Concepts and Strategies for Supporting Student Independence

Concepts and Strategies for Supporting Student Independence
Paraeducator Training Presentation Secaucus School District 04/21/2015 Presented by Katherine DeCotiis Wiedemann, M.A., BCBA Behavior Analyst at The Uncommon Thread This presentation was adapted from Lifelines, LRConsulting, Katy, TX. Further information is available at Handouts: 1-Ways to Step Back Classroom Collaboration 2-Levels of Support/Levels of Prompting Glossary of Terms 3-Making Connections Activity: Scenarios 4-Making Connections Activity: Matrix adapted from Lifelines, LRConsulting, Katy, TX

Agenda Define “student independence”
Discuss ABA-based strategies to promote independence Partner with colleagues for brief learning activity Consider the application of these strategies in your daily experience The intent of this presentation is to familiarize paraeducators with strategies for developing student independence and to explore a variety of instructional strategies and techniques. We will begin by defining “student independence.” Next, we will share strategies to build independence including prompting, modeling, shaping, and wait time. And finally, we will complete an activity that integrates what we are discussing today via case scenarios to help connect these strategies to our real classrooms.

Learner Outcomes During this presentation, learners will:
Identify instructional concepts and strategies (prompting, modeling, shaping, wait time, use of reinforcers, and fading of support). Apply these instructional concepts to scenarios as strategies to teach independence. Apply strategies to every-day instructional experience. As a result of your participation through the agenda, participants will be able to identify instructional concepts; to apply these instructional concepts Standard #1 Foundations of Special Education K2 Basic educational terminology regarding students, programs, roles, and instructional activities Standard #4 Instructional Strategies S3 Use strategies as directed to facilitate effective integration into various settings S4 Use strategies that promote the learner’s independence as directed S5 Use strategies as directed to increase the individual’s independence and confidence Standard #5 Learning Environments & Social Interactions S4 Use strategies as directed, in a variety of settings, to assist in the development of social skills Standard #9 Professional and Ethical Practices S5 Demonstrate commitment to assisting learners in achieving their highest potential S10 Engage in activities to increase one’s own knowledge and skills

Student Independence What is it? Why help build it?
What does it look like? What is my role in building student independence?

Our Goal… Our goal as educators is to help students to become as independent as possible in every environment (school, home, community). We would never let a student walk outside in the bitter cold without his/her coat. As responsible adults, we would always tell the student to wear a coat. However, if we always tell the student to wear a coat, are we teaching him/her that a coat is necessary because it is cold; or that we always put a coat on when someone tells them to? Our goal, then, is to help students with disabilities become as independence as possible throughout the school, home, and community setting.

Student Independence What is it? Freedom from having to rely on others
Completing a task without undue assistance Using resources to meet your personal needs Self-help (a.k.a. Self-advocating) Making appropriate choices and decisions Being able to say, “I can do it myself!” Student independence means that students are free from influence or control from others. They can complete a task without a lot of assistance. They are able to use resources to meet their personal needs. They have techniques through which they can help themselves and ask for assistance when needed. Self-help or self-advocacy involves the student sharing their needs with others (e.g. “please speak louder…I am hard of hearing). Students become independent when they can make appropriate choices and decision, and when they are able to say “I can do it myself!” All of these bulleted points show student independence.

Student Independence Independence may look different from student to student. We want to push for the highest level of independence each student is capable of – remembering that this will vary from child to child. MORE independence allows for a LESS restrictive environment!

Student Independence What is it? Students…
“need a supportive environment to function successfully in school—and later in the workplace. A supportive environment enables them to capitalize on their strengths and minimize or cope effectively with their weaknesses.” (Larkin, 2001) Larkin states, students “need a supportive environment to function successfully in school—and later in the workplace. A supportive environment enables them to capitalize on their strengths and minimize or cope effectively with their weakness.” With this in mind, what are the benefits of building student independence? (Next slide) Reference: Larkin, M. J., (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34, (1). p. 30.

