Embedding Behavioral Strategies for Instruction and Support Amy Matthews, Ph.D., BCBA & Jamie Owen-DeSchryver, Ph.D. Grand Valley State University 1 Agenda Review Learning Opportunities and Engagement Engagement data Behavioral principles and strategies Embedding learning opportunities in the classroom Think FBA Team Time Throughout the Day 2 Review - 5 Concepts, 5 Minutes _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ 3 Return Early Childhood Assessment Tool (EPAT) 4 Update Student Data: Independence Training Videos Available on the START Website www.gvsu.edu/autismcenter --> Resources 5 STUDENT INDEPENDENCE DATA Student Name: _________________________ Observer 1: ________________________ Class/Teacher: __________________________ Observer 2: ________________ IOA: ______ Routine: _______________________________ KEY (definitions on back): 4=Independent 3=Visual / Gestural 2=Verbal 1=Partial or Full Physical S=Step not completed by student Steps of Routine Date 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 4 3 2 1 S 6 Target Student Reporting Form 7 Strategies for Independence What are your ideas? • • • • • Give opportunities Use a visual schedule or support Reduce the level of prompting Peer modeling Video modeling 8 Action Plan Review 9 Wow, that’s a good idea If you hear any good ideas you want to take back and try right away, put them on the Wow form 10 Get out your team action plan (green form) Share your Action Plan with us and Get a Resource for Your Classroom 11 WHAT ARE YOU THINKING ABOUT RIGHT NOW THAT IS KEEPING YOU FROM BEING HERE IN THE PRESENT MOMENT? CLEAR YOUR MIND. RELAX YOUR BODY. ALLOW YOURSELF TO BE HERE. 14 What are your biggest challenges teaching young children with ASD? 15 The two biggest problems are… 1. Behaviors 2. Learning/ Skill Development 16 What can we do? 17 Learning Opportunities & Active Engagement Create as many structured learning opportunities as possible, individualized for students so they can become actively engaged in typical learning and social activities 18 This will eliminate many of the issues with problem behaviors 19 What does a learning opportunity look like? 1. Instruction/activity/ situation is presented to the child 2. Child has an opportunity to respond 3. Child is given feedback Acknowledgement that response was correct Correction/prompt to help the child give a correct response 20 Presenting Instruction Request (Stimulus) Response Reaction (Consequence) 21 Counting Learning Opportunities and Engaged Time Let’s count learning opportunities and watch for engaged time Example 1 Example 2 Watch the student. When you see a learning opportunity mark it down. Keep track of how much time the child is engaged. 22 DEC Recommendations INS1. Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the child in active learning. INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments. INS3. Practitioners gather and use data to inform decisions about individualized instruction. INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines. INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities. INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning. INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills. INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning. INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals. INS11. Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language. INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language learners when teaching English to children with disabilities. INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development. http://www.dec-sped.org/recommendedpractices 23 How to Increase Learning Opportunities Use center cards to specify goals for all instructors Assign staff to particular kids so there's more "ownership" for engaging the kids and providing learning opportunities Don't provide all necessary materials (spoon, glue, chair) to elicit and reinforce communication Split circle time to reduce wait time for learning opportunities Use peers to prompt and reinforce instead of relying solely on adults 24 Engaged Time It will not be possible to provide learning opportunities all the time, but we can increase time engaged in productive activities Engaged time: Active involvement in productive activities that lead to learning How we organize activities will determine engagement 25 Ruble & McGrew, 2013 26 Reaching Our Ultimate Goals Why do we work so hard to increase learning opportunities? Independence Social opportunities Preparation for typical school experiences Quality of life 27 Student DATA: Engagement Training Videos Available on the START Website www.gvsu.edu/autismcenter --> Resources 28 Get out this form Student Engagement Data Student Name: _________________________ Observer 1: ________________________ IOA: __________ Class/Teacher: _________________________ Observer 2: ________________________ Target behavior Group or Indiv (circle one) Subject: ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes Date Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the teacher Student specific definition: 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 29 5 4 3 2 1 Instructions: Select a classroom instruction time of 15 minutes, for either group and/or individual instruction, that is problematic for the student (i.e. student is rarely engaged) *Note: You will collect baseline data for this instructional time in the next two weeks, develop an intervention to increase engagement, collect data to monitor progress, and collect data at the end of the training. 