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Best Practices Day 2. Roseanna Mitsch Angela Cassel. Small Group Activity. Students Age and Grade Students Functioning L evel Behaviors - Describe Staffing (Staff Ratio) Toileting Issues? Parental support Level of inclusion (Academics/Social). What is Pairing?. - PowerPoint PPT Presentation
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ROSEANNA MITSCHANGELA CASSEL
Best Practices Day 2
Small Group Activity
Students Age and GradeStudents Functioning LevelBehaviors - DescribeStaffing (Staff Ratio)Toileting Issues?Parental supportLevel of inclusion (Academics/Social)
What is Pairing?
“A procedure for establishing teachers, peers, materials and the environment as conditioned reinforcers.
A conditioned reinforcer is a type of reinforcer that obtains its value by having been paired with other reinforcers.
Learners who have many conditioned reinforcers will learn important skills more easily.
How long does it take?
It can take minutes….It can take hours..It can take days..
Pairing is an ongoing process
The goal of pairing is for the learner to like to be with the staff and to approach him or her without hesitation.
What can Pairing look like?
How do you embed it into the dayHow do you teach and pair at the same time?
Ex. Math Center/Lesson on ScheduleInstruction should continue while pairing but
demands won’t be high. Review of previously mastered skills W0rking on learned concepts in a fun way with A LOT
of reinforcement…
Suggestions for Pairing
Example classes with only 2 and/or 3 staff. How it can still take place….
Still following a daily schedule….How to pair with kids who are included all
day…Pairing with low functioning vs high
functioningPairing in a regular education classroom.
Pairing
Once staff is paired with the child, the child will willingly approach and seek out the staff. This relationship will increase learning. It is imperative all staff are paired with the children
they are assigned. Pairing is an ongoing process that should
occur daily.
NO REINFORCEMENT = NO LEARNING (Andy Bondy)
Why to we do this?
We want out learners to want to be with us. Run towards us….Not away from us
We want to be seen as givers not takers.
Establishes instructional control
Establishing Instructional Control
Pairing establishes instructional control, but how do you know when you have instructional control. Student follows various instructions Student asks for motivating items. Able to fade in number of instructional demands Able to fade in difficulty of instructional demands
If demands are placed to quickly, you will have an unwilling learner.
Steps for Pairing
Identify the learner’s reinforcers
Identify items, people, or activities that are fun or reinforcing for the learner.
This can be done by completing: Reinforcer Surveys, Preference Assessments, Observing the Learner….
Reinforcer Surveys
Getting Started:
Review home survey, IEP, and ER/RR to see what information is included. This is helpful to include in students present levels!
Observe learner in all school environments. See what the learner is interested in.
Reinforcer Survey
Evaluating Learner’s Response to Environment
Look at learner’s behaviors when interacting with different stimuli in the environment
Remember: Learners respond differently to a variety of sensory stimuli
Reinforcer Survey
Learner’s Response to Environment VISUAL: sight
Example: Enjoys changes in lighting, colors; moving vs. still stimuli; enjoys puzzles, drawing; toys moving parts, etc.
AUDITORY: sound Example: Enjoys changes in pitch, tone, volume; loud vs. quiet; music and
singing; talking toys; tapping patterns, musical instruments, etc. TACTILE: touch
Example: Enjoys textures (soft, hard, rough, smooth, wet, dry) in relation to clothing, food, toys, hugs, tickles, sand, water play, etc.
KINETIC: movement Example: Enjoys motion vs. sedentary activities such as jumping, bouncing,
swinging, spinning, etc. GUSTATORY: taste
Example: Enjoys food or drinks: salty, sweet, sour, crunchy, soft, spicy, hot, cold, etc.
OLFACTORY: smell Example: Enjoys sniffing candles, putty, perfume, food etc.
Reinforcer Survey
Using the Reinforcer Survey
Check off items, activities, people, or actions your learner enjoys on survey and indicate the level of interest.
Observe the learner’s behavior while interacting happy, upset, engaged, or disinterested.
Ask the student Use Pictures if needed
An Additional Thought….
Follow the learners changing interest….
