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Enable greater independence therefore less reliance on staff/family for basic needs
give a sense of success
Should be done in real life environments
Should focus on skills the person needs in their day to day life
Communication Self Help Work Having fun
We are all dependent on context, environmental cues, prompts and reinforcement in order for us to learn new skills
Often for people with ASD, we need to make the context, prompts and reinforcement much more obvious in order that learning can take place
Discuss the following points in relation to the video clip:
The learning environment The skills that Chris has now Skills he could learn Provide brief feedback
Don’t get into discussion about teaching methods, that comes later!
Three common teaching methods Discrete Trial Training Incidental/Naturalistic Teaching Structured Teaching
Observe the person attempting the task & record where they need support
Have a clear & measurable goal Break the task into manageable steps Use knowledge of person & task to
decide teaching method Have a system for measuring success
Breaking down a task into manageable steps
Rule of thumb: The more disabled the person is, the smaller the steps should be
Steps should be described in clear and unambiguous language
Refers to the order in which the steps are taught
Forward Chaining=Start to Finish Backward Chaining=Finish to Start Global Chaining=Start at easiest step
Task is broken into steps (task analysis) The same prompt is used for each
attempt Reinforcement is given on completion
of task If task is not completed=failed trial, try
again later Frequent repetition, referred to as drills
the discriminative stimulus (SD)-- the instruction or environmental cue to which the teacher would like the individual to respond
the prompting stimulus (SP)-- a prompt or cue from the teacher to help the individual respond correctly (optional)
the response (R)-- the skill or behavior that is the target of the instruction, or a portion thereof
the reinforcing stimulus (SR)-- a reward designed to motivate the individual to respond and respond correctly
the inter-trial interval (ITI)-- a brief pause between consecutive trials
Not a preferred method for most adults, but useful for adults with ASD and intellectual disability for:
• Teaching a work related skill that involves lots of repetition e.g. sorting recycling, assembly line work
• “Academic” tasks such as learning to use PECS or sign language
the discriminative stimulus (SD)-- teacher says “time for a biscuit Brian” and puts the biscuit jar on the table
the prompting stimulus (SP)– Teacher says “Biscuit, Brian” accompanied by the pointing to the biscuit card.
the response (R)– Brian touches the biscuit card.
the reinforcing stimulus (SR)– Teacher says, “Well done Brian, and offers him a biscuit from the jar.
Repeat 3 times
In your group1.Identify a simple skill that would suit
the DTT approach2.Put together a teaching plan that has
the
• discriminative stimulus (initial prompt)• prompting stimulus (specific prompt)• response (the behaviour/skill)• reinforcer
Uses “in the moment” opportunities that occur in daily life
Uses prompts that are known to be successful for that person.
Not just random, opportunities for learning are planned
Also known as Graduated Assistance Can be used in “Most to Least” or
“Least to Most” formats More “natural” in appearance
INDIRECT VERBAL (IV): What do you need to do next Rob?
DIRECT VERBAL (DV): Rob, put the paper on the tray, writing side upwards
GESTURE: Point to the tray on the photocopier
MODELING: Put the paper in the tray yourself so that Rob can observe
PARTIAL PHYSICAL ASSIST (PPA): Pass Rob the paper to be copied and guide him by the elbow to place the paper in the tray
FULL PHYSICAL ASSIST (FPA): Hand-over-hand assistance to put the paper in the tray
Discuss how you would go about finding which type of prompts were most effective for a person with ASD and severe intellectual disability.
Identify the natural reinforcers for people and take advantage of those opportunities where a natural reinforcer is occurs
Uses the teaching methods of task analysis, prompting, chaining, reinforcement
A key aspect of the TEACCH approach Doesn’t have a strong evidence base
as an overall concept, but the component parts do