30 Student Engagement Data Gavin Davis Mrs. Fredricks Student Name: _________________________ Observer 1: ________________________ IOA: __________ Mrs. Fredricks Jay Sanchez Class/Teacher: _________________________ Observer 2: ________________________ Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the teacher Student specific definition: 31 Operational Definition Stated in Clear Terms: terms that are specific, observable, and measurable what the individual IS doing Avoid using the following: Absence of behavior (non compliance, not completing task, etc.) Categories (defiance, aggression, etc.) Labels (autistic, ADHD, hyperactivity, etc.) Intentions (attention, escape, etc. ) Internal states (angry, depressed, etc.) 32 An Operational Definition is Important Because it… allows us to speak the same language increases accuracy in data collection tells us what to teach provides consistency in teaching across data collectors 33 Engagement Definition Examples Engagement is defined as when Susie is actively attending during English by responding to an academic task such as writing, reading aloud, talking to a teacher or peer about the academic material. Engagement is defined as when Dalton is attending to assigned academic work during Math such as listening to a lecture, looking at a worksheet, silently reading a book. Engagement is defined as when George is following the sequence of an activity during circle time such as singing, looking at teacher and/or peers, raising a hand to participate, appropriately imitating gestures and sounds. Engagement is defined as when Leslie’s behavior parallels that of her peers during physical education such as running, shooting hoops, jumping, sit-ups, etc. 34 Get out this form Student Engagement Data Student Name: _________________________ Observer 1: ________________________ IOA: __________ Class/Teacher: _________________________ Observer 2: ________________________ Target behavior Group or Indiv (circle one) Subject: ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes Date Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the teacher Student specific definition: 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 35 5 4 3 2 1 Instructions: Select a classroom instruction time of 15 minutes, for either group and/or individual instruction, that is problematic for the student (i.e. student is rarely engaged) 36 Student Engagement Data Gavin Davis Mrs. Fredricks Student Name: _________________________ Observer 1: ________________________ IOA: __________ Mrs. Fredricks Jay Sanchez Class/Teacher: _________________________ Observer 2: ________________________ Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the teacher Student specific definition: 37 Engagement Definition Examples Engagement is defined as when Susie’s behavior parallels that of her peers during centers such as playing with sand, playing with blocks using actions that parallels the behavior of her peers. Engagement is defined as when Dalton is following directions to complete an assigned project during Art such as coloring, cutting, gluing, and/or molding. Engagement is defined as when George is following the sequence of an activity during circle time such as singing, looking at teacher and/or peers, raising a hand to participate, appropriately imitating gestures and sounds. Engagement is defined as when Leslie’s behavior parallels that of her peers during recess such as running, climbing on a jungle gym, riding 38 bikes, bouncing balls, etc. Student Engagement Data Gavin Davis Mrs. Fredricks Student Name: _________________________ Observer 1: ________________________ IOA: __________ Mrs. Fredricks Jay Sanchez Class/Teacher: _________________________ Observer 2: ________________________ Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom Example for Group activity – Student is participating in group activity with peers as assigned by teacher Example for Individual activity – Student is completing work on his/her own as assigned by the teacher Student specific definition: Circle time: responding to teacher questions with a relevant answer, making a comment, singing, and/or body movement relevant to activity, and/or asking r relevant questions Individual art project: following directions given by the teacher to complete the art project such as coloring, cutting, gluing, pasting, painting, etc. 39 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 9/2/14 Target behavior Date 1 = Attended 