1. Module 4: Thursday, November 4, 2010

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

3. Autism Cadre: Module 4

4. Today’s Purpose  Planning a program for students with ASD involves knowing the appropriate curriculum for each student and the evidence-based practices to teach it.  This session will focus on part of the knowledge necessary to design instruction and implement some of the EBPs for teaching children with ASD

5. When discussing instruction we focus on the same three-term contingency as when addressing problem behavior Antecedent = Target Stimulus Behavior = Target Response Consequence = Consequence

6. Remember that behavior is controlled by what happens before and after it Every part of this sequence is important! Target Stimulus  Target Response  Consequence ABC

7. “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 ABC

8. 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  Consequence A

9. Also, referred to as the discriminative stimulus or S D It signals that reinforcement is available for a particular response Target Stimulus  Target Response  Consequence A

10. 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  Consequence A

11. It acquires this the ability to momentarily increase a response through differential reinforcement Point to Fox Good work, That is a Fox

12. 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

13. 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

14.  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

15. The brief:  Prompting  Least to Most Prompts

16.  Simultaneous prompting  Graduated guidance  Least-to-most prompts

17.  Time Delay  Errorless learning  Underlying Characteristics of Characteristics

18.  Rob and Julie  Prompting Most to least.MP4 Prompting Most to least.MP4

19.  Prompt hierarchy is used to teach NEW skills  Comprised of at least 3 levels  Least 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

20.  Verbal prompts  Gestural prompts  Model prompts  Physical prompts  Visual prompts

21.  Make statements  “You might need to try it a different way,” “Write your name”.

22.  Make movements that cue  Pointing to the top of the paper where the learner needs to write his name

23.  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

24.  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

25.  Provide pictures of events that provide information  Task analysis checklist  Transition picture card

26.  Watch video of Noah  In your group, determine what type(s) of prompting were used. Noah assessment with Kathy.wmv

27.  Antecedent  Target skill  Consequence All 3 components CRITICAL in prompting procedures. When all 3 are used—referred to as a trial

28.  Target stimulus AND cue/task direction  Tells the learner to use the target skill  The thing or situation

29.  Learner response

30.  Feedback/reinforcement provided by teachers/practitioners

31. 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

32.  Brief: Step by Step Process  Prompting – Steps for Implementation Least to Most

33. 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.

34.  Identify one of the following:  Naturally occurring event  Completion of one event or activity  An external signal

35.  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

36.  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.MP4Preference taking data.MP4

37.  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.

38.  Consider  Task characteristics  Learner characteristics  Times available for instruction  *Refer to provided data sheet

39. Type:  Gestural  Verbal  Visual  Model  Physical Base choice on: Learner characteristics and skill level

40.  Rob and Julie Rob and Julie

41.  Determine type of Prompt based on:  Least amount of assistance  More information  Most amount of assistance

42.  G:\module 4\SLP sample.MP4 G:\module 4\SLP sample.MP4

43.  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

45.  Establish attention  Deliver the Target stimulus  Using an attention getting strategy or  Present the cue or task direction

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

47.  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.

48.  Record each type of responses that occurs  Review data to determine if progress is being made.

49. Looking at the data and making decisions

51.  Data sheets are provided in the brief

52. Steps for Implementation

53.  Teacher develops a Task Analysis  Breaking complex skills into smaller, teachable units  Steps are presented sequentially and in detail to complete the tasks successfully

54. Griffen & Schuster, 1993

55. You will need:  Steps for Implementation  Implementation Checklist

56.  Identify the Target Skill  Identify the target skill to teach the learner

57.  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

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

59.  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!

60.  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

61.  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.

62.  Structured work systems  Video modeling  Visual supports  Social narratives  Discrete trial training  Pivotal response training  Time delay

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

64.  Communication system  Visual understanding  Not to attract undo attention to the learner

65.  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.

66.  Carla Malone and Noah’s story

67.  Implementation sheets for prompting and task analysis  Note steps completed  Note steps that need work

68. We will resume when you hear the video and music!

70.  Divide into groups  Posters have a different type of prompts  Brainstorm and record ways to teach and provide examples  Return to your district and share  Each table choose two or three of your favorites  Make a copy of the total list and give to Kathy

71.  You will have 2 more minutes once you here the music

72.  You will need a Frequency Data Sheet  Listen to the song  Record every time you hear you or your

73.  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.

74.  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.