1. “They had all this strange equipment and weights and mirrors and bars
“They had all this strange equipment and weights and mirrors and bars. But the weirdest part of the physical therapy room was the staircase. There was this staircase with a handrail on either side but the stairs didn't go anywhere -- they went right into the wall! The physical therapist would come up to me and say, "Walk up the stairs." And I'd say, "Why? They don't go anywhere." But she'd say, "Never mind, walk up the stairs." So, I'd walk up the stairs and nearly kill myself getting up there. When I got to the top the physical therapist would say, "Good! Now walk back down the stairs." I'd say, "Wait a minute! If you didn't want me up here in the first place, why did you ask me to walk up here?“
-Norman Kunc,
“The Stairs Don’t Go Anywhere”

3. “Experts Get Big Bucks For Consultation to Remind Folks that ‘Intervention’ Can Be Effective Only Before a Crisis Occurs”
“Secret”: Design Instruction and Interventions that are designed to Prevent, Teach, and Effectively Respond to Student Behavior

4. Agenda Discussion Guide Review/Quiz Systematic Instruction
Discrete Trial Training
Pivotal Response Training
Verbal Behavioral Approach
Course Evaluations
Dismissal

5. Discussion Guide Chapter 14: Building Skills for Home & Community
Guidelines for Planning Instruction
Guideline 1: Person-centered Planning Strategies to Create a Vision
Guideline 2: Coordinate Instruction with Families
Guideline 3: Encourage Self-Determination
Guideline 4: Select Appropriate Instructional Settings, Plan for Generalization, and use Efficient Strategies
Guideline 5: Use Transition Planning to Focus on Community-Based Instruction
Autism Internet Modules???

6. Review Antecedent strategy? Consequence strategy?
Critical features of a goal and objective?
“Least Dangerous Assumption (Jorgenson, 2005)” for students with developmental disabilities?
PLAAFP?
Self-determination?
What skills would you teach a student to promote their self-determination?
Steps to assessing a student with developmental disabilities?
Task analysis?
Antecedent strategy? Consequence strategy?

7. “Clearing a path for people with special needs clears the path for everyone!”

8. How do we help schools & classrooms plan for all students?
Think School-wide?
Think Classroom/Unit Planning?
Think About different Abilities/Acceptance/Tolerance?

9. Six Guiding Principles to Creating an Inclusive School
All instruction is guided by General Education
All school resources are configured to benefit all students
School Proactively addresses social development and citizenship
School is data-based learning organization
School has open boundaries in relation to its families and its community
District supports school-centered approach and extensive systems-change activities required to implement a school-wide model
Sailor & Roger, 2005

10. Universally Designed Instruction…Why?
I. Provide Multiple Means of Representation
II. Provide Multiple Means of Action & Expression
III. Provide Multiple Means of Engagement
Perception
Physical Action
Recruiting Interest
Language, expressions, and symbols
Expression & Communication
Sustaining Effort and Persistence
Comprehension
Executive Functioning
Self-regulation
National Center on UDL;

11. Ability Awareness Alternatively called “disability awareness”
Lessons, activities, discussions that teach students & staff about individual abilities
Facilitates a dialogue about overall respect & dignity

12. Basic Idea around Ability Awareness
Should emphasize that we are all people first &
We all want to be treated fairly and have opportunities like everyone else

13. Where do we start when planning for an individual with significant disabilities?

14. External Community Supports
I hear “One Voice”
Academic Support System:
Response to Intervention
Social/Behavior Support System: School-wide PBS
Context for: Person Centered Planning, Functional Assessment & Wraparound

15. Steps in the Ecological Assessment Process?
Where do we start?

16. Steps in Ecological Assessment Process
Step 1: Plan with Student & Family
Person-centered Planning
Step 2: Summarize what is known about the student
Record Review, IEP Review
Step 3: Encourage Self-Determination/ Assess Student Preferences
Preference Assessment
Step 4: Assess student’s instructional program
Daily Schedule Analysis
Task Analyses
Other Assessments
Step 5: Develop ecological assessment report
To inform IEP: PLAAFP, Goals & Objectives, Interventions

17. Common Person-Centered Planning Methods??

18. Planning Alternative Tomorrows with Hope (PATH)

19. Choosing Outcomes & Accommodations for Children: COACH 3
Giangreco, Cloninger, Iverson (2011)
Beyond Student-Centered Planning to Student-Directed Planning
Intended to accompany and not supplant IEP planning process

20. MAPS Making Action Plans OR McGill Action Planning
Number of Questions around:
Dreams
Nightmares
Important People
What Works for Me?
What Doesn’t Work for Me?