Student Independence Why help build it? Builds self-esteem
Motivates a student to achieve Gives student a sense of purpose Social acceptance Reduces stereotypic labels Allows teachers to focus on instruction Independence offers a way for the student to do for themselves. It builds self-esteem. When a student is able to complete a task with minimal assistance, it motivates them to achieve even more. Success breeds success. Accomplishing a small task motivates the student to go for an even bigger goal. Therefore, they have a reason or a purpose for being in school, working on a job, and giving it their best effort. A student that is able to complete tasks, to cooperate in a team, or to behave in an appropriate manner are more readily accepted by their peers and those within their environment. Often students with disabilities are labeled as unable to complete a task, when the student could complete the task under the right direction and with explicit instruction. Whether the student’s need focuses on a social skills, an academic task, or a self-help skill, it is important that we help our students learn to work toward independence. Another benefit of independence is that the teacher has more time to focus on instruction. These are some of the reasons why the topic of student independence is so important to our students. Reference: Fostering Student Independence: How to Develop a Needs Assessment and Fade Plan presented at the Council for Exceptional Children, April 7, 2005 by Janet Hull, Anne Arundel County Public Schools.

Student Independence What does it look like?
Use of a planner to write down assignments Use of magnification software to read a text Using a joystick to manipulate a computer Use of pictures to guide task completion Use of an orthopedic device for walking Taking the elevator rather than the stairs Tying one’s own shoes What does student independence look like? Some examples are…(see slide).

Student Independence What is my role in building student independence?
Build your knowledge about strategies Help only when they cannot do it themselves! Teach independence Offer support, as needed Build independence throughout the day What is your role, as a paraeducator, in building student independence? Become knowledgeable in strategies that allow for the building of independence in students. Never complete a task that the student can do themselves. Help a student only with something they can’t do themselves. Teach students how to become independent in their daily work by offering support only as needed. Offer more assistance as the student begins to learn a task and lessen the assistance as the student gains more independence. In the next section, we will discuss how one can help students become independent by the amount of assistance you offer a student called scaffolding instruction. Next, we will share useful strategies that can be integrated into your daily routines with students to build independence.

Scaffolding Instruction
When a painter wants to reach high up on a building to paint the trim around the roof, he uses a scaffold or raised platform to do so. A scaffold is a temporary framework for supporting workers. The term, “scaffolding,” has been applied to instruction that serves as a temporary level of assistance for students that begins more intensely and decreases as the student gains skills toward independence.

Scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals. (Sawyer 2006) Throughout this presentation, we will be sharing ways via strategies on how we can ‘scaffold’ our instruction toward student independence just as the painter works his way down the wall while painting and requires less help from the platform.

Essential Features Interaction takes place in a collaborative environment and honors the child’s intentions Expectations are developmentally appropriate Support is gradually withdrawn as skills are gained The child internalizes the knowledge and becomes independent “Successful teachers help to create independent learners—in the case of reading teachers, independent readers. We do not want to produce children who can read only in the presence of adults. We want children who can read for enjoyment and knowledge on their own.” (Beed, Hawkins, & Roller, 1991, p. 648). Essential Features: Interaction takes place in a collaborative environment and honors the child’s intentions. (The student efforts are valued and checked often for understanding) Expectations are developmentally appropriate Teacher offers a gradual withdrawal of support as the student gains skill. Finally, the child internalizes the knowledge and/or skill and becomes able to complete the task independently. Reference: Beed, P., Hawkins, E., & Roller, C., (1991). Moving learners toward independence: The power of scaffolded instruction. The Reading Teacher (44) 9, p

Guidelines for Implementation Identify what the student already knows Begin with what the student CAN do Help students achieve success quickly Help students to “be” like everyone else Know when it’s time to stop Help students be independent when they have command of the activity Handout #1 Stepping Back offers a list of several other ways in which you can scaffold or step away your level assistance. Identify what the student already knows (e.g. background knowledge or prior knowledge in a subject, what skills are developing and what are mastered) For example, Anna was aware that some of her students “think in terms of money.” When she was reviewing the concept of ‘rounding up’ she used money as her examples. “If I have 23 cents am I closer to a dime or a quarter?” Begin instruction with what the student can already do. (e.g. reading a low reading level/high interest version of Treasure Island.) Help students achieve success quickly (e.g. the student dictates their story to the paraeducator to avoid the labor of handwriting. Success in telling the story is achieved quickly) IV. Help students to “be” like everyone else (e.g. The teacher noted that when Mark was placed in the 3rd-grade math book with her assistance, he was still struggling with math but was holding his own. She was confident that she made the right decision to place him in a more difficult math book, with assistance, because Mark felt good about using the same book as his 3rd-grade peers. ) V. Know when it’s time to stop (e.g. Continuous drill and practice may not always be effective. Once a student has demonstrated mastery of a skills, continued practice may result in the students’ refusing to work or students’ producing work the numerous errors.) VI. Help students be independent when they have command of the activity (e.g. effective scaffolding means that teachers need to listen and watch for clues from their students as to when teacher assistance is or is not needed. Scaffolding instruction helps the student like the mother bird that helps her chicks leave the nest to become independent birds, teachers need to help their students gradually move from teacher assistance to student independence as students demonstrate command of the task or activity. Reference: Reference: Larkin, M. J., (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34, (1). p. 30.

