Understanding the Fade Plan, Prompt Hierarchy and Data Collection

1. Understanding the Fade Plan, Prompt Hierarchy and Data Collection Prompt Hierarchy Section created by JANET HULL, Teacher Specialist for Nonpublic Office Presented by Mary Barbera, Special Education Resource for PreKindergarten and Kindergarten

2. PRE ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos Name: School: Date: 1. A fade plan a. is the same as the IEP and is needed by all students with IEPs. b. is used when the team thinks that the student may not longer need special education support. c. can only be provided by a certified special educator or therapist. d. is a way to document the areas in which a child needs extra support in the classroom and the child’s progress. 2. Which of the following are cues versus prompts? I. “Class, turn to page 22 in your math book and complete problems 1 to 10.” II. The teacher shows the student a card with a picture of the cover of the math book. III. The teacher claps her hands in a rhythm to signal for the class to get quiet. a. I and II c. I and III b. II d. I, II, and III

3. PRE ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR PRE ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR 3. If a student cannot write her name independently, what would be the least intrusive prompt to start with? a. Verbal Prompt c. Modeling b. Partial Physical Prompt d. Visual Prompt 4. Running Records and Anecdotal Records are examples of a. Duration Recording. c. Time Sampling. b. Objective Recording. d. Narrative Recording 5. A disadvantage of Time Sampling, Duration Recording and Frequency Counts is that a. They do not necessarily give you information about the antecedents of a behavior. b. They are difficult to collect. c. They rely on having extra materials available. d. It is difficult to summarize the information.

6. Understanding and Using the Prompt Hierarchy

7. Defining Cues and Prompting A Cue refers to a natural request made by an adult to the student to follow a direction or begin/complete a task.

8. Defining Cues and Prompting A prompt refers to any additional information, assistance and guidance given to the student following a natural teacher cue. Help…

9. The Prompt Hierarchy Most Intrusive Least Intrusive

10. Full Physical Partial Physical Most Intrusive to Least Intrusive Model Visual Gestural Verbal Independent

11. Verbal Prompting Verbal prompts can be Direct or Indirect • Direct Verbal – tell the student what he/she is expected to do or say (e.g., “Turn your powerchair right.”) • Indirect Verbal – we tell the student that something is expected, but not exactly what (e.g., “Now what?” “What’s next?”, etc.) What do we do next?

12. Tips for using Verbal Prompts • Use vocabulary that is familiar to the student • Use structurally simple and relatively short sentences when prompting • Use “start” directions rather than “stop” directions • Adjust your rate of speaking when giving a verbal prompt

13. Use “Start Directions” • When giving a direction to a student, tell them what you DO want them to do. Stop Directions Stop running Don’t yell Stop calling out No hitting Start Directions Walk in the hall Use an inside voice ??? ???

14. More tips for verbal prompting Give “Wait Time” after the prompt (10 sec- 1 minute) Repeat prompt if needed Avoid excessive verbal prompting

15. Gestural Gestural Prompting includes providing a motion to aid the student in understanding what is expected of him/her. • Pointing to the item the student will need: Point to the door if you should be leaving, point to the calculators if they need to get a calculator.

16. Visual Visual Prompting includes providing visual aid the student in understanding what is expected of him/her. • Providing a visual schedule for students to refer to

17. Mini Schedules for Activity Blocks Language Arts Group Seatwork Work with Teacher Choose a book Media

18. Daily Check List (To Do List)

19. Task Organizer and Work Cues Write name Color Cut Glue Put in finished box Get next paper Change According to Activity

20. Visual Cues for redirection • Expectations for response • Expectations for behavior • Raise your hand, Hands in Lap

21. Modeling An adult demonstrates a desired response or skill for a student. Demonstration can include verbal prompting. • Modeling “thinking aloud” when solving a problem • Demonstrating use of a picture schedule • Modeling a task/activity

22. CAUTION!! Model to copy: Highlighted name to trace: Mary Mary

23. Partial Physical Giving a student a limited amount of physical guidance through an activity/task. • Guiding a students hand during an hands on activity • Starting a zipper on a coat • Holding one hand as the student manages a set of stairs

24. Full Physical Physically guiding the student through a task or activity • Hands on a student’s shoulder while turning their body • Using hand-over-hand when writing, cutting, & more

25. Independent The student is able to perform the task on his/her own with no prompts or assistance. • Use of normal, everyday cues that a teacher routinely uses with all students • Generally established part of classroom routines

26. 58Fostering Student Independenc

27. Using Prompting Strategies to Increase Student Independence • Always allow the target student(s) to respond to the teacher cue before providing a prompt. • If the teacher needs to provide multiple cues to the entire class, continue to wait before providing a prompt.