21. After Person-Centered Planning…What next?
How?
What should be included?

22. After IEP Summary, etc…..?

23. Promote Self-Determination
Loman et al., 2010

24. Preference Assessments
Why are preference assessments so important?
Want to be seen as the “giver of good things”
Natural consequences may not be reinforcing to the learner.

25. Two Main Types of Preference Assessments?

26. Free Access Steps (Ortiz & Carr, 2000)
Identify several potentially preferred items (checklist or interview of others)
Position items so that the learner has access to all items
Spread around the room in the learner’s reach/view
Observe the learner on several occasions
Document the first item (& successive items) the learner approaches and note the total duration of time the learner engages with each item.

27. Form 5.2

28. Forced Choice Steps (Piazza, Fisher, Hagopian, Bowman, & Toole, 1996)
Identify several potentially preferred items
Present items in pairs.
Randomize the presentation of items in pairs and order of pairs (to prevent the same item from being presented too many times in a row)
Randomize the position of the items
Observe the item in each pair the learner selects.

29. Forced Choice Form 5.3

30. After preference assessments…then….

31. Steps in Ecological Assessment Process
Step 1: Plan with Student & Family
Person-centered Planning
Step 2: Summarize what is known about the student
Record Review, IEP Review
Step 3: Encourage Self-Determination/ Assess Student Preferences
Preference Assessment
Step 4: Assess student’s instructional program
Daily Schedule Analysis
Task Analyses
Other Assessments

32. Qualities of a Well-Designed Standards-Based IEP
Grade Level Content Standards
Self-determination
Independence, Interdependence, Opportunities to Act
-e.g., Goal setting, choice-making, self-management
Assistive Technology
Operational Competence
Multi-modal expression
e.g., How to use devices, low & hi tech options
Personal Relevance
Related to individual needs
e.g., social skills, daily living, vocational
Pivotal Skills
Important to learning across content areas
e.g., selecting from a field of 4, using asking /answering “Wh” questions, sequencing events, using graphic organizers
Qualities of a Well-Designed Standards-Based IEP
(modified from Wakeman et al., 2010)

33. Infused Skills Grid
Focus on Goals.
Increase Participation

35. ASK: What am I requiring students to do?
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon. A
ASK: What am I requiring students to do? D
DETERMINE the prerequisite skills of the task.
ANALYZE the student’s strengths and needs. P
PROPOSE and implement adaptations T
TEST to determine if adaptations helped the student
Standards/ Lesson Plan
Observe steps ALL students are doing to achieve the standard
Observe what TARGET student is doing—what steps can do.
Identify TARGET STUDENT outcomes and adaptations needed based on observation
Create a DATA collection plan.
Bryant, D.P., Smith, D. D., & Bryant, B. R. (2008). Teaching students with special needs in inclusive classrooms. Boston: Allyn & Bacon.

36. Daily Schedule Analysis

38. Participation Plan Time Activity
(What General Education Students are Doing in the Class)
How to Support
How Student Participates
8:30-9:00
(Social Studies)
Listening to Lecture on Social Studies Topic
Provide Guided Notes that include pictures with text of big ideas
Follows along and answers questions by pointing to his guided notes about main points when teacher calls on him
9:00-9:20
Class reads textbook silently or within small groups
Provide him with adapted reading with main points
Answers “Wh” questions within small group
9:35-10:20
(Math)
Class learns new math concept and practices computation using this concept
Provide manipulatives and/or assistive technology
Answer modified questions focused on identifying double-digit numbers & using a calculator

39. Task/Routine Analysis

43. Steps in Ecological Assessment Process
Step 1: Plan with Student & Family
Person-centered Planning
Step 2: Summarize what is known about the student
Record Review, IEP Review
Step 3: Encourage Self-Determination/ Assess Student Preferences
Preference Assessment
Step 4: Assess student’s instructional program
Daily Schedule Analysis
Task Analyses
Other Assessments
Step 5: Develop ecological assessment report
To inform IEP: PLAAFP, Goals & Objectives, Interventions

44. How do we assess communication?
Social Skills?
Academic Skills?
Daily living skills?

45. Teaching
Teaching is the process of arranging instructional stimuli that result in behavior change for the learner.
Teaching requires the establishment of a learning context.
Teaching requires behavior change on the part of the learner.
Teaching students to respond to specific stimuli is a teacher’s basic job.