What was valuable today may not be valuable tomorrow…
Preferred Items/Activities should appear because you made it available. Try and Limit “Free Access” to preferred items.
Group Activity
Practice using a Reinforcer Survey on your chosen student
Develop a Pairing Plan for the first week of school
Share with the Group:What did you like?What would you change?What was helpful?Do you use one that was not presented today?
Reinforcement & Preference Assessments
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Reinforcement exists in each and every one of our lives…
Would you go to work if you were not getting paid to be there?
Have you ever told yourself…first I’ll do the food shopping then I will go to Starbucks!!!
Examples from the Group:
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Selecting ReinforcersALWAYS keep in mind…what serves as a
reinforcer for me is different than what serves a reinforcer for you I LOVE _____…I will do anything for ______…would
you??? How many times have you told a student what they
will work for??? Yes…I reinforce my students…on Friday afternoon
they watch a movie! Is this reinforcement???
Concerns & Realities
Concerns Realities
I can't give him m&ms all day everyday
we will work towards changing the schedule of reinforcement...we will get into that as the year progresses!
He is ALWAYS going to want/expect this
we will teach him to like other things too/we will pair with him so we are a form of reinforcement!
Would you rather…not use reinforcement and get hit, spit on, learning is forced and students are always trying to avoid you
OR…use reinforcement and have a fun environment where students want to be and want to learn
Conducting a Preference Assessment21
Ask Ask the individual Ask those who know the individual best
Observe Look to see what the student gravitates toward…
For our more challenging students or lower functioning students…keep an open mind.
Do a formal Preference Assessment Paired Choice Multiple Stimulus
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Reinforcement is more than JUST rewards
We need to start to think…how can I make my instruction more reinforcing? think about what the students likes: computer, art’s
and crafts, food How can I embed my teaching into fun highly
motivating activities? How would they respond to painting their spelling
words, making their words out of play-doh, making a powerpoint presentation, listening to a book on tape, making an imovie, doing some instruction on the ipad??
Offer choicesExamples from the group…
Time for a Break….
Please be back in 15 minutes….
Competent Learner Model
What do you know about CLM?
Competent Learner Model
June 08
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A multi-component package for addressing the individual learning needs of children who have difficulty participating in typical learning environments
Who is this appropriate for???
CLM is appropriate for:
Individuals with complicated learning profiles of all ages (autism, PDD, behavioral difficulties, other developmental disabilities)
Individuals who do NOT participate during instructional conditions and/or exhibit challenging behavior problems to avoid or escape instructional conditions
Individuals who do NOT learn from ‘Model-Lead-Test” or other didactic instructional conditions
Individuals who are missing many of the repertoires to be successful at school, home, or in the community
Competent Learner Model
June 08
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Goal: To implement effective and sustainable
educational programs for children with challenging learning problems
Competent Learner Model
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Applied Behavior Analysis (ABA)Analysis of Verbal BehaviorDirect InstructionPrecision Teaching
*Over 30 years of research that looked at effective methods of educating students.
Effective
Foundation
Components of CLM
June 08
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1. Learner assessments2. Supplemental curriculum with effective
teaching strategies3. Staff training with coaching and
collaborative consultation4. Coaching and Implementation
guidelines
Sustainable
Day to Day Instructional Practices
Show and TellGo figure it out!Read about itListen!Try harder!
Show and Tell
Observe the demonstration
Listen to what is said Echo/report back Problem solve and
ask for clarification Participate
throughout the whole event
Go Figure it Out!
Problem Solve Ask questions Manipulate materials
Observe Identify what others
are doing Read
The cues of others Participate and
persist
Read About It
ReadListen and adhere
to the instructionProblem solve and
ask for clarificationParticipate in the
activity
Listen!
Observe the speakerListen to the instructionAdhere to/act upon the instructionProblem solve by asking for clarificationParticipate in the event
Try Harder!
Participate and persistProblem solve
Asking appropriate questions Manipulate the materials
For some of our students
They are not able to learn new skills through typical instruction
Why? Because the skills that are needed to be a
competent learner are either weak or do not exist at all
Because they do not value the instructor, the materials, the activity, or the end product
We may be able to teach a skill or action occasionally but what is we could teach the students how to learn.