0-2 minutes (Attended little or none of the activity) 2 = Attended 3-6 minutes (Attended ¼ of the activity) 3 = Attended 7-9 minutes (Attended half of the activity) 4 = Attended 10-12 minutes (Attended ¾ of the activity) 5 = Attended 13-15 minutes (Attended all or the majority of the activity) 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13- 15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 40 Instructions: Select a classroom instruction time of 15 minutes, for either and/or group and individual instruction, that is problematic for the student (i.e. student is rarely engaged) Start the timer as soon as you observe the student engaged in the activity When the student stops engaging, pause the timer When the student starts engaging, start the timer Continue pausing and starting the timer as needed until the activity has ended Based on the number of minutes showing on the timer, circle the number that corresponds 41 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 9/2/14 Target behavior Date 1 = Attended 0-2 minutes (Attended little or none of the activity) 2 = Attended 3-6 minutes (Attended ¼ of the activity) 3 = Attended 7-9 minutes (Attended half of the activity) 4 = Attended 10-12 minutes (Attended ¾ of the activity) 5 = Attended 13-15 minutes (Attended all or the majority of the activity) 13- 15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13- 15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 42 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 9/2/14 Target behavior Date 1 = Attended 0-2 minutes (Attended little or none of the activity) 2 = Attended 3-6 minutes (Attended ¼ of the activity) 3 = Attended 7-9 minutes (Attended half of the activity) 4 = Attended 10-12 minutes (Attended ¾ of the activity) 5 = Attended 13-15 minutes (Attended all or the majority of the activity) 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 43 Instructions: Select a classroom instruction time of 15 minutes, for either and/or group and individual instruction, that is problematic for the student (i.e. student is rarely engaged) Start the timer as soon as you observe the student engaged in the activity When the student stops engaging, pause the timer When the student starts engaging, start the timer Continue pausing and starting the timer as needed until the activity has ended Based on the number of minutes showing on the timer, circle the number that corresponds Collect engagement data during this same classroom activity for 2-3 days across two consecutive weeks After every third data point, analyze the data; determine if engagement is improving or declining; and then, based on your analysis of the data, develop a corresponding plan For easier analysis, draw a line connecting each day and insert a phase line when intervention is implemented or is changed 44 1 = Attended 0-2 minutes (Attended little or none of the activity) 2 = Attended 3-6 minutes (Attended ¼ of the activity) 3 = Attended 7-9 minutes (Attended half of the activity) 4 = Attended 10-12 minutes (Attended ¾ of the activity) 5 = Attended 13-15 minutes (Attended all or the majority of the activity) 9/4/14 9/6/14 Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) 9/2/14 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Date Target behavior 45 Data analysis: Based on the past 3 data points, engagement is: Improving or Declining or occurring at not occurring desirable at desirable level level Excellent! Keep current classroom teaching format and when consistently at desired level, begin to fade intervention to be maintained by the natural environment Conduct an assessment Engagement is not occurring at an acceptable level because Art Doesn’t seem to understand the task Doesn’t wait his turn Circle Doesn’t seem to like the task Doesn’t seem to like group work Task doesn’t involve preferred content Seems distracted by others Doesn’t seem to know how to ask for help Becomes easily upset by others mistakes and errors Low frustration tolerance Doesn’t seem to know how to comment on activity Seems to want access to a particular item/activity that’s not available Difficulty with transition (e.g. preferred to non-preferred activities) Difficulty with change (e.g. change in curricula, subject, group formation, etc.) Becomes easily upset by his/her own mistakes and errors Other: _______________________________________ 46 Plan of action: Consider antecedent, teaching, and responding strategies Circle- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into circle Art- Doesn’t seem to understand the task. Strategy: Re-teach and differentiate instruction Doesn’t seem to like the task. Strategy: Embed preferred topics within the task. 47 9/4/14 9/6/14 Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) 9/2/14 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Date Target behavior 9-6-14: Circle- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into circle. 