46. Stimulus Control
Stimulus control refers to change in the likelihood of a response when a stimulus is presented.
The stimulus is a signal that if the response is performed, a predictable outcome (consequence) is likely.
If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior.
A traffic light is an example
Antecedent/Stimulus:
Green Light
Behavior:
Drive or walk across the street

47. General Case Design— Why
General Case Design— Why? Determine what to teach and features need to vary to increase generalization.
1. Define the Instructional Universe 2. Define the Range of Relevant Stimulus and Response Variation 3. Select Examples for Teaching & Testing 4. Sequencing Teaching Examples 5. Teaching the Examples 6. Testing with Non-trained Probe Examples

48. KWL for instructing students with multiple or developmental disabilities
What do you ….
KNOW
What do you…
WANT
to know
What you…
LEARNED

49. Evidenced-based Practices

50. National Standards Project: 11 Established Treatments
Comprehensive Treatment Packages
Comprehensive Behavioral Treatment for Young Children (discrete trial)
Antecedent Package (ABA, positive behavior supports)
Behavioral Package (ABA, positive behavior supports, token systems)
Pivotal Response Training
Schedules
Self-management (promoting independence)
Peer Training Package
Joint Attention Intervention (respond or initiate joint attention)
Modeling (imitation of target behavior)
Naturalistic Teaching Strategies (child-directed to teach functional skills)
Story-based Intervention Package

51. Antecedent: Behavior you want to Consequence: Natural Cue
that triggers
[or should
trigger]….
Behavior you want to
Increase or Decrease
Consequence:
Natural
outcome that
consistently
occurs after
behavior
Antecedent Strategies
-Time Delay
-Prompting
-Pre-correction
-Modeling
Consequence Strategies
-Differential
Reinforcement
-Shaping
-Error Correction
Instructional Design
-Range of Responses
-Range of Examples
-Positive Examples
-Negative Examples
-Minimally Different
-Maximally Different

52. Effective Instruction of New Behaviors
Teaching New Behaviors can be Thought of as
Developing Stimulus Control
Errorless Learning
Prompts and Cues
Response Shaping
Chaining

53. Effective Instruction: We Must Determine the Nature of the Problem
Focus
Behavior not in repertoire of student
-SKILL DEFICIT
Teach HOW
Student can do behavior but does not -PERFORANCE DEFICIT
teach WHEN & WHY
Does the student not know how or do they know how but choose not to?

54. Discrimination Learning
Discrimination based on relatively informal or imprecise patterns of reinforcement usually develops slowly and is often imperfect.
Ex. Babies calling all men with beard “daddy”
Student says went when sees “w-a-n-t” or “w-e-t”
Stipulation
Importance of teaching range of positive and negative examples.
Salient features of stimulus should be emphasized
Often times students learn based on some other feature than what wanting them to focus on
Ex. Student says the word “went” because that flashcard has a smudge on it, or the word “came” because it starts with a C.

55. Errorless learning Definition Use Rationale
Using prompts to preclude a student from making an incorrect response
when students are not learning effectively and efficiently with other procedures
1 effective positive teacher/student interaction 3 fewer inappropriate social behaviors 4 students learn little from repeated errors
SUCCESS BEGETS SUCCESS AND FAILURE BEGETS FAILURE
Use
Rationale

56. Errorless learning
Train discrimination without errors (shaping stimulus control)
Refined form of decreasing prompts
Alterations of features of the stimulus (Sd) OR Stimulus property
Student’s name on white card other student’s name on black card.
Card gradually darkened.
No incorrect choices and discriminated on relevant stimulus properties.

57. Chained response skills vs discrete response skills
Chained: multi-step behaviors
E.g. sweeping the floor, playing UNO, ordering food
Discrete: stand alone (e.g., naming people, matching numbers to quantities, reading words)
It is sometimes hard to distinguish the difference, depending on the learner

58. Decide whether these objectives include chained or discrete behaviors
Following the use of the toilet, Marc will wash his hands by completing 8 of 10 task steps independently
When asked to circle a word (e.g., nap, mop, map) that matches a picture on a worksheet, Marc will correctly circle the word 75% of the worksheet for two probes in a row
When given a slant board to hold his papers and a template to limit the range of writing, Marc will print all of the letters of the alphabet from a model 100% of the time on two probes in a row.
During lunch time at school, Marc will complete 10 of the 12 steps independently: get in line, go to cafeteria….etc….and return to the classroom.