The Repertoires
• Talker
• Listener• Observer• Reader• Problem Solver• Writer• Participator
7 Repertoires
The seven are repertoires that all learners need in order to progress in educational settings and to function in daily life.
The development of and instruction within these seven repertoires is needed to help learners learn new skills.
These repertoires are based upon B.F. Skinner’s (1957) analysis of functional language that provides a framework for developing communication, observing and listening skills, and the pre-academic skills of reading and writing
Talker
Echoes a modeled response
Articulates clear ideas (i.e., factual or inferential statements)
Answers questions on topic
Listener
Follows directions Adheres to advice
imparted by a talker.
Observer
Performs careful and direct observations to produce factual information
Matches to sample, sorts, and imitates
Reader
The learner reads the material fluently
Answers questions about the material
Performs the actions as directed by the material.
Problem Solver
When faced with a problem:behave to
maximize the likelihood to generate a solution.
Writer
Produces written materials to convey clear ideas (i.e., factual or inferential).
Participator
Participates consistently in a variety of instructional conditions: Teacher-directed (t-d) Semi-directed (s-d) Peer-directed (p-d) Non-directed (n-d)
Continues to work hard even when exposed to novel and/or difficult contingencies
A Closer Look at Participator
Semi-Directed: Completes parts of tasks with a teacher near by.
Teacher Directed: Performs sets of responses upon teacher direction. Answers on signal from teacher.
Non-Directed: Selects and uses a variety of items/objects in a non-directed way.
Peer-Directed: Accepts/gives items to peers. Takes Turns.
Activity
Think about the activities that you completed before you came to work today. Example: Got up, Made Coffee, Ate Breakfast, etc.
Identify the different repertoires?
Share with your group
Group Work
In your small group: Talk about the type of learner your student is.
What types of lessons and activities should be planned?
What types of interactions should the staff use with the learner
What should inclusion look like?
Time for Lunch….
Please be back in 1 hour…
Enjoy your lunch
Getting Ready for the School Year
Establish the classroom schedules and routines on the first day of school.
Have a schedule ready on the first day
Know what your routines are and start teaching them on the first day. Keep teaching them and reviewing them as needed throughout the year. Keep in mind that after long breaks from school, routines will need to be reviewed.
Setting Up A Schedule
Develop basic daily class scheduleEstablish instructional time incrementsPost schedule in room Sync reward systems for all students
(embedded transition time is reward time)Develop weekly schedules that include
therapies and specialsDevelop staff schedule that covers all
students, times, staff and data collection
Student Schedules
Each student should have a schedule to follow.
Make sure that they have access to the schedule at all times. Don’t hide it
Different types of schedules: Picture Schedule Check List Written Schedule Examples from the group:
Managing Students – Social Skills Development
Foundation for interacting and getting along with others
Some students need to be taught each skill discretely
Programming for social skills is just as important as programming for academic tasks
Take into consideration when programming that students learn best from peer models
This should be include this in your schedules
Managing Students – Social Skills Development
Look for opportunities for inclusion as well as reverse inclusion
Social skills can and should be worked on all day as we are all in social situations all day.
Creating a Backup Schedule
Staff Absence/No Sub Teacher Out – No Sub Teacher and Staff Out – No Sub
Changes to Speech, OT or PT ScheduleBuilding Schedule Change – Ex: PSSA Testing
Staff Schedules
Each Staff Member should have a schedule to follow.
Everyone should know what they are to be doing when. Also where the instruction is to take place Where the materials are located
Materials should be prepped and ready for when the scheduled activity is going to take place.
Data Collection – What data is to be collected when and by who?
Routines
Establish routines from the first day of school.
Teach the students what it is they need to do to accomplish the routines.
You will need to work on this daily at first and then re-visit as need.
Once routines are taught and mastered, the day will run more smoothly and the students will have a clear understanding of what is expected of them and when.
Example Routines…
Arrival (hanging bag, checking schedule, choosing lunch, etc.)
Lunch and RecessLeaving the room as a class, walking in the
hallsGoing to Speech/OT/PTWhat to bring to the math area.Leaving at end of the day (packing book bags,
etc.)