9-6-14: Art- Doesn’t seem to understand the task. Strategy: Made curriculum modifications 48 9/4/14 9/6/14 9/11/14 9/13/14 9/15/14 Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) 9/2/14 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Date Target behavior 9-6-14: Reading- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into circle. 9-6-14: Art- Doesn’t seem to understand the task. Strategy: Made curriculum modifications 49 Data analysis: Based on the past 3 data points, engagement is: Improving or Declining or occurring at not occurring desirable at desirable level level Excellent! Keep current classroom teaching format and when consistently at desired level, begin to fade intervention to be maintained by the natural environment Conduct an assessment Engagement is not occurring at an acceptable level because Doesn’t seem to understand the task Doesn’t wait his turn Doesn’t seem to like the task Doesn’t seem to like group work Task doesn’t involve preferred content Seems distracted by others Doesn’t seem to know how to ask for help Becomes easily upset by others mistakes and errors Low frustration tolerance Doesn’t seem to know how to comment on activity Seems to want access to a particular item/activity that’s not available Difficulty with transition (e.g. preferred to non-preferred activities) Difficulty with change (e.g. change in curricula, subject, group formation, etc.) Becomes easily upset by his/her own mistakes and errors Other: _______________________________________ 50 9/4/14 9/6/14 9/11/14 9/13/14 9/15/14 Group or Indiv (circle one) Subject: Art ______________ Gen Ed or Spec Ed (circle one) 9/2/14 Group or Indiv (circle one) Subject: Circle ______________ Gen Ed or Spec Ed (circle one) Minutes of time engaged out of 15 minutes 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 13-15 mins 10-12 mins 7-9 mins 3-6 mins 0-2 mins 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 5 4 3 2 1 Date Target behavior 9-6-14: Circle- Doesn’t seem to like group work. Strategy: Teach peers how to interact with student and embed preferred topics and items into circle. 9-6-14: Art- Doesn’t seem to understand the task. Strategy: Made curriculum modifications 9-15-14: Circle and Art- Continued with current strategies given data show progress for both. 51 Practice measuring engagement 52 Data Collection Take baseline data for Engagement (3 data points over two weeks) and record on START Early Childhood Target Student Reporting Form Once Engagement baseline data is complete, develop a plan based on the analysis to increase engagement in your target areas Continue to take Independence data 53 Target Student Reporting Form 54 Children with ASD Need Good Teaching Even More Than Most Kids 55 Neurotypical Child Child with Autism 1,000 learn units a day Learn from their environment Specific instruction not needed Strong speaking skills Strong listening skills Few learn units a day Poor observational learners Specific instruction necessary Weak speaking skills Weak listening skills *A child with autism has to learn at a faster rate than typical peers just to catch up. 56 Presenting Instruction Request (Stimulus) Response Reaction (Consequence) 57 Presenting Instruction REQUEST RESPONSE Instruction/Stimulus “Do This”: Imitation “Match”: Pre-academic REACTION REINFORCEMENT PROMPT Model: Play Skills “Give me the . . .”: Receptive Language “Line up” : Classroom Routines 58 The reaction is feedback. Feedback closes the instructional loop. 59 The 3 Rs are what we call a “Learning Opportunity” or “Learning Trial” 60 Using the 3 Rs… 100% success is expected so… Failure is not an option A child will be assisted until he is successful Don’t make a request unless you can follow through 61 More About the 3 Rs Who presents Where to present What do you present How to prompt How to reinforce How many times to present How quickly to present Request Response Reaction 62 What are the 3 Rs? The Basics of Applied Behavior Analysis (ABA) 63 What is ABA? ABA is Good Teaching 64 What is ABA? ABA systematically applies procedures based on behavioral principles to the instruction and modification of socially significant behaviors. 65 ABA and Evidence-based Practice for ASD ABA is listed as an evidence-based practice by: National Standards Project National Professional Development Center on ASD American Academy of Pediatrics Association for Science in Autism Treatment Surgeon General Wrightslaw …and more 66 Reminder: Look at EBP Modules 67 ABA methods are used to support individuals with autism in at least six ways: Increase behavior Teach new skills Maintain behavior Generalize behavior Narrow conditions of behavior Reduce interfering behaviors 68 ABA methods are used to support individuals with autism in at least six ways: to increase behaviors (e.g. reinforcement procedures increase on-task behavior, or social interactions) to teach new skills (e.g. systematic instruction and reinforcement procedures teach functional life skills, communication skills, social skills) 69 ABA methods are used to support individuals with autism in at least six ways: to maintain