59. Functional Routines Instruction
Cue
(opportunity to respond)
Response/
Behavior
Consequence
Pause FR
Environment provides a natural cue
Student does each step needed to complete the activity
Student gets natural outcome of activity
Student focuses on next routine EX
Student’s bus arrives and door opens.
Other students get off bus
S gets off bus, goes in the correct direction, enters building, goes to class, puts away materials
Student is now inside with other students and has inviting activities to do. Teacher offers praise
Student transitions to next routine

60. Teaching Routines Forward Chaining Backward Chaining
Backward Chaining

61. Discrete Trial Training (DTT)
Strategy based on ABA principles
Breaking skills down into smaller components and teaching those smaller sub-skills individually
Mass Trials and Repeated Practice
Use of prompting when necessary
Leaf, R., & McEachin, J. (1999). A Work In Progress. New York, New York: DRL Books
Green, G., Luce, S., & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for
Parents and Professionals. Austin, Texas: Pro-Ed.
Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and Other Developmental
Disabilities, 16(2),

62. “Discrete Trial” Initial Instruction (“Touch your nose”)
A prompt or cue given by the teacher to help the child respond correctly (Teacher points to child’s nose)
A response given by the child (Child touches nose)
An appropriate consequence (“Nice job touching your nose” + sticker)
Pause between consecutive trials (1-5 seconds before next trial)

63. Discrete Trial Training
Cue
(opportunity to respond)
Response/
Behavior
Consequence
Pause
DTT
T provides instructional cue (prompting may be needed)
Student Responds
Teacher praises and give child a positive reinforcer
There is a pause EX
Student indicates interest in chips
Teacher says “Give me a car”
Student gives car to teacher
Teacher praises student and gives student a chip
Student eats chip and teacher waits a few seconds before next cue

64. Discrete Trial Training Videos

65. Choose reinforcers you can easily control
Toys can be difficult because of the “tug of war”
Food- small pieces
Videos/dvd’s 2 min work= 30 sec video
List: food/drinks, video/audio tapes, short reinforcers that can be supported at a table (e.g., bubbles, light up spinning top, duster to tickle child), activities that include movement (bouncing on a ball, pushing on a swing, rocking, etc.)
Make sure student does not have unlimited access to them (out of reach or in a bin)

66. Pairing learning environment/ people with reinforcers
Want student to think of place they work and people they work with as a “good place”…where I get good things.
How to pair reinforcement
Associate self with reinforcer
Reinforcers readily available…go to child…give reinforcer without demand
If child does not take it, lay it next to child and leave table
Work towards goal of having child take reinforcer in presence
Pair your voice with item
When deliver reinforcer…say “chip…chip..here Jimmy, a chip”

67. Pairing reinforcers
3. Place reinforcer on work table…short distance away from child and see if child will approach you. -once he begins approach, deliver reinforcer without demanding anything 4. Move items further from child -want child to get up from anywhere and go to teacher 5. Teacher to begin contact/interact with child -narrating what’s on TV, tickle child, sing songs If problems with pairing reinforcers…. Reassess the reinforcers you are using

68. Easing in demands Low in beginning
Begin work when child happily approaches work area
Child sitting nicely for at least a few minutes
Tolerates your voice and touches to arm and back
1. Start by asking the child to learn to sign for reinforcer (far item)
2. Then…imitating using toys, matching identical objects, simple puzzles

69. Discrete Trial Training
Cue
(opportunity to respond)
Response/
Behavior
Consequence
Pause
DTT
T provides instructional cue (prompting may be needed)
Student Responds
Teacher praises and give child a positive reinforcer
There is a pause
Correct Responses- give student reinforcer
In general: 3 in a row correct then move to next step/ skill in program

70. Data Collection
Skill #1:
Ring Bell +

71. Data Collection Skill #1: Ring Bell + Notes: 3 in a row move on
Ring Bell w/ Distractor (D)

72. Rules/ Suggestions about the Distractor
It is not overly distracting for the child
It is never the correct response
In the same classification (object or picture)
Not an item you are currently teaching
Arick et al., 2004

73. If the student makes an error…
Stop & restart trial
Repeat Cue
Prompt with just enough assistance to get correct response.
R+ with social praise only or very little reinforcer (not the big R+)
Repeat trial (with big R+ available)
Arick et al., 2004

74. General Reinforcement Procedure
For a correct response
1:1 tangible reward or token (Big R+ for this student and 1:1 social praise.
For a prompted response
1:1 Social praise and (only if needed with this student) 1:1 little reward (not big R+)
Arick et al., 2004

75. Data Collection
+ = correct response Ø = incorrect/no response and then corrected with a prompt 0 = incorrect/no response and not correct even with a prompt

