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Opportunities to Respond

Opportunities to Respond. At the end of this training, you will be able to define Opportunities to Respond/Practice describe strategies for Opportunities to Respond apply strategies for Opportunities to Respond illustrate how to develop adapted lessons. Objectives.

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Opportunities to Respond

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  1. Opportunities to Respond 2010 Region 3 Education Service Center / Texas A&M University

  2. At the end of this training, you will be able to define Opportunities to Respond/Practice describe strategies for Opportunities to Respond apply strategies for Opportunities to Respond illustrate how to develop adapted lessons Objectives 2010 Region 3 Education Service Center / Texas A&M University

  3. provide numerous opportunities to practice the target response require practice across days and activities using prompting and feedback (Browder et al., 2008) Opportunities to Respond 2010 Region 3 Education Service Center / Texas A&M University

  4. Skill acquisition Skill maintenance Skill generalization Adapted mathematics lessons and units Approaches 2010 Region 3 Education Service Center / Texas A&M University

  5. Browder, et al. (2006) • 13 out of 27 studies used the Massed/Discrete Trials instructional strategies • This strategy has been used to teach a variety of math skills, such as addition (Baroody, 1996), counting and matching numbers (Kapadia and Fantuzzo, 1988), measurement (Karsh, Dahlquist, and Repp, 1994), and multiplication (Morin and Miller, 1998) • Browder, et al. (2008) • The Opportunities to Respond strategy has been identified as one of the evidence-based practices for teaching mathematics to students with significant cognitive disabilities Research Evidence 2010 Region 3 Education Service Center / Texas A&M University

  6. Trial Components Prompt Feedback (http://www.users.qwest.net/~tbharris/aba_train.htm) 2010 Region 3 Education Service Center / Texas A&M University

  7. A primary teaching method to teach students with developmental disabilities Teaching a skill by repeating the same trial several times successively in a short period of time (CBASSE, 2001). Beginning with prompted trials, then using systematic prompt fading until the student can give the correct response independently Example—A flash card of a number 5 is placed in front of the student, and 10 repetitions are presented as, “Mike, what number is it?” Skill Acquisition—Massed/Discrete Trials 2010 Region 3 Education Service Center / Texas A&M University

  8. Break skill into the smallest steps Teach each step of the skill intensively until it is mastered (systematic instruction) Provide multiple opportunities for responding Prompt the correct response, and fade the prompts as soon as possible Use positive reinforcement procedures (http://www.autismtreatment.info/What+Is+a+Discrete+Trial.aspx) Teaching Strategies for Massed/Discrete Trials 2010 Region 3 Education Service Center / Texas A&M University

  9. Activity #1 Tasks: • Teach locating points on a coordinate plane • Present a student ordered pairs of whole numbers, such as (3, 6), and say “Find this point on the plane.” The student is taught to locate this point on a coordinate grid. Use constant time delay with verbal or modeling prompt. • Teach number comparison • Ask for two numbers (through 20). The student is taught to use marbles to represent these two quantities and compare them. The student will make a sentence by using “more than” (for example, “18 is more than 12”). Use the least-intrusive prompting strategy to teach. The hierarchy of prompts is (a) gesture, (b) verbal prompt, and (c) model and verbal prompt. Massed/Discrete Trials Activity 2010 Region 3 Education Service Center / Texas A&M University

  10. A learning process includes • Acquisition • Maintenance • Generalization Maintenance and Generalization 2010 Region 3 Education Service Center / Texas A&M University

  11. Skill overlearning—fading reinforcement Distributed practice—scheduling matrix(Westling and Fox, 2000) Building on learned skills Using a maintenance schedule Maintenance 2010 Region 3 Education Service Center / Texas A&M University

  12. Identify individualized goals within the general curriculum • List events of the school day for the student • Check the event in which the skill can be taught Activity matrix Scheduling Matrix 2010 Region 3 Education Service Center / Texas A&M University

  13. Activity Matrix 2010 Region 3 Education Service Center / Texas A&M University

  14. Skill acquisition Skill maintenance Skill generalization Adapted mathematics lessons and units Approaches 2010 Region 3 Education Service Center / Texas A&M University

  15. Activity #2 • Teaching functional skills and using in vivo instruction • Multiple Exemplar approach—use varied materials and activities to teach the same skill • General Case approach • Define the instructional goal • Define the variation of stimuli and responses • Select differential exemplars • Vary other features • Teach one set of exemplar, and probe the others; teach until mastery • Stimulus equivalence—if a = b, and a = c, then b = c and c = b Generalization (Browder and Snell, 2000) 2010 Region 3 Education Service Center / Texas A&M University

  16. Skill acquisition Skill maintenance Skill generalization Adapted mathematics lessons and units Approaches 2010 Region 3 Education Service Center / Texas A&M University

  17. Two traditional curricular approaches • Remedial curricular approach—teaching prenumber skills and basic numeracy skills from the beginning, regardless of grade level • Functional approach—teaching functional skills and ignoring numeracy skills • Promoting access to the general curriculum (recommended)—dual instruction approach • Using systematic instruction to teach skills needed to acquire numeracy skills within typical grade-level math activities and concepts • Teaching functional academic skills Adapted Math Lesson/Unit Plans (Browder, Ahlgrim-Delzell, Pugalee, and Jimenez, 2006) 2010 Region 3 Education Service Center / Texas A&M University

  18. Formula for Accessing the General Curriculum (Browder et al., 2006) 2010 Region 3 Education Service Center / Texas A&M University

  19. Handout #1 Carter’s IEP goal: To apply place value skills of whole numbers in third-grade math activities and functional activities Formula Application (Browder et al., 2006) 2010 Region 3 Education Service Center / Texas A&M University

  20. Handout #1 Planning Adapted Lessons and Units 2010 Region 3 Education Service Center / Texas A&M University

  21. Handout #2 Student TEKS objective Learning objective/alternate objective Materials and equipment Teaching activities Opportunities to practice Assessment (Browder et al., 2006) Components of an Adapted Lesson 2010 Region 3 Education Service Center / Texas A&M University

  22. Activity #3 Simon is a seventh grader with autism and moderate intellectual disabilities. He has speech impairments and is learning to use an augmentative alternative communication (ACC) device. With limited prior exposure to mathematics instruction, he can compare single-digit numbers by using a number line. In seventh-grade general math class, students need to learn how to compare integers—according to the TEKS 111.23.Grade7.(b)(1)(A), “compare and order integers and positive rational numbers.” Using the activity sheet on the second page, draft an adapted lesson plan for Simon. Planning an Adapted Lesson 2010 Region 3 Education Service Center / Texas A&M University

  23. Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Write down some ideas of what you want to start using in your classroom. Closure 2010 Region 3 Education Service Center / Texas A&M University

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