Strategies to Build Independence
Prompting Modeling Shaping Wait Time Fading Reinforcement We will be examining 8 specific concepts including prompts, modeling, shaping, wait time, reinforcers, intrinsic reinforcers, extrinsic reinforcers and fading. For each of these concepts a definition and examples will be provided.

Prompting Verbal or nonverbal signals that indicate what action is necessary/help the student respond correctly. The first strategy to build independence in students is the cue or prompt. A cue/prompt is a verbal or nonverbal signal that indicates what action is necessary. For example: David was cued or prompted by the paraeducator to use a strategy that had been previously learned to understand how to figure the correct solution to the problem.

Different kinds of prompts: Visual Verbal Physical Gestural Positional The first strategy to build independence in students is the cue or prompt. A cue/prompt is a verbal or nonverbal signal that indicates what action is necessary. For example: David was cued or prompted by the paraeducator to use a strategy that had been previously learned to understand how to figure the correct solution to the problem.

Here’s a short video that covers different prompt techniques:

A quick note on delivering instruction: It is very important that whenever a student is given an instruction (either by the teacher or another instructor) we make sure that he/she complies and follows through with the instruction, even if prompting is needed. Consistency is key!

Examples of visual prompts for behavior: Tip: Avoid lots of verbal engagement when it comes to redirecting behavior. Try not to engage in arguments or negotiation.

Modeling Demonstrating a behavior or completion of a task for the learner. Example (counting coins aloud): $1.00 The second type of strategy is modeling. Modeling is when you demonstrate a behavior or completion of a task for the learner. For example: David is counting quarters to $1.00. The paraeducator puts one quarter at a time into David’s hand saying, “25, 50, 75, $1.00.”

Another example of modeling: If you are teaching the student to follow simple instructions – if you give the child the direction to “clap your hands,” and he does not respond, you would clap your own hands to show him the correct response. This is modeling.

Here is an example of video modeling which can be used for teaching social, play and life skills:

Shaping To teach a behavior or task by providing cues, models, and consequences for steps demonstrated gradually until the final behavior or task is learned. During the process, we reinforce approximations of the target behavior. Example: Wider-lined paper Narrower-lined paper Next, shaping means to teach a behavior or task by providing cues, models, and consequences for steps demonstrated gradually until the final behavior or task is learned. For example, David is working on writing smaller. The paraeducator provides wider-lined paper. When David demonstrates that he can write within these lines, slightly narrower-lined paper is provided.

Another example of shaping: John never does his math homework. You would like to have him complete his homework on a daily basis. You realize that if you wait for him to complete his homework before you reinforce him in some way, you may never (or infrequently) have the opportunity to administer a positive consequence. Therefore, you decide to break down the desired behavior into substeps that are progressively more demanding. These steps might be: 1. John will write his name at the top of the worksheet. 2. John will complete one problem of his choice. 3. John will complete five problems of his choice. 4. John will complete either all the odd numbered problems or all the even numbered problems. 5. John will complete all problems except one. 6. John will complete all problems. As John masters each step, you will tell him that he must now move on to the next objective to receive a reward. If the jump between two steps is too difficult, then you must break down the steps even further into smaller increments.

Wait Time The amount of time given to the student to respond to a question or complete a task. Example: Question (wait 5 seconds) No response? Rephrase the question or add a prompt. Remember to consider audio processing issues when determining what an appropriate wait time is for each child. Next, Wait time is important in building independence because we allow an amount of time for the student to respond to a question or to complete a task. We are often so quick to point out the answer, to finish their sentence or to say the word they are struggling with. We are helpers...but must allow the student to process and perform the task on their own. An example of wait time: During small group review, the paraeducator waits twenty seconds for David to respond to a question. The paraeducator then rephrases the questions.