76. Data Collection- Correct Responses
Skill #1:
Ring Bell +
Notes: 3 in a row move on
Skill #2:
Ring Bell w/ Distractor (D)

77. Data Collection- Incorrect Trial
Skill #1:
Ring Bell +
Notes: 3 in a row move on
Skill #2:
Ring Bell w/ Distractor (D)
Student Makes Error

78. Data Collection- Error Correction
Skill #1:
Ring Bell +
Notes: 3 in a row move on
Skill #2:
Ring Bell w/ Distractor (D) Ø
Student Makes Error. Always provide a correction procedure (/) after an error (0)

79. Next Trial After Prompted Trial
Skill #1:
Ring Bell +
Notes: 3 in a row move on
Skill #2:
Ring Bell w/ Distractor (D) Ø
After prompted trial, keep position of items the same

80. Recommendations for DT Sessions
Reinforce student sitting in chair
Reinforce student’s hands in lap
Present cue in timely manner
Reinforce correct program response
Reinforce frequently for sitting
Reinforce frequently for hands in lap
Arick et al., 2010

81. Teaching Sitting in a Chair
Find motivating reinforcers
Reinforcers in view, ready to deliver
Arrange environment for success
Reinforce for a few seconds of side by side sitting
Do not allow student to have access to the reinforcer unless they are sitting in the chair.
Arick et al., 2010

82. Ideas for decreasing crying & tantrum behavior
Find extremely motivating reinforcers
Talk about the reinforcers
End sessions with correct response sequence and good behavior
Withdraw & ignore tantrum behavior
Present a simple trial when tantrum stops
Redirect with a series of simple trials from an easier program
Conduct an FBA
Arick et al., 2010

83. Teaching Sharing & Waiting
Allow time for student to enjoy the reinforcer
Use “my turn” and hold out your hand
May need physical prompt first
Place reinforcer in plain view, start right away, reinforce for correct response
A timer can help with sharing issues
Use token reinforcement system to teach delayed gratification
Arick et al., 2010

84. Practice Using DTT, Teach your partner to: Teacher:
1. Imitate an action using an item (e.g. ringing a bell, writing a letter) [X]
2. Identify “Da Kine” [Y](teacher chooses what “Da Kine” means)
Teacher:
Present “X” only until 3 consecutive responses correct.
Present “X” with a “Distractor” until 3 consecutive responses correct.
Present “Y” only until 3 consecutive correct responses
Present “Y” with a Distractor until 3 consecutive correct responses
Present X & Y (randomly present until 3 consecutive correct for each X & Y)

85. Practice
Student
Do not get every trial correct,
but do get 3 correct eventually so that “Teacher” can move on to presenting the other skills.
Take turns choosing a different action and a different meaning for “Da Kine”

86. Pivotal Response Training & Verbal Behavior Approach
“How to Teach Pivotal Behaviors to Children with Autism: A Training Manual”
Barbera, M. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. Philadelphia, PA: Kingsley Publishing.

87. Pivotal Response Training
Cue
(opportunity to respond)
Response/
Behavior
Consequence
Pause
PRT
S indicates interest
Teacher withholds access to desired item/activity
Student Responds
S gets desired item
There is a pause EX
Student reaches for car.
Teacher withholds and says, “Car”
Student imitates the word car.
Teacher gives student access to car
Student plays with car

88. Advantages You can take it with you
Can be used by parents/ peers/siblings
Increases motivation
Decreases frustration
Increases generalization and maintenance of intervention gains

89. Work on Behavior Throughout the Session
If Grabbing Objects/toys
Avoid by teaching “hands down” and reinforce teaching “my turn” and block/withold to encourage verbal language
If Throwing Objects/toys
Avoid by teaching “do this” and show the student what TO DO; teach them to say “no ______” for rejecting an object (have other reinforcing items to choose from)
If Crying/Screaming
Avoid by having highly reinforcing items; ignoring behavior if possible; waiting till quite then reinforce; ending session on a positive (maybe start with shorter session)
Arick et al., 2010

90. Work on Behavior throughout the session
If aggressive (e.g., pinching, hitting)
Teach “hands down” and reinforce; ignore behavior; provide frequent reinforcement for appropriate behaviors (“hands down”, “my turn”)
Lack of appropriate responding
Secure student’s attention before presenting cue; present a clear cue; have highly motivating items and market the items!
Arick et al., 2010

91. Practice….take turns playing the role of student and teacher
Teacher: Your goal is to teach:
Turn taking: My turn…Your turn.
Student to say the preferred item they are playing with in order to get it back.