Reducing Prompt Dependency

1. Reducing Prompt Dependency Cindy Cavanagh, CCC-SLP, ATP Teresa Wyant, CCC-SLP, ATP ccavanagh@aea9.k12.ia.us twyant@aea9.k12.ia.us

2. Introduction • Introduction • THE HAT • Identification of participant interests and needs (three specific examples for use during this workshop) [notecards]

3. Some general considerations about job titles and roles • Everyone is a facilitator of learning. • Roles and responsibilities between staff vary within classrooms, buildings and districts. • Everyone’s job is to create environments in which students have the greatest opportunities to act independently in their environments.

4. Review of the packet • Workshop outline • Reflection sheet • Order of Events cutout • Timeline worksheet • Follow-up Plan

5. Complete Follow-up Plan

6. Reflection (Activity) • Complete the first three columns in the reflection. • Mark your first response – don’t spend time thinking about it! • This reflection is for your own personal use only. • Keep the reflection page for completion of the fourth column at the end of the workshop.

7. Things to think about • Each person has specific roles. • We CAN all create an environment rich in independent experiences. • The role of facilitating independent experiences can belong to anyone. • Teams will benefit from acting from a common base of knowledge and beliefs regarding independence.

8. Working definition of independence for today: • The ability to be in an environment and to: • identify what needs to be done • have the skill to do it • recognize that the tools for doing it are available • do it • Once it is done, assess and proceed or do something different if necessary.

9. The goal of increased independence for a student in this society is: Reduced need for reliance on adult intervention Smoother transition to the next grade level (self-sustaining) Feelings of pride for the student Increased assertiveness by the student (students will try things on their own) Increased effectiveness in all areas of performance (communication, vocation, recreation, self-care, etc.)

10. These things are true about Independent Experiences • A student will learn from an experience. • If the student has experiences, that student can learn. • If a student does NOT have experiences, that student cannot learn. • If someone else has the experience for the student (i.e. helping him, doing it for her…) , THAT PERSON may learn, but the student does not. • If the student has experiences, that student can learn.

11. Do you allow students to be independent? • Think of a target student • On the back of your reflections paper, list three things that student did independently the last time you saw the student. • Now – list one thing they should be doing independently and are not

12. I want a door prize. • I hope you spin my name. • I will share my example

13. The following slides list some of the reasons that we give students independent experiences.

14. Reasons: Why bother? You’re going to do it anyway. • Doing it for students creates passivity.

15. I did it! Reasons: I did it, too! • Doing it by himself builds competence and high personal expectations.

16. I said GIVE IT TO HIM. Reasons: Give it to him now. • Unnatural prompts create a continued need for unnatural prompts.

17. Reasons: • Doing things independently can be more dignified.

18. I’ll be graduating in May and plan to attend Harvard. I’ve never really done much by myself. I wonder if I’ll need a lanyard for my binky. Reasons: • It is more age appropriate to do things without assistance.

19. “The sum of the square roots of any two sides of an isosceles triangle is equal to the square root of the remaining side. Oh joy! Rapture! I got a brain! How can I ever thank you enough?” Reasons: • Learning can occur when the student does things independently.

20. Reasons: • Independent opportunities are opportunities for assessment.

21. You’re hired! Last Reason for today: • Success breeds success and increased independence breeds more natural interactions in the environment. A+ 100% Good job!

22. Trivia door prize What does Scarecrow from the Wizard of Oz receive at the end of the movie? A diploma.

24. A Quick discussion about three things: • You must know if a student has the skill • Independence can only occur if the student has the skill • The balance between independence and the selection of a skill – sometimes we must choose a lower skill for independence.