Fading A gradual reduction of cues/prompts and extrinsic (outside) reinforcers as the student demonstrates desired behavior or task more independently. We should always be looking to fade our level of assistance to promote independence. Fading is a strategy that offers a gradual reduction of cues/prompts and extrinsic (outside) reinforcers as the student demonstrates the desired behavior or task. For example: David is learning to write his name. The paraeducator started by providing the letters with a starting point and arrows to show the direction to move the pencil. David practiced tracing the letters until he could identify the starting point and correct way to form the letters. Slowly the paraeducator made the starting points and lines lighter and lighter. David is now writing the letters with only a faint image of the starting point. Notice how the ‘C’ has begun with instruction, then the handwriting cues begin to fade. The star is there to get them started.

Here’s a video of an instructor fading a visual prompt:

It is very important to fade prompts so students do not become prompt dependent!!!

Reinforcers (SR+) Any action, event or item that increases the likelihood that a behavior will occur (think: paycheck!) Positive Reinforcer Adding something desirable Example: “You have earned extra free time!” Negative Reinforcer Taking away an aversive Example: “You only have to finish the first half of the worksheet.” Our final strategy involves the use of positive and negative reinforcers. Remind that these are both ‘good’ things. It is just that one adds a good thing and the other lessens a less pleasant thing. Reinforcers are any action or event that increases the likelihood that a behavior will occur. For example: You have earned extra free time (positive thing) because you behaved during lunchtime. You need only finish the first half of the worksheet because you started quietly and without my having to remind you. Let’s take a closer look at reinforcers.

Reinforcers can be: Tangible (such as stickers or small pieces of cookie) Activity-based (the student is able to participate in preferred activity – use of timers is helpful!) Social (praise or thumbs up sign) Reinforcement can be delivered for: Displaying positive behavior/responding Refraining from negative behavior (DRO)

Reinforcers Whether a student is reinforced by extrinsic or intrinsic rewards will depends on social development and awareness. It is best to transition to reinforcers that occur naturally whenever possible. Example: David follows directions to silently read a story. He participates in class discussion afterwards and the teacher praises his ideas. When the next story is assigned, David eagerly opens his book and reads. Reinforcers can include those ‘inside’ feelings one gets from accomplishing a task successfully or feeling good about what they have done. For example: David follows directions to silently read a story. When he completes the story, he is able to participate with the class in the follow-up discussion. When the next story is assigned, David eagerly opens his book and starts reading. Rreinforcers: Enjoys the story Feels good about being able to participate with the class Feels that he can be successful in reading other stories

Token Boards for Reinforcement Adapted to age, frequency, etc. Token boards can be used for individual students who require more frequent reinforcement than a class-wide system. Token boards can be adjusted based on the age and needs of the student. Colorful, fun token boards are a hit in preschool. You can tailor them to specific student interests. They are simple to make and with a few velcro strips, can last a long time! They can travel with the student or be taped to a desk or table. The token board in the middle would be for an older student who might not want as much flair. It is important that when you start using a token board, the response requirement is LOW so that the student can be successful and earn reinforcement. Frequency of token delivery AND number of tokens needed to earn reinforcer should be increased over time.

Making Connections to the Classroom
Activity! Refer participants to Handout # 2 Levels of Support/Levels of Prompting Glossary of Terms, Handout #3 Making Connections Scenario Sheet, Handout #4 Making Connections Activity Grid Let’s complete this activity by not only addressing the academic or the school-side of these terms but by applying them to self-advocacy (self-help) and social situations that our students may encounter in the community. We will offer several situations or scenarios. Then you will work with a partner to determine what type of strategies were addressed in each of the cases.

Making Connections to the Classroom
Directions: With a partner, read the scenarios and determine which type of support has been offered to the student. Check the column of the appropriate strategy. I will model one for you! Refer participants to Handout #3 Scenario Sheet and Handout #4 Making Connections to the Classroom Activity Directions: With a partner, read the following scenarios and determine which type of support has been offered to the student. Check the column of the appropriate strategy toward independence.

Making Connections to the Classroom Activity: I Do!
Math is scheduled after language arts. Lisa has finished her language arts assignments and is sitting at her desk. The paraeducator points to a schedule taped to Lisa’s desk to indicate that it is 10:00 and time for math. Lisa takes out her math book and waits for the teacher to begin the math lesson. Refer participants to Handout #3 Scenario Sheet and Handout #4 Making Connections to the Classroom Activity Directions: With a partner, read the following scenarios and determine which type of support has been offered to the student. Check the column of the appropriate strategy toward independence. Read the above scenario to the participants. Model the thought process used in creating the connection between the scenario and the type of strategy used. Key: Cue/Prompts include the paraeducator’s gesture of pointing to the schedule; taped schedule on the desk.

