Big East Autism Leadership Cadre

Module 4:Thursday, November 4, 2010

Housekeeping

What should we have completed by now?•MOU•Rubric•Next Steps for District Plan

Designing Instruction for Students with ASD

Autism Cadre: Module 4

ABC’s of Behavior

When discussing instruction we focus on the same three-term

contingency as when addressing problem behavior

Antecedent = Target StimulusBehavior = Target ResponseConsequence = Consequence

Three Term Contingency Revisited

Remember that behavior is controlled

by what happens before and after it

Every part of this sequence is

important!

Target Stimulus Target Response Consequence

A B C

Three Term Contingency Revisited

“What is the capitol of KY?” “Frankfort” “Nice Job, it is

Frankfort!”

2 x 2 presented on a flashcard Student says “4” Teacher,

“Correct”

A preferred edible Student hands a picture card Receives

edible

Increased proximity of a peer Student greets Peer attention

Target Stimulus Target Response Consequence

A B C

Target Stimulus

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

Target Stimulus Target Response ConsequenceA

Target Stimulus

Also, referred to as the discriminative stimulus or SD

It signals that reinforcement is available for a particular response

Target Stimulus Target Response ConsequenceA

Target Stimulus

When the student responds consistently in the presence of the target stimulus we say that it we

have stimulus control Definition of Stimulus Control

The reliable or predictable performance of a behavior when particular stimuli are present and the absence of that behavior when those stimuli

are absent

Target Stimulus Target Response ConsequenceA

The Target Stimulus

It acquires this the ability to momentarily increase a response

through differential reinforcement

Point to FoxGood work, That is a Fox

Target Response

What does the target response look like?

When describing the response, avoid words like initiate, understand, & attend

Is this response in the student’s current repertoire?

Does the response require a reasonable degree of effort?

Target Stimulus Target Response Consequence

Prompting the Target Response

How can we ensure that the student emits the target

response so he/she can be reinforced?

Prompting decreases the likelihood that students will

practice errors

Prompting involves many different procedures and forms

Consequence

In general, reinforce all correct responses, use consequences consistently

Consider student characteristics when deciding between the use of error correction or extinction

Target Stimulus Target Response Consequence

Overview of Prompting

The brief:

Prompting Least to Most Prompts

Prompting Procedures

Simultaneous prompting

Graduated guidance

Least-to-most prompts

Simultaneous prompting

Time Delay

Errorless learning

Underlying Characteristics of Characteristics

Graduated guidance

Rob and Julie

Prompting Most to least.MP4

Least-to-most prompts

Prompt hierarchy is used to teach NEW skills

Comprised of at least 3 levelsLeast to most controlling or

informative amounts of assistance

Last level—controlling prompt – a prompt that ensures the learner responds correctly

Can be used with both discrete and chaining responses

Types of Prompts

Verbal prompts

Gestural prompts

Model prompts

Physical prompts

Visual prompts

Verbal prompts

Make statements

“You might need to try it a different way,” “Write your name”.

Gestural prompts

Make movements that cue

Pointing to the top of the paper where the learner needs to write his name

Model prompts

Perform the target skill or behavior

Full model prompts can be verbal if the skills being taught is verbal

Full model prompts can be motor responses if the skill being taught involves moving a body part

Physical prompts

Touch learners

Tapping a learner’s hand to cue him to begin writing his name

Teacher putting hand over learner’s to help her write her name

Visual prompts

Provide pictures of events that provide information

Task analysis checklist

Transition picture card

Practice: Prompt Type

Watch video of Noah

In your group, determine what type(s) of prompting were used.

Noah assessment with Kathy.wmv

Key Components of All Prompting Procedures

Antecedent

Target skill

Consequence

All 3 components CRITICAL in prompting procedures.

When all 3 are used—referred to as a trial

Antecedent

Target stimulus AND cue/task direction

Tells the learner to use the target skill

The thing or situation

Target skill-

Learner response

Consequence-

Feedback/reinforcement provided by teachers/practitioners

Using Error Correction

Error Correction is technically response prompting that occurs after the student’s

response

Several forms can be used

Ignore the error and deliver another trial with increased assistance

A verbal correction “not quite” and the opportunity to try it again

Interruption of the student’s response

Planning the Intervention

Brief: Step by Step Process

Prompting – Steps for Implementation Least to Most

Step 1: Identifying the target skill/behavior

1. Define the target behavior in terms that are observable and measureable.

Noah’s Assessment Video

Write down the areas of need

Talk with your group and prioritize top 3areas.

Step 2: Identifying the Target Stimulus

Identify one of the following:

Naturally occurring event Completion of one event or activity

An external signal

Step 3: Selecting Cues or Task Directions

Select at least one cue to begin the teaching exchange (trial) Material or environmental

manipulation Task direction Naturally occurring event

Select one of the following as a time to give the cue/task direction First Prompt level (independent) At each step of the prompt hierarchy

Step 4: Selecting Reinforcers Identify:Learner’s motivation

Deprivation state ( gold fish)

Select appropriate for the target skill and instructional task. (give examples)

Application: Observe Noah and take preference data Preference taking data.MP4

Step 5: Identify Activities and Times for Teaching

Identify all the times during the day when the learner may need to use the target skill

Before embedding prompting procedures, identify activities in which prompting procedures can be incorporated to teach target skills.