behaviors (e.g. self-monitoring procedures to stay on task) to generalize or to transfer behavior from one situation or response to another (e.g. from completing assignments in the resource room to working in the general ed classroom) 70 ABA methods are used to support individuals with autism in at least six ways: to restrict or narrow conditions under which interfering behaviors occur (e.g. playing with trains has a time and a place) to reduce interfering behaviors (e.g. aggression, self-stimulatory behaviors) 71 Different Teaching Methods Based on ABA • Discrete Trial Teaching (DTT) • Verbal Behavior • PECS • Pivotal Response Training • Incidental Teaching 72 Behavior Teaching Strategies Positive reinforcement Differential Reinforcement Prompting/fading Shaping Time delay Task analysis/chaining Behavioral momentum Modeling/imitation Contingent imitation Following the child’s lead Discrete trial teaching Embedded trials Video modeling Self-monitoring PECS Peer mediated interventions Social narratives 73 Where is your team with using ABA? Philosophically Agree with it Don’t agree with it Not sure Training Trained Not trained Dedicated time Already do it Need to find a way to implement more ABA-based strategies Not interested 74 Foundational Skills for School Independence Engagement and participation Social initiation and responding Communication of wants and needs Imitation Sitting and Attending Following routines Accepting no and redirection Waiting Making choices Transitions 75 Presenting Instruction REQUEST RESPONSE Instruction/Stimulus “Do This”: Imitation “Match”: Pre-academic REACTION REINFORCEMENT PROMPT Model: Play Skills “Give me the . . .”: Receptive Language “Line up” : Classroom Routines 76 Instructional Components Prompting and Errorless Teaching Reinforcement 77 Prompting 3-3-3 Activity Divide into three groups at your table. You have three minutes to come up with three ideas: Group 1 Group 2 How do you decide what kind of prompting to use to teach a child to put on her jacket? How do you decide what kind of prompting to use to teach a child to identify her name on a placemat? Group 3 How do you decide what kind of prompting to use when teaching a child to use a visual schedule? Teaching new skills involves practice and prompting, no matter what skill we’re addressing Prompting Prompting involves helping the child give the correct response after a given request. When learning new tasks, a child needs help to understand the connection between the request and the desired response. Prompts increase success Terminology Prompting Scaffolding A prompt can be defined as a cue or hint meant to induce a person to perform a desired behavior that increases learning. Scaffolding is a manner of teaching whereby the instructor assists learners in their acquisition of some skill or knowledge 82 Developmentally Appropriate Practice Position Statement (2009) NAEYC http://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf Scaffolding • In a task just beyond a child’s independent reach, adults and more-competent peers contribute significantly to the child’s development by providing the support or assistance that allows the child to succeed at that task. Once children make this stretch to a new level in a supportive context, they can go on to use the skill independently and in a variety of contexts, laying the foundation for the next challenge. Provision of such support, often called scaffolding, is a key feature of effective teaching. Scaffolding is prompting, and includes good prompt fading strategies If we don’t prompt, what happens? The Prompt Hierarchy What is the order of the prompt hierarchy and why? Types of Prompts Verbal prompts Visual prompts Model prompts Picture prompts Gestural prompts Positional prompts Physical prompts Blocking Initiation prompts Full Physical prompts Verbal Prompts Verbal prompts involve providing verbal information that supports the initial instruction Direct and indirect prompts Direct – “get your boots” Indirect – “what do you need to put on your feet?” Remember the Two Time Rule Verbal instruction once for independence Second time prompted to success Prompting from Expressive to Receptive Visual Prompts Picture prompts provide a visual cue to the child. Visual Prompts Gestural prompts includes pointing to, looking at, moving, or touching an item or area to indicate a correct response. Model prompts show the child what to do (performed by adult or peer) Visual Prompts Positional prompts involve arranging the materials of the trial so that the correct item is in a position advantageous to the child Child Child Physical Prompts Blocking involves stopping an incorrect response or behavior before it occurs Physical Prompts Initiation prompts involves helping the child to begin an action to complete a task Physical Prompts Physical prompts involves physically assisting the child to complete an action. Prompt Hierarchy Motor Response Full physical Partial physical Block Model Gesture Positional Visual Vocal Response