28. Using Prompting Strategies to Increase Student Independence • Avoid providing prompts for skills that a student currently demonstrates • Prior to providing a prompt, gain student attention (eye contact as appropriate) • Begin with the least intrusive prompt initially • Use prompts in conjunction with reinforcement (verbal phrase, point sheets, rewards, etc.) • Discontinue prompting for a skill that has been mastered

29. Fading Visual Prompts Write name Color Cut Glue Put in finished box Get next paper

31. Fading Prompt Location Visual Prompts: Start: Next to student Later: Within line of vision Gestural or verbal prompts: Start: Seated next to student in classes Later: Roving the class/going to student when needed Last: Present for only a part of class

33. Data Collection • What? • Information collected to document child’s performance • Why? • To measure whether the child is making progress • How? • Define the behavior precisely and find the most efficient way to record the behavior • Who? • Teacher decides on form, trains TSA • Teacher and TSA record data

34. Common Methods of Data Collection • Running records • Detailed account of events as they occur (pretend you are a video camera) for a limited amount of time. Record what the teacher, student, peers say or do. Do not include WHY you think they did it. • Ex: Running record of a child’s actions during center time • Pros/Cons • Anecdotal records • Brief record of an incident that has happened in the recent past using “observable” language – what the teacher, student, peers said or did • Ex: incident recorded on a behavior chart • Pros/Cons

35. Is it Observable? INCLUDES INTERPRETATION: Johnny was sitting at his desk doing morning work. He got mad when Suzie bumped his chair so he stole her book. ONLY OBSERVABLE BEHAVIOR: Johnny was sitting at his desk going morning work. Susie walked behind him and bumped his chair with her book. Johnny growled and pulled her book from her hand.

36. Numerical Data Collection Methods Duration recording Time Sampling Frequency Counting

37. Duration recording • Duration Recording • Record the amount of time a behavior lasts • Ex: Child sat for (Number of minutes) during morning meeting • Pros/Cons

38. Example of Duration Recording

39. Time Sampling • Time Sampling • Record whether the behavior occurs or not during a set time interval. • Ex: At each 5 minutes on the clock during group rotations, mark if the child is on-task (+) or off- task(-) • Pros/Cons

40. Goal 1: Requisite Learning Obj.3: Complete a color/cut/paste task within teacher determined time limit Criteria: If child is working on project, or asking relevant question of adult or peer mark + Example of Time Sampling 70%

41. Frequency Count • Frequency Count • Tally the number of times a clearly defined behavior occurs in a set amount of time • Ex: Number of times child leaves the classroom in a day • Pros/Cons

42. Example of Frequency Count Chart Goal 2: Social Pragmatics Obj. 1: Initiate greetings with adults and peers Criteria: Greet person with no prompts by saying “Hi,”“Hello,”“Good Morning,” saying person’s name, etc. Average of times per day = 0.8 Average of times per day = 2.4

43. Level of Prompt • Level of Prompt • Mark whether child completes behavior (+/-) AND any prompts that were given • Ex: Toileting steps • Pros/Cons

44. Example of Level of Prompt Checklist Goal 1: Requisite Learning Obj.1: Complete routines with no more than 2 verbal prompts Criteria: Mark + when step is completed without prompts If prompt is needed, mark using code M= Model VP=Verbal Vis=Visual PP=Physical Prompt

45. Making Data Collection Worthwhile • Use it to help analyze any “stumbling blocks” and then to revise instruction • Use it to document progress for progress reports, behavior plans, fade plans

46. Credits • Slides on the Prompt Hierarchy were from Janet Hull’s presentation for the Paraeducator Conference August 18 and 19, 2011. Minor adaptations were made.

47. POST ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR AACPS-Division of Special Education – Para Educator Training Videos Name: School: Date: 1. A fade plan a. is the same as the IEP and is needed by all students with IEPs. b. is used when the team thinks that the student may not longer need special education support. c. can only be provided by a certified special educator or therapist. d. is a way to document the areas in which a child needs extra support in the classroom and the child’s progress. 2. Which of the following are cues versus prompts? I. “Class, turn to page 22 in your math book and complete problems 1 to 10.” II. The teacher shows the student a card with a picture of the cover of the math book. III. The teacher claps her hands in a rhythm to signal for the class to get quiet. a. I and II c. I and III b. II d. I, II, and III

48. PRE ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR POST ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR 3. If a student cannot write her name independently, what would be the least intrusive prompt to start with? a. Verbal Prompt c. Modeling b. Partial Physical Prompt d. Visual Prompt 4. Running Records and Anecdotal Records are examples of a. Duration Recording. c. Time Sampling. b. Objective Recording. d. Narrative Recording. 5. A disadvantage of Time Sampling, Duration Recording and Frequency Counts is that a. they do not necessarily give you information about the antecedents of a behavior. b. they are difficult to collect. c. they rely on having extra materials available. d. it is difficult to summarize the information.