Designing Instruction for Students with ASD

1. Designing Instruction for Students with ASD Autism Cadre: Module 5

2. Where have we been? Why is teaching different than presenting? What is the rationale for collecting continuous data? Based on Browder’s decision rules, how often should data be reviewed and decisions be made concerning instructional practices

3. Value for Students with ASD The characteristics of learners with ASD may present challenges to teachers in accurately assessing student performance “Zero degree of Inference” If you do not have data demonstrating that a student can perform a response in a context, then never assume that they can do it

4. Systematic Instruction Based on the principles of Applied Behavior Analysis Systematic presentation of instructional stimuli Involves continuous data collection

5. Where have we been? What is a target stimulus? How do we distinguish between discrete and chained responses? What is the difference between antecedent and response prompting?

6. 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

7. 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

8. Highlight: Russell Middle School Jalina and Isaiah's Story

9. Review: Constant Time Delay? A near errorless procedure in which a controlling prompt is faded across an interval of time A controlling prompt is a prompt that ensures a correct response

10. Review: Constant Time Delay During the initial time delay trials, the task direction/target stimulus and controlling prompt are presented simultaneously These are called zero-second delay trials

11. Review: Constant Time Delay Zero Second Delay Trial 0 sec. Target Stimulus Prompt Target Response Consequence “What is it? Ball.” “Ball”. Praise + Treat Student Instructor

12. Review: Constant Time Delay After a specified number of 0-second delay trials, a specified time interval is inserted between the target stimulus and the controlling prompt These are called constant delay trials

13. Review: Constant Time Delay Three Second Delay 3 sec. Target Stimulus Prompt Target Response Consequence “What is it?” “Ball”. “Ball”. Praise + Treat Pause Instructor Student Instructor

14. Constant Time Delay Let’s look at the brief: • The Overview • Step by Step Process • Implementation Checklist • Evidence base

15. Terminology Cards • Choose the words that would fall under Time Delay • Pick 3 to teach

16. Let’s check your fidelity 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

17. Fidelity Data Collection Form

18. Program: Expressive labelingTerminology Cards When presented with the definition stimulus and the verbal directive “What is it?” the student will: • state the name of the stimulus • within 5s • with 100% accuracy • across three consecutive days Controlling prompt: Verbal model

19. Analyze What are the results of your data? What was the outcome of your Implementation sheet?

20. Underlying Characteristics of Autism • Why is it necessary to be so concise? • Why does time delay work?

21. LEARNING CHARACTERISTICS • Rote learners • Concrete thinkers • Like order • Not flexible • Require predictability • Relevance • Organizational difficulties • Visual learners • Need for sameness • Executive functioning • Central coherence • Preservation • Familiarity • Difficulty with time • Joint attention • Single channeled • Uneven patterns of development

22. Guess That Prompting Strategy!

23. Program: Two digit addition When presented with a two digit addition problem (in a vertical arrangement) and the request to add, the student will follow the steps to complete the problem with 100% accuracy for 5 problems over three consecutive days. Prompt hierarchy: Gestural, Verbal, Model

24. Review: System of Least Prompts Prompting is faded using a hierarchy of least to most intrusive prompts After the presentation of the target stimulus, the student is given the opportunity to respond independently If the student does not respond within the response interval or an error is made, the teacher delivers the first prompt This process is continued until the student responds correctly

25. System of Least Prompts 3 sec. Target Response Reinforce Target Stimulus Error/No response Reinforce 3 sec. Target Response Prompt 1 3 sec Error/No response Prompt 2 (Controlling Prompt) Target Response Reinforce

26. Let’s check your fidelity 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

27. SLP practice • Put pencil on the top right number • Add it to the number below it • If the number is less than 10, write the answer beneath • If the number is 10 or greater, write the right number beneath and the left number above the top left number in the problem (e.g., for 10, the 0 goes beneath and the 1 goes above the top number on the left) • Put your pencil on the top left number • Add the numbers in this column and write the answer beneath 21 +31