Most Least Model Verbal Gesture Most Least Two Ways to Sequence Prompting Least-to-Most Prompting Most-to-Least Prompting (Errorless) Least-to-Most Prompting Least-to-Most Prompting Goal is to use the least amount of prompting necessary to allow the child to respond correctly Least-to-Most Prompting Least to Most Prompting for a Motor Response Teacher makes request to entire class “Line up” Gestural prompt Teacher points to students standing in line near the classroom door Additional verbal request to student “John, you need to line up” Physical Least toprompt Most Guides studentResponse to line while saying, “this is lining up” Prompting for a Verbal Teacher makes request to group “Whose turn is it?” Verbal initiation prompt “John, whose turn is it? Mmm______” Verbal prompt “John, say ‘My turn’” Physical prompt Guides student to touch his chest or picture card that says ‘my turn’ “ When to use Least-to-Most Prompting Student already has the skill When you’re working on mastery or fluency When you’re worried about prompt dependence When you’re assessing the student to see if he can do this skill independently Least-to-Most Prompting to Assess Independence Use least to most prompting when collecting probe data to assess level of independence Errorless Teaching Errorless Teaching Have you ever… Learned a name and later discovered it was the wrong name Made a wrong turn the first time going somewhere and then made the same mistake next time Added the wrong ingredient to a recipe and then did it again Errorless Teaching Children only learn the correct skill. The teacher teaches in such a manner that students do not make mistakes. As a result, they do not learn an incorrect skill that will have to be corrected or re-taught. It might look like cheating, but it isn’t Examples: You’re wearing blue shoes. If you have blue shoes, line up. My name is Miss Lisa. Who am I? “Raise your hand” while modeling raise hand and providing an initiation prompt. This is a truck. What is this? You have an apple and milk for lunch. What are you having for lunch? While showing a picture of apple and milk. Errorless Teaching Prompting leads to success 90-100% of the time Errorless process: Give an instruction once Wait for a response; prompt before an error occurs within 3-5 seconds of request When a child is first learning a skill, the prompt may be immediate Prompting Prompting may occur at the same time as the request, right after the request, or even before the request. 109 Errorless Teaching Benefits Minimizes the number of errors and reduces the likelihood that errors will be repeated in the future Increases time available for instruction Reduces frustration and increases opportunities for reinforcement When to Use Errorless Teaching When student has few skills/acquisition phase When you’re teaching a new, or more challenging skill If the student is unlikely to learn without many trials that are supported by prompts When you’re concerned about a student making errors that might have to be “un-taught” later When you’re working with a child who is easily frustrated by getting something wrong Prompting Cautions: Prompt Dependency Prompt Dependency Prompt dependency occurs when too much prompting is in place or is not being faded quickly enough When the skill is occurring reliably with prompting, it is time to gradually fade the support. Monitor the students performance to see if the prompts are being withdrawn too quickly or not quickly enough (use data!) If the student starts making errors, reintroduce the lowest level prompt and start fading again 113 Steps in Fading Force: How much help is being provided. For example, you may begin by using a full physical prompting (hand over hand) and as the student becomes successful reduce the prompt to guiding the forearm, then the elbow, etc. Use graduated guidance. Low High Time: Between instruction and prompt. For example, you may immediately prompt the student to respond correctly and as he learns the task you wait for gradually longer periods of time before prompting. Use time delay. Delayed Immediate Space: Between the student and educator. For example, you may begin teaching sitting in front of the student then move behind, gradually increasing distance over time. Behind/away Beside Fading Example: Teacher fading verbal prompts when teaching child to label objects from a picture Prompting: Discussion Activity How does your team make decisions about prompting for learning tasks? Are you systematically fading prompts to increase independence? Presenting Instruction REQUEST RESPONSE Instruction/Stimulus “Do This”: Imitation “Match”: Pre-academic REACTION REINFORCEMENT PROMPT Model: Play Skills “Give me the . . .”: Receptive Language “Line up” : Classroom Routines 117 Instructional Components Prompting and Errorless Teaching Reinforcement 118 When there is a connection between a stimulus, a behavior and a consequence that results in an increase in the behavior in the future…you have reinforcement. What increases the chance the behavior will happen again What evokes the behavior ANTECEDENT STIMULUS SD RESPONSE REINFORCER SR A Reward is not the same as Reinforcement 120 Reinforcement A good teaching and behavior support strategy… Saturate the environment with positive consequences that increase behavior in the future. That is reinforcement. 