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Designing Instruction for Students with ASD

Designing Instruction for Students with ASD. Autism Cadre: Module 5. Where have we been?. Why is teaching different than presenting? What is the rationale for collecting continuous data?

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Designing Instruction for Students with ASD

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  1. Designing Instruction for Students with ASD Autism Cadre: Module 5

  2. Where have we been? Why is teaching different than presenting? What is the rationale for collecting continuous data? Based on Browder’s decision rules, how often should data be reviewed and decisions be made concerning instructional practices

  3. Where have we been? What is a target stimulus? How do we distinguish between discrete and chained responses? What is the difference between antecedent and response prompting?

  4. Review: Constant Time Delay? A near errorless procedure in which a controlling prompt is faded across an interval of time A controlling prompt is a prompt that ensures a correct response

  5. Review: Constant Time Delay During the initial time delay trials, the task direction/target stimulus and controlling prompt are presented simultaneously These are called zero-second delay trials

  6. Review: Constant Time Delay Zero Second Delay Trial 0 sec. Target Stimulus Prompt Target Response Consequence “What is it? Ball.” “Ball”. Praise + Treat Student Instructor

  7. Review: Constant Time Delay After a specified number of 0-second delay trials, a specified time interval is inserted between the target stimulus and the controlling prompt These are called constant delay trials

  8. Review: Constant Time Delay Three Second Delay 3 sec. Target Stimulus Prompt Target Response Consequence “What is it?” “Ball”. “Ball”. Praise + Treat Pause Instructor Student Instructor

  9. Constant Time Delay

  10. Let’s check your fidelity 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

  11. Fidelity Data Collection Form

  12. Program: Expressive labeling When presented with a pictured stimulus and the verbal directive “What is it?” the student will: • state the name of the stimulus • within 5s • with 100% accuracy • across three consecutive days Controlling prompt: Verbal model

  13. Review: System of Least Prompts Prompting is faded using a hierarchy of least to most intrusive prompts After the presentation of the target stimulus, the student is given the opportunity to respond independently If the student does not respond within the response interval or an error is made, the teacher delivers the first prompt This process is continued until the student responds correctly

  14. System of Least Prompts 3 sec. Target Response Reinforce Target Stimulus Error/No response Reinforce 3 sec. Target Response Prompt 1 3 sec Error/No response Prompt 2 (Controlling Prompt) Target Response Reinforce

  15. Review: System of Least Prompts • Video

  16. Let’s check your fidelity 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

  17. Program: Two digit addition When presented with a two digit addition problem (in a vertical arrangement) and the request to add, the student will follow the steps to complete the problem with 100% accuracy for 5 problems over three consecutive days. Prompt hierarchy: Gestural, Verbal, Model

  18. SLP practice • Put pencil on the top right number • Add it to the number below it • If the number is less than 10, write the answer beneath • If the number is 10 or greater, write the right number beneath and the left number above the top left number in the problem (e.g., for 10, the 0 goes beneath and the 1 goes above the top number on the left) • Put your pencil on the top left number • Add the numbers in this column and write the answer beneath 21 +31

  19. Next up: Most to Least prompts Decreasing assistance procedure involves the fading of teacher assistance from the point of the most amount of help needed to ensure a correct response to the point of the student’s independent responding. Wolery, Ault, & Doyle, 1992

  20. Most to Least Prompting Good for teaching skills in the acquisition phase of learning Works well when the student does not respond to less intrusive prompts (e.g. modeling, verbal) Plans for fading must be carried out to reduce prompt dependency Wolery, Ault, & Doyle, 1992

  21. Most to Least Prompting Step 1: Identify a target stimulus Remember this is a stimulus that cues the student to respond Step 2: Establish a prompt hierarchy 2-4 prompts Arrange from most to least intrusive The initial prompt is a controlling prompt Wolery, Ault, & Doyle, 1992

  22. Most to Least Prompting Sample hierarchy: Drink from a cup Sample hierarchy: Forming a manual sign Physical Partial Physical Model Independent Physical Partial physical Verbal Independent Wolery, Ault, & Doyle, 1992

