1. Para in-service Heather Frye North High School 10/6/09

2. Verbal processing  Limit verbal instruction  When a student is becoming frustrated keep verbal prompts to a minimum. Too much verbal overload can increase anxiety.  Allow time for students to process your request before continuing verbal prompts.  Many students will only need the visual support without any verbal (that is the goal)

3. Short Concise Verbal Directions  It is also important to give one to two word directions when working with students with cognitive delays.  Too many verbal directions will “overload” these students and may lead to frustration and behaviors.

4. Wait Time  It is extremely important to give the student wait time to either process your verbal direction, or process adult request.  If it takes on average a student 20 seconds to answer a question, that is the amount of wait time for them to process your verbal direction.

5. Redirect with Dignity  How a student will respond to a redirection given can depend on the paraverbals (tone of voice, facial expression etc.)  Also if there is a major disruption, conference with the student independently not in front of peers.  Always start by asking “How can I help you?” or “Can you do this on your own, or do you need my help?”

6. Prompts Handle With Care!  Prompts are cues or hints meant to increase desired behaviors or decrease undesirable behaviors. The use of prompts is a necessary part of teaching new skills for many students. They should be used with extreme caution - if you continue to use high levels of prompting throughout teaching, it will appear that the student is learning when in fact he is actually prompt dependent.

7. What to Remember When Using Prompts  Fading should occur quickly and can be done easily, by gradually reducing the strength of the prompt. Prompts and fades are used in everyday activities, not just structured teaching activities. Most to Least prompting is used when teaching a new skill. Least to Most prompting is used when a skill has already been learned. Remember that if you continue to use high levels of prompting throughout teaching, it will appear that the child is learning when in fact they are actually prompt dependent. Least to Most prompting is used when a skill has already been learned. Remember that if you continue to use high levels of prompting throughout teaching, it will appear that the child is learning when in fact they are actually prompt dependent.  From the district Autism Specialist web page:  http://www4.smsd.org/mendyruthrauff/ http://www4.smsd.org/mendyruthrauff/

8. Levels of Prompts

9. Replacement Behaviors  Process with the student after the incident has occurred by asking leading questions.  “What could have done differently instead of….”  If student is nonverbal a wants/feelings/needs page in their communication device can assist in the process.  Have the student practice the desired behavior/strategy before returning to normal schedule or activity.

10. Examples  A student with down syndrome who has limited verbal communication acts out (hit, kicks, bites) when frustrated.  Teach alternate way to communicate wants/feelings/needs by utilizing picture symbols.  Even if students are verbal, they may have a difficult time verbalizing when they are in stressful situations.

11. Examples  I am in the safe place because I…….. Hit Hit Bit Bit kicked kicked

12. Examples  Next Time I can………. Use my wants/feelings/needs page Use my words Ask an adult for help Who do I need to apologize to?

13. Common Mistakes  Fading the reinforcer too quickly  Getting into power struggles  Assuming the student has the skills to act appropriately  Expecting the child to be “cured”  Giving reinforcer before the expected behavior is demonstrated  If the function is attention seeking, giving attention when behavior is observed.