121 Motivation Capitalizing on interests Focus on immediate motivation “Motivating Operation” 122 Reinforcement All people use reinforcement in every day life . Something is a reinforcer if it increases the behavior that occurred immediately before the reinforcer was delivered. Categories of reinforcers - social, tangible, activity 123 Reinforcement A reinforcer can be positive or negative. Positive – giving/presenting something to increase a behavior, like a smile, activity, a cookie, or a toy 124 Positive Reinforcement Erin speaks in a whisper at school. It is hard to hear her, especially when she is reading. When Mrs. Vandenberg hears Erin’s voice a fraction louder, she gives Erin a potato chip, her favorite food. Over time, Erin’s voice gets louder and louder. The potato chip is a reinforcer IF it increases behavior in the future. 125 Reinforcement A reinforcer can be positive or negative. Negative- taking something away to increase a behavior, like turning off the alarm clock, or a teacher removing a demand so the child will stop screaming. 126 Negative Reinforcement A child falls over in his chair and starts yelling when he has been sitting for more than 10 minutes. Teacher removes task. He continues to fall over and yell after 10 minutes. The child is taught to request a break. When he starts getting fidgety the teacher prompts him to take a break. Eventually he learns to give the break card when he needs to get up and move. BEFORE: Removal of aversive (requirement to sit for a long time) increases his behavior (falling over and yelling). AFTER: Removal of aversive (requirement to sit for a long time) increases his behavior (giving the break card). 127 Types of Reinforcers Natural Child says “Car” and you give him the car. Social High five, tickles Activity Swing, iPad, game Tangible Food, toy Token Sticker, check *Not all reinforcement involves tangibles. 128 Guidelines for Reinforcement If it doesn’t increase behavior, it isn’t a reinforcer. So…each child will have different reinforcers. A reinforcer for a child may not be a reinforcer every day or every week. Conduct daily preference assessments. Vary reinforcers or the child will satiate. 129 Motivating Operation / Establishing Operation Establishing Operation – makes some stimulus or event more reinforcing Example (food, drink, break) Every time you present a reinforcer, it decreases the motivation for the next one (abolishing operation) 130 Guidelines for Reinforcement What’s wrong with “Good job”? Praise is often not a reinforcer for many children with ASD. It must be paired with reinforcers in order to become a reinforcer. Pair tangible reinforcers with social praise, eye contact, high fives, hugs, brief games. Use behavior specific praise for correct responses (Lane et al., 2015) “You are sitting so quietly, we are ready to get started!” “Thanks for closing the door, you are a great helper.” “You asked for a cracker. That’s great. Here is a cracker.” 131 Engaging Tasks A task has to be so engaging that children do not want to escape. Boring is not always in the task, but in the environment because you don’t have enough reinforcement (lever example). 132 Reinforcement vs. Bribery 133 Visual Charts Visual charts are used in a positive way to increase a behavior that is not in a child’s repertoire or is not used consistently. It provides visual feedback It can be paired with a reward Pieces/tokens are not taken away 134 Visual/Token Chart 135 136 10 charts Learn when a task is all done Learn to exchange 137 138 Using Behavioral Strategies to Increase Learning Opportunities in the Classroom 139 Learning Opportunities in the Classroom Large and Small group instruction Games Future Modules Centers – module 4 Play – module 5 Intensive teaching – module 6 140 Large and Small Group Instruction 141 Playing Games 142 Color Game 143 Embedded Teaching 144 Activity-Based Instruction with Embedded Teaching Trials McBride and Schwartz (2003) Adding intentional teaching to a play situation increased: • Teacher obligatory and non-obligatory statements • Student engagement and correct responses to target objectives Review Learning Opportunities Engagement Prompting Reinforcement Think FBA 146 Go over your action plan with us and get something for your classroom Share your Action Plan with us and Get a Resource for Your Classroom 147 Before you Leave Today What we need to do to finish the day: 1. See Team Binder – Module 3 Tab for checklist and folder. Leave all listed forms in the folder. 148 What’s next? Next training: Group Instruction in Early Childhood Classrooms Work on action items for the module Collect Engagement baseline data Continue to work on Independence routine 149