Step 6: Select the Number of Levels in the Hierarchy

Consider

Task characteristics Learner characteristics Times available for instruction

*Refer to provided data sheet

Step 7: Selecting prompt typesType:GesturalVerbalVisualModelPhysical

Base choice on:Learner characteristics and skill

level

Example of Most to Least

Rob and Julie

Step 8: Sequencing Prompts: Least to Most

Determine type of Prompt based on:

Least amount of assistance

More information

Most amount of assistance

Example of least to most

G:\module 4\SLP sample.MP4

Step 9: Determine Length of Response Interval

How long does it take for the learner to complete similar skills/tasks

Consider: Learner characteristics Task characteristics Amount of time a learner will be allowed

to begin and complete the task. Identify an initial response interval

of 3 to 5 seconds

Implementing the Intervention

Step 1: Establish Learner attention, Deliver the Stimulus and Provide the Cue

Establish attention

Deliver the Target stimulus

Using an attention getting strategy or

Present the cue or task direction

Step 2: Waiting for the learner to respond.

Teachers wait for student response (typically 3 -5 seconds) before providing increased support.

Step 3: Responding to Learner’s attempts

If correct, immediately provide positive feedback by:

Offering reinforcement State what Learner did that was correct. (Refrain

from saying “Good Job”)

If incorrect: Interrupt the incorrect response and Deliver the next prompt in the hierarchy

If no response: Use the prompt at the next level of Hierarchy.

Continue through the hierarchy until a correct response occurs and deliver the reinforcer.

Step 4: Monitoring learner Outcomes

Record each type of responses that occurs

Review data to determine if progress is being made.

Document Camera

Looking at the data and making decisions

Definition of Learner’s Behavior

Choose type of data collection for baseline

Data sheets are provided in the brief

Task AnalysisSteps for Implementation

Teaching Chained Tasks

Teacher develops a Task Analysis

Breaking complex skills into smaller, teachable units

Steps are presented sequentially and in detail to complete the tasks successfully

Griffen & Schuster, 1993

Task Analysis: Brief

You will need:

Steps for Implementation

Implementation Checklist

Step 1

Identify the Target Skill

Identify the target skill to teach the learner

Step 2

Breaking the skill into Components Segment the skill into more

manageable components By:

▪ Completing the skill him/herself, or▪ Observe another person complete the

activity and recording the steps

Confirm that each component consist of a discrete trial

Step 3: confirming the steps of the Task Analysis

Confirm the steps of the task analysis by having someone follow the steps verbatim.

Activity: Non Handicapped Inventory

Divide into focus groups

Assign a skill to teach for each group

Determine the chained steps needed to complete the task

Choose a person to walk through the steps

Take data!

Step 4: Determine How the Skill Will Be Taught

Select the appropriate teaching method by matching the evidence based strategy with: Learner’s temperament Learning style History of what worked/what didn’t

work Learner’s IEP/IFSP Environments within which the

learner functions

Step 4 Cont’

Identify the evidence based practices that will be used to teach the steps of the skill

Identify the types of prompting and reinforcement procedures they will use to teach the steps identified by the task analysis and /or that are appropriate for specific evidence-based practices.

Present steps of the task analysis to learner in an age and developmentally-appropriate manner.

Many Evidence Based Practices use task analysis

Structured work systemsVideo modelingVisual supportsSocial narrativesDiscrete trial trainingPivotal response trainingTime delay

Prompting and reinforcement

“Thoughtful planning and mindful implementation are integral components of teaching skills to learners with autism spectrum disorders.”

Why?

Based on learner’s mode of learning

Communication system

Visual understanding

Not to attract undo attention to the learner

Step 5: Implementing Intervention and Monitoring Progress

Implement evidence-based practice identified as appropriate to teach the target skills using the steps for implementation and steps for implementation for the selected practice

Follow appropriate data collection procedures to monitor learner progress for the specific evidence based practices chosed to teach the target skills.

Boyd County Elementary Model Site

Carla Malone and Noah’s story

Carla and Noah’s Story

Implementation sheets for prompting and task analysis

Note steps completed

Note steps that need work

Lunch

We will resume when you hear the video and music!

Awareness Video

Leadership Jigsaw Activity

Divide into groupsPosters have a different type of

promptsBrainstorm and record ways to

teach and provide examplesReturn to your district and shareEach table choose two or three

of your favoritesMake a copy of the total list and

give to Kathy

BREAK

You will have 2 more minutes once you here the music

Let’s Take Some Data!

You will need a Frequency Data Sheet

Listen to the song

Record every time you hear you or your

District Team Planning Session Choose group facilitator Choose a time keeper Summarize what you have done so far

within district for the Autism leadership

Choose a priority from the list Fill out Action Plan Whole group will be divided into 2

groups facilitated by Lori and Kathy Plan will be shared within these 2

smaller groups.

Homework

Choose a student (yes you can work as a team)

Media Release Choose a skill Task Analyze Determine Prompt hierarchy Conduct a Preference Assessment Summarize results (format can be

narrative or graphed) Bring summary to December’s training EILA\CEU certificate will be given when we

have received the summary.