1. Teaching the Curriculum Training Session 6
Power Point Created by
Suzanne Fitzgerald & Candice Styer

2. Training Objectives Participants will:
Become familiar with the materials used to teach the lessons.
Learn the teaching procedures incorporated in the lessons.

3. The Fourth Step

4. Your Curriculum Book Your Reproducible Materials
For this Section of the Training
You Need:
Your Curriculum Book
Your Reproducible Materials

5. What is the Purpose of the Functional Academics Curriculum?
The Curriculum is designed to:
Be the foundation of a life skills program.
Focus on the functional skills
Create an individualized program for each student.

6. Part 1—Learning the Components of the Teaching Materials

7. Curriculum Content Areas
Elementary
The Elementary Curriculum covers 14 functional academic areas for teaching:
Functional Reading Skills
Colors
Shapes
Location Concepts
Computer Skills
Writing Skills
Time-Telling Skills
Calendar
Money Management, Bills
Money Management, Coins
Calculator Skills
Phone Skills
Community Based Training
Independent Skills

8. Curriculum Content Areas
Secondary
The Secondary Curriculum covers 13 functional academic areas for teaching:
Functional Reading Skills
Computer Skills
Writing Skills
Time-Telling Skills
Time Management
Money Management, Bills
Money Management, Coins
Calculator Skills
Phone Skills
Budgeting and Banking
Community Based Training
Multi-Skill Application
Independent/Pre-Vocational Skills

9. Each Content Area Includes:
Curriculum Flow Chart

10. An overview of the Skill Sequence
Each Content Area Includes:
An overview of the Skill Sequence

11. An overview of the IEP Goals and Objectives
Each Content Area Includes:
An overview of the IEP Goals and Objectives

12. Instructional Guidelines
Each Content Area Includes:
Instructional Guidelines

13. Materials used for this Section
Each Content Area Includes:
Materials used for this Section

14. Long-Term Goal and Short-Term Objective
Each Lesson Plan Includes:
Long-Term Goal and Short-Term Objective

15. Each Lesson Plan Includes:
Materials

16. Each Lesson Plan Includes:
Notes

17. Each Lesson Plan Includes:
Prompt

18. Prompt for Both Verbal & Non-Verbal Students
Each Lesson Plan Includes:
Prompt for Both Verbal & Non-Verbal Students

19. Each Lesson Plan Includes:
Correct Response

20. Each Lesson Plan Includes:
Correction Procedure

21. Each Lesson Plan Includes:
Data

22. Discrete Trial Lesson Plan vs. Task Analysis Lesson Plan

23. Activity 1—Consolidate your Understanding
Take a minute to look through another content area in your curriculum and review the function of each section and it’s location.
Time-Telling Skills
Functional Reading Skills
Money Management, Coins
Colors
Shapes
Phone Skills
Community Based Training
Independent Skills
Location Concepts
Writing Skills
Computer Skills
Money Management, Bills

24. Part 2—Teaching Strategies

25. Tips & Reminders
Begin with the lesson at the level that is one skill higher than the student’s assessed PLOP.
A few content areas do not have Flow Charts.
Use your knowledge of the student to decide which content area or areas to begin teaching.
Certain lessons in a content area are best taught together.
Some content areas should be taught in combination.
Plan for generalization!

26. The Teaching Guide
Provides fundamental information on best practices on specific procedures vital to student success.
Provides structured ABA strategies to teach life skills in the classroom as well as in the community.
Contains strategies for generalizing skills from the classroom setting to the community.

27. Teaching Methodology Prompt  Correct Response  Reinforce or
Prompt  Incorrect Response  Correction Procedure

28. Lesson Plan Formats
Discrete Trial— One-to-one or small group direct instruction.
Task Analysis— Learning to do a task in a natural setting.

29. Prompting – Discrete Trial

30. Video: Verbal Sight Words vs. Non-Verbal Sight Words
Prompting – Verbal vs. Non-Verbal
For example, “What time is it?”
If the student is non-verbal, you would alter the task so that there were two or three clock faces each with different times. The prompt would then be “Point to the clock that shows 9:30.”
For a task analysis lesson, the prompt is the same for both verbal and non-verbal students.
Video: Verbal Sight Words vs. Non-Verbal Sight Words

31. Prompting – Task Analysis

32. Prompting – Inadvertent Prompting
For example:
During a Discrete Trial lesson, it is tempting to nod your head or change your face expression when a student is moving toward an incorrect response.
During a Task Analysis lesson, it is tempting to reach or look toward the next step in the task to inadvertently guide your student in the right direction.
It is also easy to be reinforcing your student while accidentally prompting them at the same time.
Video: Dustin Money

33. Prompting – Additional Prompting

34. Prompting – Fading Prompts – Discrete Trial Lessons

35. Prompting – Fading Prompts –
Task Analysis Lessons

36. Prompt  Correct Response  Reinforce
Correction Procedures –
Discrete Trial
When the Student Gives a Correct Response
Prompt  Correct Response  Reinforce
The prompt is responded to correctly and the
correct response is reinforced.