25. Actual Order of Events • The events below happen in the world in a particular order: Time: 1:01 An individual recognizes an environmental cue that indicates the need to do something Time: 1:02 The individual responds to that cue Time: 1:03 There is a payoff (reinforcement) for the response

26. Order of Consideration • The actual order of events is different than the order you consider when planning for a student’s success. Consider events in the following order: #1 The response to an environmental cue (what you want the student to do – the behavior) #2 The thing in the environment that tells the student to do something (natural indicator) #3 The payofffor the response (reinforcement)

27. Look at the difference.

28. The payoff Target student behavior The natural indicator Actual Order of Events

29. The payoff Target student behavior The natural indicator Actual Order of Events (example)

30. The Payoff The thing the student really wants. What I want the student to do. The Natural Indicator Actual Order of Events Review

31. Processing break Pick my name! Give me a Prize.

32. reinforcement • natural indicator Activity • Find the timeline cutout and worksheet handouts. • We will give you six (6) examples • We will tell you the target student behavior. • Listen to the examples and identify ? ?

33. ? ? • reinforcement • natural indicator • Example 1 – Behavior: Sit down • Example 2 – Behavior: Hang up coat • Example 3 – Behavior: Buckle your seat belt • Example 4 – from participants’ example #1 • Example 5 – from participants’ example #2 • Example 6 – from participants’ example #3

34. Actual Order of Events (continued)

35. Sometimes things go wrong …. and the student doesn’t do what we think he/she should do.

36. And an adult steps in …. to make things right.

37. The adult may not know what else to do.

38. So … the adult “helps” …

39. The adult says or does something to “help” and it disrupts the student’s ability to “see” the natural indicator.

40. The adult introduces an unnatural indicator.

41. Hi, My name is “Miss Directed”. I MEAN well, but my efforts are misdirected. Meet Miss Directed

42. Sit down, please Hit your switch. Hurry up, you can do it. I know you can do. You did it yesterday. Show us how you can do it. Show the teacher how you can do it. Here …Let me help you! Do it! The unnatural indicator – AKA Miss Directed Come on, honey, let’s go.

43. Three more examples for a door prize!

44. The appearance of an unnatural indicator • We introduce unnatural indicators when we prompt students to complete a behavior. • The unnatural indicator interferes with the student’s ability to read the natural indicator. • The student begins to respond to the unnatural indicator and does not respond to the natural indicator.

45. The appearance of an unnatural indicator (continued) • If this is how the student learns the order of events, he/she will only complete the behavior in the presence of the unnatural indicator. • We want a student to complete the behavior when there is a natural indicator. This way, the student can do it independently (refer to the definition of independence).

46. The appearance of an unnatural indicator (continued) Examples of the unnatural indicator:

47. Remember example 1? Behavior: Sit down • Natural indicator: Teachers tells class to sit down and/or all students in the class sit down. • Behavior: Sit down • Reinforcement: Praise, etc.

48. Here is Example 1 with an unnatural indicator– Behavior: Sit down Role play for a door prize • Natural indicator: Teachers tells class to sit down and/or all students in the class sit down • Unnatural indicator: Someone other than the teacher directs themselves to this student, “Sit down.” “it’s time to sit down.” “Find your chair.” “The teacher said to sit down.” Pushes the chair toward the student. Guides the student into the chair, etc. • Behavior: Sit down • Reinforcement: Praise

49. The student begins to “see” only this unnatural Indicator. The student begins to respond only to the unnatural indicator. • Natural indicator: Teachers tells class to sit down and/or all students in the class sit down • Unnatural indicator: Someone other than the teacher directs themselves to this student, “Sit down.” “it’s time to sit down.” “Find your chair.” “The teacher said to sit down.” • Behavior: Sit down • Reinforcement: Praise

50. This is what happens when you add an unnatural indicator. The student learns to respond only to that unnatural indicator and the natural indicator fades from importance. • Natural indicator: Teachers tells class to sit down and/or all students in the class sit down • Unnatural indicator: Someone other than the teacher directs themselves to this student, “Sit down.” “it’s time to sit down.” “Find your chair.” “The teacher said to sit down.” • Behavior: Sit down • Reinforcement: Praise