’sBehavior

50. Choose type of data collection for baseline • Data sheets are provided in the brief