Set up Learning Environment
Classroom set up reflects instructional conditions (Teacher Directed, Semi Directed, Peer Directed, Non-Directed)
Where will large group work take place?Where will individual work place?Where is the reading area?Where is the math area?Where is the leisure area?
Managing the Physical Environment
Setting up the Physical Classroom
Inviting and conducive to learning
Neat and organized so staff can locate materials
Free of clutter
Make sure staff can easily see students in various locations of room
Managing the Physical Environment
Seating for learners
Chair and table height – feet on floor – consult OT
Keep in mind learner behaviors EX. “eloper” – not a good idea to put work area by a
door
Minimize classroom distraction Use dividers and/or partitions within the classroom, if
necessary
Managing the Physical Environment
Classroom Posts
Being prepared for teaching not in classroom; class should be able to run without the teacher being present
Post student and student schedules – being aware of where to be at any given time
Secure location for confidential staff and student information Staff should know where these materials are placed
for emergency situation
Managing the Physical Environment
Arrangement of Instructional Materials Ex. Curriculums, Supplemental Materials, etc.
Making sure all staff know where items are located and where to get needed times.
Classroom Map Activity
Think about your classroom.
Draw it out Does anything need to be changed? Does anything need to be moved? Where will instruction be most effective?
Time Management
There are 6.5 available hours in the school day.
Every minute is valuable!!! Goal is to maximize the amount of time a
learner is focused on learningThe amount of academic time is significantly
reduced after thinking about all the events that take place in a given day Lunch, recess, arrival, toileting
Effective Teaching Procedures
1. Pair teaching environments with reinforcement and use competing reinforcers
2. Mix and vary instructional demands3. Reduce student error4. Intersperse easy and difficult demands5. Fade in number of demands6. Pace instruction properly 7. Teach to fluency8. Generalization of Skills
Effective Teaching Procedures
These teaching procedures are used to increase:
student compliancestudent rate of acquisitionstudent response time and accuracyoverall number of skills in the student’s
repertoire
Errorless Teaching
One of the most common complaints about errorless learning (EL) is that it "makes children prompt dependent."
This can be true if the teacher doesn't properly fade the prompts. Transfer trials, in which prompts are immediately faded to allow for
independent responses, are critical to success with EL. Rather than following a set prompt level to criterion, it is
preferable to use most-to-least prompting and adjust your prompting moment-to-moment according to the child's responses.
A good rule of thumb to follow is that for every prompted trial you run, immediately run an unprompted, or transfer, trial. This procedure looks like this: Teacher: "What is it? Cookie. (echoic prompt)"
Child: "Cookie."Teacher: "Right. What is it? (no echoic prompt)"Child: "Cookie." (Teacher immediately reinforces.)
Christinaburkaba.com
Fast Paced Instruction
Instruction which is delivered in a fast pace manner can reduce problem behavior and student errors.
Fast Paced Delivery of InstructionThe instructor should teach quickly and keep the time in between the learner’s response and next instruction to less than 2-3 seconds.
Teaching to Fluency
Teaching skills correct and quick as opposed to just correct
Expect your learners to have a response time of less than 2-3 seconds. This means they are responding within 2-3 seconds of a instruction.
Small Group Activity
Think about the students you work with and discuss with your group how you will utilize the Effective Teaching Procedures.
Data
We should be making data based decisionsData should be reviewed before making
decisions. Example: Curriculum Changes; Modifications
Data should be collected and Graphed on ALL IEP goals and objectives. These should be identified at the start of the year and
monitored daily/weekly/monthly based on IEP. Data should be monitored prior to progress reporting.
Interventions can be in place to ensure student in making progress towards IEP Goals/Objectives.
Sample Data Graph
Small Group Activity
Come up with some ways to collect and monitor data on the skills your student needs to work on.
Sample Implementation Action Plan
Behavioral Interventions
Behavior Protocols
The following Applied Behavior Analysis Behavior Protocols are only to be used if the learner does not have a Behavior
Intervention Plan.