  23. Most to Least Prompting Step 3: Determine the length of the response interval If the first step is a full physical prompt then for that step, there will be no response interval Step 4: Determine criterion for progressing to the next level Example: 2 days at Criterion, 2 correct response, Wolery, Ault, & Doyle, 1992

  24. Most to Least Prompting Step 5: Select a schedule to assess performance at less intrusive prompt levels Weekly, # sessions Wolery, Ault, & Doyle, 1992

  25. Most to Least Prompting Step 6: Determine Consequences for student responses Reinforce all prompted and unprompted correct responses! Three types of errors: Prompted Errors, Unprompted errors, No response Wolery, Ault, & Doyle, 1992

  26. Most to Least Prompting Responding to Errors: Options • Teacher can ignore, present the next trial with the same level of assistance • Teacher can deliver the controlling prompt as error correction • Teacher can deliver the next most intrusive prompt for the remaining trials in the session Wolery, Ault, & Doyle, 1992

  27. Most to Least Prompting Step 7: Select a data collection system Wolery, Ault, & Doyle, 1992

  28. Most to Least Prompting Step 8: Graph Student Responses Wolery, Ault, & Doyle, 1992

  29. Most to Least Prompting

  30. Watch this Video and record data Target Response: Motor Imitation (Hand Clap) Prompt Hierarchy: Full Physical, Partial Physical

  31. Check your Answer?

  32. Most to Least Group work! 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

  33. Practice: Most to Least When presented with a modeled motor response and the directive “do this”, the student will emit the response within 5s with 100% accuracy across three consecutive days. Prompt hierarchy: Full physical, partial physical, independent

  34. NICE WORK from the KATC!

  35. Simultaneous Prompting One of the newest response prompting procedures Developed at the University of Kentucky(1992) Demonstrated to be effective across disabilities, discrete and chained tasks, and instructional arrangements

  36. Simultaneous Prompting May be easy to implement because teachers do not have to deliver multiple prompts (SLP or MLP) or shift the length of delay intervals (CTD) During training, a controlling prompt is always delivered immediately following the target stimulus (0s delay) Learning is assessed during probes conducted immediately prior to training

  37. Simultaneous Prompting 0 sec. Target Stimulus Prompt Target Response Consequence “What is it? ,Ball.” “Ball”. Praise + Treat Student Instructor

  38. Simultaneous Prompting Step 1: Identify a target stimulus Step 2: Identify a controlling prompt (the prompt that ensures a correct response) Step 3: Identify the number of training and probe trials These numbers should remain constant unless data suggest changes are necessary During probes, present enough trials to accurately assess student performance; however, avoid multiple opportunities to commit errors

  39. Simultaneous Prompting Step 4: Select a Consequent Event to be Delivered Contingent upon each Potential Response Reinforce all prompted (during training) and unprompted correct (during probes) responses If errors occur during training, reassess your controlling prompt During probes, consider ignoring errors or deliver error correction

  40. Simultaneous Prompting Step 5: Select a data collection system

  41. Simultaneous Prompting Step 6: Graph Student Performance Percent correct Sessions

  42. Simultaneous Prompting Watch this video and record student responses

  43. Simultaneous Prompting Review: Conduct probes prior to instruction Teacher presents target stimulus and waits 5 s for the student to respond Delivers training Teacher presents target stimulus and immediately delivers prompt

  44. Simultaneous Prompting Group work! 1.Arrange yourselves in groups of 3 2. Assign roles Teacher, Student, Fidelity Data Collector 3. Allow each team to deliver instruction until the teacher perform steps accurately at 100% fidelity

  45. Simultaneous Prompting When presented with a pictured stimulus and the verbal directive “what is it?” the student will • state the name of the stimulus • within 5s • with 100% accuracy • across three consecutive days Controlling prompt: Verbal model

  46. NICE WORK from the KATC!

  47. Where do we go next! Developing a systematic instruction plan (SIP) (Remember the ABA principle: Technological) If I know it, why do I have to write it down? It will help staff remember individualized instructional programs It will assist in promoting consistency across staff members

  48. Example SIP

  49. Components of SIP Program Name Name Materials Setting Information

  50. Components of SIP How many things are you teaching at once? How many times will you present each stimulus/task In the presence of this, the student should respond In SLP or MLP, what order will you deliver prompts? What prompt will ensure a correct response?

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