Making Connections to the Classroom Activity: We Do!
While accompanying the class to McDonald’s, Lisa selects the items to order, places her order, pays and checks her change. The clerk smiles and thanks her for eating at McDonald’s. Lisa joins the paraeducator and other class members to eat her lunch. Lisa is excited about the possibility of coming back to McDonald’s again. Refer participants to Handout #3 Scenario Sheet and Handout #4 Making Connections to the Classroom Activity Directions: With a partner, read the following scenarios and determine which type of support has been offered to the student. Check the column of the appropriate strategy toward independence. Read the above scenario to the participants. Have participants work with a partner to complete this activity (as was modeled in the first scenario) and check the box on Handout #3 that matches. After a minute or two, show the next slide which shows the parts of this scenario. Walk participants through their answer choice and what support they have for making their choice. Show the next slide to demonstrate the answer.

Making Connections to the Classroom Activity: We Do!
While accompanying the class to McDonald’s, Lisa selects the items to order, places her order, pays and checks her change. The clerk smiles and thanks her for eating at McDonald’s. Lisa joins the paraeducator and other class members to eat her lunch. Lisa is excited about the possibility of coming back to McDonald’s again. Refer participants to Handout #3 Scenario Sheet and Handout #4 Making Connections to the Classroom Activity Directions: With a partner, read the following scenarios and determine which type of support has been offered to the student. Check the column of the appropriate strategy toward independence. Read the above scenario to the participants. Have participants work with a partner to complete this activity (as was modeled in the first scenario) and check the box on Handout #4 that matches the appropriate strategy demonstrated. After a minute or two, show the next slide which shows the parts of this scenario. Key: Reinforcement as Lisa receives exactly what she wanted for lunch; feels good about being like everyone else; is reassured that she can do this again at another time and place. [Box should be checked in the Reinforcer column]

Making Connections to the Classroom Activity: You Do!
Complete the following 5 scenarios with your partner and check the column showing the strategy used. Allow the participants approximately 10 minutes to complete this task. When ready…review each of the scenarios as follows: Scenario Three: Shaping-Amount of time was gradually increased as Beth reached toward her goal Scenario Four: Fading-Verbal praise was reduced until it was given only at the end of P. E. class Scenario Five: Wait Time-The paraeducator gave her three minutes to initiate putting her materials away Scenario Six: Reinforcers-Lead the class into the building; “good” note home to parents Scenario Seven: Modeling-Demonstrated the use of the telephone Now that we have an understanding of the strategies we can use to help students gain independence, let’s talk about how we can offer students an appropriate level of support/level of prompting to help them acquire independence.

Making Connections to the Classroom Activity: Works for Me!
Think of a student with whom you work Think of a time in the day that is a challenge due to lack of independence in the student Consider the strategies we talked about today, and determine how you can build student independence Complete the blank form based on your case scenario Refer participants to Handout #5 The Natural Cycle of Behavior Apply strategies to instructional variables of when (time), where (location), and how (grouping, materials, and strategies) to scenarios (i.e. functional math, functional reading, functional writing, drill, writing descriptive paragraphs, reading a story, journal writing, vocabulary development, math word problems, reading comprehension).

Learner Outcome Participants will:
Identify instructional concepts and strategies (prompting, modeling, shaping, wait time, use of reinforcers, and fading of support). Apply these instructional concepts to scenarios as strategies to teach independence. Apply strategies to every-day instructional experience. Review the above learner outcomes to ensure that the participants have acquired the outcomes.

References Lifelines, LRConsulting, Katy, TX. Further information is available at Larkin, M. J., (2001). Providing support for student independence through scaffolded instruction. Teaching Exceptional Children, 34, (1). p. 30. Fostering Student Independence: How to Develop a Needs Assessment and Fade Plan presented at the Council for Exceptional Children, April 7, 2005 by Janet Hull, Anne Arundel County Public Schools. Dickson, S. V., chard, D. J., & Simmons, D. C. (1993). An integrated reading/writing curriculum: A focus on scaffolding. LD Forum, 18(4), Beed, P., Hawkins, E., & Roller, C., (1991). Moving learners toward independence: The power of scaffolded instruction. The Reading Teacher (44) 9, p

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