Systematic Instruction: Strategies That Address Complex

A C R E C E T R A I N I N G S E R I E S www.griffinhammis.com 1

Homework Debrief


How to Teach:Prompting

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Prompting

Facilitate learning, support independence

Inhibit learning, create overdependence

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Types of Prompts

VERBAL GESTURAL MODEL PHYSICAL

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A C R E C E T R A I N I N G S E R I E S www.griffinhammis.com

Prompting Hierarchy

Natural Cue

Indirect Verbal

Direct Verbal

Gestural

Model

Physical

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Using the Hierarchy

Begin with least intrusive prompt

Wait 3-5 seconds (Intervene before error occurs!)

Go to next prompt only if step not performed

Wait 3-5 seconds

Continue process as necessary

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In a nod to Run DMC…

Only Provide One Prompt At A Time!!

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Fading Prompts

• Fading correctly is equally critical component

• Goal is to “back-out” of the prompting hierarchy

• Start working on fading as soon as correct prompt level has been determined

• Avoid Prompt Dependence!

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Instructional Assists

• Permanent product to provide prompt

• Checklists, photos, written/visual schedules, etc.

• Use if task not mastered despite correct prompting & teaching strategies

• What might be a possible instructional assist for Andy?

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Practicing PromptingStarring: Bob & Glenda

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InstructionDemonstrate

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InstructionPractice

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Reinforcement

• The purposeful arrangement of events in order to increase recurrence of desired behavior

• If behavior doesn’t increase or recur… it wasn’t reinforcing!!

• Natural & Artificial

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Prompting vs. Reinforcing

• Prompts used to assist with skills acquisition

• Reinforcement used for motivation

• If performance issue exists:• Determine if issue is skills or motivation based

• Does the person know how to perform the task?

• Determine appropriate teaching strategy

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Motivation

Natural features of an environment that promote desire, initiative, cooperation & other desired behaviors

Work must be intrinsically reinforcing!

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Skill or Motivation Issue?Brenda works as an administrative assistant for a local doctor’s office. She loves the majority of her job but really does not like to do the filing. When it’s time to file, she’ll file about ¼ of the files from the box with no problem, and then go talk to one of her coworkers. Often she leaves the rest of the files sitting in the box for the rest of the day. The file pile is growing, and her coworkers are raising some concerns.

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Skill or Motivation Issue?

• Luis is responsible for stocking the Supply Room Inventory. He often finishes stocking a product & then stops, not recalling what to do next. His coworkers see him “just standing around” in the supply room and are voicing concerns.

• Possible Solutions?

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Silence is Golden

• No feedback (verbal or otherwise) for steps performed correctly

• Challenging but critically important!!

• Not being cold or unkind… only way to support independence

• If use R+ must intentionally & systematically fade

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Practicing (Not) ReinforcingBob & Glenda Return!

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InstructionVerbal

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InstructionError Correction

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What to Do if Training Strategies Aren’t Enough

• Adapt or Modify Task• Visual or written cues

• Photographs

• Negotiate Changes

• Negotiate Partial Assistance

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Designing Work that WorksPositive Behavior Supports & Beyond

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“If a [person] doesn’t know how to read, we teach.”

“If a [person] doesn’t know how to swim, we teach.”

“If a [person] doesn’t know how to multiply, we teach.”

“If a [person] doesn’t know how to drive, we teach.”

“If a [person] doesn’t know how to behave, we………

……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President) Counterpoint 1998, p.2)

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Positive Behavior Support Basics

Rooted in Applied Behavior Analysis (ABA)

Based on principles of learning

Focused initially on reactive strategies, now on prevention

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Challenging Behavior

Less than Perfect Work

Behavior


Understanding Behavior (There is ALWAYS a Reason!)

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Define Decode

Internal

Get Something

Avoid SomethingCommunication


Decoding Behavior

Observe & Record

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Before

During

After


Develop 3-Tiered Plan to Address

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Prevent:

Behavior is Unnecessary

Teach:

Behavior is Inefficient

Reinforce:

Behavior is Ineffective


Stop & Jot

• What is one of your longstanding “less than perfect work behaviors”?

• Clearly define the behavior (what exactly is it)

• What triggers it?

• What purpose does it serve?

• Beth > Procrastination > Writing/Creating New > Avoid/Delay

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Prevent

• Change environment or routine so behavior is unnecessary

• Miranda at the Primate Research Center• “Off task”- in hallways, looking for coworkers, staying in rooms where other

workers were

• Why? Avoiding tasks where she feels uncertain

• Prevention Possibilities?

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Assign teams to work in rooms/sections; instructional assists; technological supports


“Setting” the Stage for SuccessProactively plan for what happens when setting event occurs

Bus is late Start with cup of coffee

“Bad hair” day Rework schedule to remove

least preferred tasks

Always unique to person & employer

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Prevention Strategy: Choice

• Choice can have powerful impact on behavior (for all of us)

• Often inadvertently (unintentionally) limited by job coaching

• In our efforts to structure, organize, teach, eliminate confusion, we often end up eliminating choice

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7 Categories of Choice (Fredda Brown)

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Between tasks (filing or email)

Within (plan holiday party- find location or make flyer

Where (create flyer: at desk or in conference room)

Person(s) (with whom)

When (return calls-before or after lunch)

Rejection (say no… or not today)

Termination (filing for 15 min or 30 min, etc.)

Goal: Maximize opportunities for choice & control within parameters of work place


Premack Principle

• Less desirable tasks are more likely to get done if they are followed by desirable ones

• First/then

• THIS APPLIES TO ALL OF US!!

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Stop & Jot

• Review your own LTPWB

• What prevention strategies might help?

• What have you tried before? What worked? What didn’t?

• Beth > Someone else starts; schedule time with someone else to review work in progress (e.g., accept reality & break down the deadline)

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Teach Alternative Behavior

• Can’t eliminate challenging behavior without teaching alternative

• Must have same function (outcome) as challenging behavior

• Must be more effective and efficient than challenging behavior

• What is an alternative strategy for when Miranda needs help?

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Reinforce

• Reinforce new alternative behavior

• Also includes responding differently to undesired behavior

• Miranda’s coworkers redirect her back to work… remind her to text (or whatever the alternative strategy is)

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Stop & Jot

• Review your own LTPWB

• What replacement & reinforcement strategies might you try?

• What have you tried before? What worked? What didn’t?

Beth

• Replace (must help me AVOID): sit/focus/write down concerns

• Reinforcement — this is tricky!

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Group Discussion: What’s It All About?• Designing Work that Works goes

beyond finding job tasks that fit

• Culture, Connection, & Design of Day all equally important

• Consultative Employment Support Plan must go beyond the basics and support people to design their days, maximize their control and autonomy, and do things they enjoy and find meaningful

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Behavior Supports & Career Plan

• Prevention:ideal conditions, environmental & cultural fit, learning & supervisory style, etc.

• Replace:most effective supports, communication supports, teaching strategies (include in teaching plan as needed)

• Reinforce:becomes a part of the onsite training & support plan

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Technology & Environmental Supports/Instructional Assists

• Show Me QR

• ChoiceWorks

• Visual schedules/checklists• Premack’s Principle: follow non-

preferred task with preferred tasks

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Hooray!

Questions??? Comments???

THANK-YOU!!!

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Systematic Instruction: Strategies That Address Complex