37. Prompt  Incorrect Response  Correction Procedure
Correction Procedures –
Discrete Trial
When the student gives an incorrect response
Prompt  Incorrect Response  Correction Procedure
The prompt is not responded to correctly, so the correct behavior is modeled and the prompt is repeated.

38. Video: Correction Procedure
Correction Procedures –
Discrete Trial
For example:
Stop the student as soon as the mistake is made.
After you have stopped the student, demonstrate or model the correct response. You say, “Watch me: one, two, three, four,” stressing the “two.”
Next, repeat the prompt: “Give me four dollars.”
Video: Correction Procedure

39. Correction Procedures – Further Correction
The following example demonstrates these two sets of steps.
Teacher Student
Prompt: “Give me four dollars.” “one, three”
“Stop.”
“Watch me.” (Model “one, two, three, four.”)
“Count with me: one, two, three, four.” “one, two, three, four”
“Give me four dollars.” “one, two, three, four”
Video: Stephanie

40. Correction Procedures – Revisit Incorrect Responses
Follow the steps below:
Student gives an incorrect response
Teacher uses a correction procedure until the student is successful on his or her own
Teacher asks the student a firm skill (one that she knows the student will get right)
Teacher goes back to the missed trial and asks the student again
Repeat this process until the student is successful the first time and no correction procedure is needed

41. Sd /Cue  Correct Response  Reinforce
Correction Procedures – Task Analysis
When the Student Gives a Correct Response
Sd /Cue  Correct Response  Reinforce
The cue is responded to correctly and the correct response is reinforced.

42. Correction Procedures – Task Analysis
When the student gives an incorrect response when initially learning a new skill or behavior
Sd /Cue  Incorrect Correct Response  Clearly repeat the Sd/Cue
When the student gives and incorrect response when a new skill or behavior is almost learned
Sd /Cue Incorrect Correct Response Fade direct prompt to indirect
VIDEO: HAND WASHING

43. Activity 2—Look at the Lesson Examples & Demo
Take a minute now to look at some of the lesson examples in your Curriculum. Look at both discrete trial and task analysis lessons.
Observe trainers demonstrating appropriate correction procedures.

44. Reinforcement – Deliver Immediately
Appropriate reinforcement serves to encourage students and to help them internalize their correct response.

45. Reinforcement – Be Specific!
For example:
You did a nice job:
Paying Attention
Following directions.
Listening to directions.
Acting like an adult.
Speaking like an adult
Being on task.
Working the right way.
Etc.

46. Reinforcement – Be Specific!
I like how you:
Are in your own space.
Are sitting like an adult.
Have your hands and feet to yourself.
Are following directions.
Are listening to directions.
Are trying hard.
Are acting like an adult/high-school student.
Are NOW using a better tone of voice.
Are sitting up.
Etc.

47. Activity 3—Get Creative!
Reinforcement – Be Specific!
Other things you can say:
You are doing a much better job working.
That’s acting like an adult.
Thank you for working quietly.
I’m so glad you made the right choice.
Activity 3—Get Creative!
Come up with more ways to praise

48. Videos: Good and Bad Reinforcement
Reinforcement – Good vs. Bad
Without praise and reinforcement, students have little motivation for learning.
Something for you to think about…
If you were never appreciated, rarely saw growth in your students, and were not paid, would you still work?
Videos: Good and Bad Reinforcement

49. Learning One New Component of a Skill at a Time
When students are expected to learn a lot of new information at the same time they can experience more failures.
To avoid this…
Break tasks down into manageable components (individualize)
Teach one new component at a time to increase success and limit failure and frustration

50. Errorless Learning
The objective of errorless learning is to teach a new skill and to ensure that the student is successful.
Errorless learning also presents more opportunities for the student to experience success and therefore may increase student engagement.
Two Common ways to use Errorless Learning:
Blocking an incorrect answer ensures that the student will have the experience of responding correctly.
Teaching new skills within the context of firm skills.

51. Repetition Students benefit from repeated exposure to a new concept.
Repeat new information in a variety of different contexts
Repeat information frequently
Repeat areas of difficulty within the context of firm skills

52. Generalization
Opportunities for generalization need to be planned and embedded throughout the day.
Look for informal, teachable moments that can be built into each day.

53. Generalization Use realistic materials Natural occurring prompts
Practice in the real environment
CBT
Within the school environment

54. Planning for Generalization
Whenever possible, you want to practice skills in the real environment. When funding or transportation are an issue, consider the following:
Paying for lunch in the cafeteria instead of pressing numbers: recycle money.
Create a classroom store
Help out in the school student store
Purchase break choices using copied money
Seek donations from grocery stores/PTA/foundation grants, etc.
Get bus passes
Shop for family items—work out a system between home and school
Ask parents/guardians to practice skills at home

57. Continue to: Data Collection Training Session 7