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7/30/2019 Instructional Program Z
1/5
Marian Stauder
Phase 3
Instructional Program: Shaving (Z)
Context for instruction:
The instruction will take place in the Young Adult Programs
House, specifically in the mens
bathroom. Z will be the only student in the bathroom, and
instruction will occur in the mornings
before he leaves for work (depending on how often he needs to
shave).
I will be presenting instruction, but if something comes up an
aide who works with him might be
able to assist or take data. Materials include an electric
razor.
Skill Sequence:
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7/30/2019 Instructional Program Z
2/5
Marian Stauder
Phase 3
Research Rationale:
Program Objective:
In the morning before work, Z will shave his own face
independently, completing 80% of thesteps of the task analysis
correctly.
Generalization:
Z simply needs to generalize across settings, and, because I
cannot be at his home when he
shaves, the way to do this is to introduce to naturally
maintaining consequences, which is the
praise he is given when he is clean-shaven.
Rationale:
Teaching Z to shave would increase his independence. Also,
because he would not have to rely
on his dad having time to help him, Z could shave more
frequently. This might give him a
more polished appearance and make a good impression on future
employers.
Assessment Procedures
Put a + by steps he completes correctly and a by steps he
completes incorrectly.
1. Gather materials for shaving.
2. Wash and dry his face.3. Turn on the razor
4. Shave his face (sections can be done out of order)
-chin-right cheek
-left cheek
-lip-neck
5. Check himself in the mirror
6. Have him turn off the razor(Allow him to fix himself. When he
his done, help him to look presentable for work)
Assessment Schedule:
Assessment occurs about once a week.
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7/30/2019 Instructional Program Z
3/5
Marian Stauder
Phase 3
Instructional Procedure:
Using a constant time delay, with the controlling prompt as a
verbal directive (where I describethe step Ex. Wash your face. All
steps will be on time delay. Once a step is completed
successfully in a probe, that step will move to a 5second time
delay.If an error is made, that step
would revert back to 0 seconds until the next probe. The error
correction procedure is the sameas the controlling prompt.
Put a + by steps he completes correctly and a by steps he
completes incorrectly. Put a P bythe steps he performs correctly in
probe
1. Gather materials for shaving.
2. Wash and dry his face.3. Turn on the razor
4. Shave his face (sections can be done out of order)
(Add the stimulus prompt: okay, make sure you shave each section
completely.)
-chin-right cheek
-left cheek-lip
-neck
5. Check himself in the mirror (Did you miss a spot?)
6. Have him turn off the razor
Total number of correct steps and divide by total number of
steps (10) for a percentage.
(There is also going to be a shaping component to this skill,
where the instructor reinforces
successive approximations of shaving. Throughout the
instruction, the instructor will expect and
reinforce increased proficiency. A new standard will be set
after the student reaches the firstlevel of mastery.)
Level One: Shave at least part of every predetermined section of
Zs face.Level Two: Shave the entirety of every predetermined
section of Zs face
Level Three: Shave the entirety of every predetermined section
of Zs face with a level of
pressure that most hair is removed from Zs face.
Reinforcement:
Z will be continuously reinforced with specific praise, which is
the natural consequence of
looking good as a result of shaving. Also, because Z is scared
of the razor, he is allowed to playa game on my iPad after shaving.
This will then be faded to only after reaching criterion, and
then, after mastery, it will be eliminated.
Maintenance:
After Z reaches mastery, continue probing every week, for Z will
have many chances to practice
these skills.
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7/30/2019 Instructional Program Z
4/5
Marian Stauder
Phase 3
MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993).
Teaching children with autism to
use photographic activity schedules: Maintenance and
generalization of complex response
chains.Journal of Applied Behavior Analysis, 26(1), 89-97.
Garff, J. T., & Storey, K. (1998), The use of
self-management strategies for increasing theappropriate hygiene of
persons with disabilities in supported employment settings.
Education & Training in Mental Retardation and Developmental
Disabilities, 33(2).
Research Rationale:
MacDuff, Krantz, & McClannahan (1993) suggest adherence to a
photographic schedule.
I looked at other articles concerning following schedules, and
while some included hygiene
skills, this one seemed to make the most sense. While a picture
schedule might not be necessary
for my student, many of the elements of this study will be
something I use. For example, the
study employed stimulus prompting and graduated guidance
together. I plan to use two methods
of prompting, including stimulus prompting, in my instruction.
Because graduated guidance isnt
really necessary for my student and a schedule and task analysis
are very similar, a time delay in
the context of the task analysis can serve a similar purpose for
this study.
Garff and Storey (1993) focused on the self-management skills
associated with hygiene
skills. In the case of my student, a way to incorporate this
into his instruction is to add a step
where he checks his face. While the study uses a checklist, the
task analysis Z uses is simple
enough that a written checklist is unnecessary. Also, because of
the way I plan to reinforce Z, the
reminder to shave will become more natural. Ideally, I would ask
Z to look at his face and decide
if he needs to shave, but in order to keep instruction going, I
want him to practice daily. If
remembering to shave daily as a part of his hygiene routine
becomes a problem, I might use a
written checklist as a stimulus prompt. In any case, the step of
checking himself gives him a
chance for self-management in a more meaningful way.
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7/30/2019 Instructional Program Z
5/5
Marian Stauder
Phase 3
Materials Wash on Chin R. Chk L. Chk Lip Neck Check off total
%
