Teaching the Curriculum Training Session 6 Power Point Created by Suzanne Fitzgerald & Candice Styer styer.fitzgerald@gmail.com www.styer-fitzgerald.com

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

The Fourth Step

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

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.

Part 1—Learning the Components of the Teaching Materials

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

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

Each Content Area Includes: Curriculum Flow Chart

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

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

Instructional Guidelines Each Content Area Includes: Instructional Guidelines

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

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

Each Lesson Plan Includes: Materials

Each Lesson Plan Includes: Notes

Each Lesson Plan Includes: Prompt

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

Each Lesson Plan Includes: Correct Response

Each Lesson Plan Includes: Correction Procedure

Each Lesson Plan Includes: Data

Discrete Trial Lesson Plan vs. Task Analysis Lesson Plan

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

Part 2—Teaching Strategies

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!

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.

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

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

Prompting – Discrete Trial

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

Prompting – Task Analysis

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

Prompting – Additional Prompting

Prompting – Fading Prompts – Discrete Trial Lessons

Prompting – Fading Prompts – Task Analysis Lessons

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.

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.

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

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

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

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.

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

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.

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

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.

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.

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

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

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

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.

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

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.

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

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

Continue to: Data Collection Training Session 7