Behavioral Interventions
Accepting NoCount and MandInterruption TransitionWait
Accepting No
Objective: This is a protocol to teach a student to accept being told “no” as a replacement for problem behavior.
It is most often taught to students who exhibit problem behavior when they are told they can’t have something that they want.
When to use the Accepting No Protocol….
A Learner wants something that they can not have… Example:
Food Allergy Item is broken/Needs Batteries Other Ideas from the group???
Steps to The Running Accepting No Protocol
1. When the learner mands for the activity/item, tell him “no.” As you say no, bring up a reinforcer and offer another activity by saying “but you can have or do this ______ instead.”
Ex. ?You can’t have _____ but you can have ______ or ______.”
2. If the Learner does not engage in problem behavior, deliver reinforcer.
3. If the learner does engage in problem behavior, put the reinforcer away and withdraw the offer.
4. Do not attend to problem behavior and leave the area if the learner will not engage in unsafe behaviors or continue with previous demand/task situations.
The Count and Mand Protocol
Objective: To reduce problem behavior to obtain items and activities by teaching the appropriate mands.
Example: A learner wants something that they can have but not for engaging in inappropriate behavior - teach acceptable form of communication
When to use the Count and Mand Protocol….
If the learner has Poor language skills Manifested by tantrum, crying, hitting, escape Extinguish current behavior & replace with a more
appropriate behavior (vocal, sign, gesture, picture) The learner is using behaviors to gain access
to a desired item. Example: Having a tantrum to get access to the
Thomas Train
Steps to Running the Count and Mand Protocol
1. Tell learner to stop “behavior” and begin counting showing fingers counting off to 3.
2. If behavior continues during count, re- start the count
3. If learner runs off, stop counting and “ignore” learner (still keep an eye on learner to ensure safety).
4. If you reach 3 with no problem behavior, prompt learner to request desired item / activity with acceptable form of communication.
5. Deliver item/activity for proper communication
The Interruption Transition Protocol
Objective: To replace problem behavior that has been acquired when problem behavior has resulted in the removal of demands to transition to another activity and thereby the student has maintained possession of a toy, activity or item.
When to use the Interruption Transition Protocol
When a learner has trouble with transitions. Examples:
Preferred to preferred Preferred to less preferred Preferred to non-preferred Non-preferred to preferred
Appropriate reinforcement is the key
Steps to Running the Interruption Transition Protocol..
1. Approach the Learner (3-5feet) and ask the learner to leave that activity and comply to a new demand and/or transition
2. Use a “promise reinforcer”. This means that you will place the demand to transition while showing and informing the child of the reinforcer available for transitioning without problem behavior.
3. If learner complies and does not engage in problem behavior, reinforce with “promise reinforcer” or another reinforcer.
4. If learner engages in problem behavior, do not remove demand or allow access to preferred reinforcer. Remove promise reinforcer and keep the demand on the learner. Use physical guidance to obtain compliance as needed.
5. Deliver appropriate reinforcers in the activity transition
The Wait Protocol
• Objective: Teach a learner to wait for a desired item and/or restrict assess until appropriate behavior is displayed.
When to Use the Wait Protocol
This Protocol is not typically used with “early learners.” It is used more with an intermediate/advanced learner who has a language repertoire.
Passage of time increases over time. Ex. Student doesn’t like when teacher talks to
another adult. Student runs over pulling on staffs leg, yelling, etc. Say to student “wait, 1,2) over time slowly increase the amount of time the learner is required to wait.
Steps to Running the Wait Protocol
1. Tell the Learner “You will have to wait”
2. Begin counting aloud and show passage of time by using your fingers. Ex: “Wait..1..2..3…”
3. If the learner stops engaging in inappropriate behavior for an entire interval, deliver reinforcer.
4. If the learner continues to engage in inappropriate behavior, start your count over. Continue for three counts.
5. If the learner continues to engage in inappropriate behavior at the third count, the object is no longer available to the learner.
Additional Point
Use these strategies when appropriate as they come up during the day. Example:
Ending a favorite activity Having to stop using the computer Not being able to access something
Small Group Activity
Brainstorm with your group how you would embed any of these strategies within the school day school day for the student you have been working on today.
Questions/Comments??
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