28. Next up: Most to Least prompts Decreasing assistance procedure involves the fading of teacher assistance from the point of the most amount of help needed to ensure a correct response to the point of the student’s independent responding. Wolery, Ault, & Doyle, 1992

29. Most to Least Prompting Good for teaching skills in the acquisition phase of learning Works well when the student does not respond to less intrusive prompts (e.g. modeling, verbal) Plans for fading must be carried out to reduce prompt dependency Wolery, Ault, & Doyle, 1992

30. Most to Least Prompting Step 1: Identify a target stimulus Remember this is a stimulus that cues the student to respond Step 2: Establish a prompt hierarchy 2-4 prompts Arrange from most to least intrusive The initial prompt is a controlling prompt Wolery, Ault, & Doyle, 1992

31. Most to Least Prompting Sample hierarchy: Drink from a cup Sample hierarchy: Forming a manual sign Physical Partial Physical Model Independent Physical Partial physical Verbal Independent Wolery, Ault, & Doyle, 1992

32. Most to Least Prompting Step 3: Determine the length of the response interval If the first step is a full physical prompt then for that step, there will be no response interval Step 4: Determine criterion for progressing to the next level Example: 2 days at Criterion, 2 correct response, Wolery, Ault, & Doyle, 1992

33. Most to Least Prompting Step 5: Select a schedule to assess performance at less intrusive prompt levels Weekly, # sessions Wolery, Ault, & Doyle, 1992

34. Most to Least Prompting Step 6: Determine Consequences for student responses Reinforce all prompted and unprompted correct responses! Three types of errors: Prompted Errors, Unprompted errors, No response Wolery, Ault, & Doyle, 1992

35. Most to Least Prompting Responding to Errors: Options • Teacher can ignore, present the next trial with the same level of assistance • Teacher can deliver the controlling prompt as error correction • Teacher can deliver the next most intrusive prompt for the remaining trials in the session Wolery, Ault, & Doyle, 1992

36. Most to Least Prompting Step 7: Select a data collection system Wolery, Ault, & Doyle, 1992

37. Most to Least Prompting Step 8: Graph Student Responses Wolery, Ault, & Doyle, 1992

38. Most to Least Prompting

39. Watch this Video and record data Target Response: Motor Imitation (Hand Clap) Prompt Hierarchy: Full Physical, Partial Physical

40. Check your Answer?

41. Most to Least Group work! 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

42. Practice: Most to Least When presented with a modeled motor response and the directive “do this”, the student will emit the response within 5s with 100% accuracy across three consecutive days. Prompt hierarchy: Full physical, partial physical, independent

43. NICE WORK from the KATC!

44. Simultaneous Prompting One of the newest response prompting procedures Developed at the University of Kentucky(1992) Demonstrated to be effective across disabilities, discrete and chained tasks, and instructional arrangements

45. Simultaneous Prompting May be easy to implement because teachers do not have to deliver multiple prompts (SLP or MLP) or shift the length of delay intervals (CTD) During training, a controlling prompt is always delivered immediately following the target stimulus (0s delay) Learning is assessed during probes conducted immediately prior to training

46. Simultaneous Prompting 0 sec. Target Stimulus Prompt Target Response Consequence “What is it? ,Ball.” “Ball”. Praise + Treat Student Instructor

47. Simultaneous Prompting Step 1: Identify a target stimulus Step 2: Identify a controlling prompt (the prompt that ensures a correct response) Step 3: Identify the number of training and probe trials These numbers should remain constant unless data suggest changes are necessary During probes, present enough trials to accurately assess student performance; however, avoid multiple opportunities to commit errors

48. Simultaneous Prompting Step 4: Select a Consequent Event to be Delivered Contingent upon each Potential Response Reinforce all prompted (during training) and unprompted correct (during probes) responses If errors occur during training, reassess your controlling prompt During probes, consider ignoring errors or deliver error correction

49. Simultaneous Prompting Step 5: Select a data collection system

50. Simultaneous Prompting Step 6: Graph Student Performance Percent correct Sessions