TEACHING AND LEARNING
Behavioural and Interactive
Approaches
By the end of the day you
should be able to:
• Use behavioural and
interactive
approaches in your
teaching
• Use SMART and
SCRUFFY targets
Approaches to Teaching and
Learning
Behavioural Approaches
Learning is explicit
Operant Conditioning
The response following the behaviour makes
that behaviour likely to be repeated
Behavioural approach to
learning
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Observable behaviour
Change the behaviour
Positive reinforcement
Negative reinforcement
(removal of a reward)
Punishment
Extinction
Measurement
Individualised learning
Tangible rewards
How do you use behavioural
approaches in your life?
Behavioural Teaching
• Skills-based approach
• Task/ functional analysis
• Chaining (backwards and
forwards)
• Prompting
• Fading
• Shaping
• Generalisation
Precision Teaching
Short energetic practice sessions
Collect data to show
progress
Support from coach
Errorless Learning
Bryony learned to read
using errorless learning
She was taught using
flashcards
Her mum used flashcards with the word on one side and picture on the other.
If Bryony didn’t know the word then she flipped over to let her name the picture
TARGET SETTING
SMART targets
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Specific
Measurable
Achievable
Realistic
Time related
We can use SMART targets
in education
I can statements
I can walk away from people when I am
feeling angry
SMART target
• I can count 1-5 when pulling each object
towards me. I will count like this every day for
the next 6 weeks.
SMART target
• John will take the spoon from an adult once it has been
loaded with food and put it in his mouth. He will be
prompted by the adult open hand held out to hand the
spoon back to the adult. He will do this for at least the
first 2 spoonfuls of his first course and all but the last
spoonful of his pudding. Review in July.
You write a SMART target
Write a SMART target for a child who is learning
to drink from cup. Select a small step within this
general aim suitable for a learner you know.
Task Analysis
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Take toothpaste in one hand
Unscrew the top with the other
Put the top down
Pick up the toothbrush
Squeeze toothpaste onto the brush
Put the toothpaste down
Turn on the tap
Place the brush under the tap
Turn off the tap
Scrub the teeth – front and back – top and
bottom
Turn on the tap
Rinse the brush
Put the brush down
Replace the cap on the toothpaste
Put both brush and toothpaste away
You do a task analysis
• Write out the steps for putting
on a coat
• Write out the steps for finding
a favourite game on the
CBeebies website
Small steps learning
• Forward-chaining
(start at the first step)
• Backward-chaining
(start at the last step)
Interactive Approaches
Intensive Interaction
Children (& adults)
with PMLD need lots
of that early
interaction given to
typical infants if they
are to learn how to
communicate with
other people
Interactive approaches are essentially
about having fun!
offer wonderful contexts for learning interactively
How can we to get learners to think?
sabotage to encourage thinking
questioning the unusual
predicting
increasing memory
asking questions
learning from mistakes
How can we challenge learners to
think and solve problems during the
routines of the day?
and in lessons?
Interactive approaches can help learners
to generalise
their skills and understanding
TARGET SETTING
Writing targets
• SMART for products
of learning eg: coat
that has been put on
or box full of shapes
• SCRUFFY for
processes eg:
listening or being
sociable
SCRUFFY targets
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Student-led
Creative
Relevant
Unspecified
Fun
For
Youngsters
Strengths
• What the child can do
well
• What the child seems to
be just starting to learn
• What the child likes/ what
motivates him or her
• How, where and with
whom the child learns
best
Needs
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What the child needs right now
(eg: to run about the classroom or
2 minute activities or a choice of 3
pictures or ….)
What the child needs to learn next
(based on what the child is
beginning to learn - see strengths
list)
What support/ environment the
child needs to learn best
(Be careful to stick to the child’s
needs and not the adults’ needs
nor what comes next in the
curriculum)
SCRUFFY target
• Sam will show through his
responses that he likes some
stimuli and dislikes others
• (not ‘Sam will blink his eyes
rapidly to show he dislikes
lemon juice and a loud clap, 3
out of 4 times 3 days
consecutively’)
Name
Mary Smith
Key Target
Routes 14 Anticipates repetitively
presented stimuli
Date
May 2011
Anticipated fan on face
Anticipate fan on hands
Needed fewer repetitions
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
How do your targets /learning
objectives enable your learners to:
• Explore the world around them
• Take control of their lives and
learning
• Learn from mistakes
• Demonstrate their
understanding
• Use strategies to improve their
learning
• Learn from social interaction
• Solve problems
• Take responsibility
• Negotiate their own learning
• Achieve as much
independence as possible?
Write a SCRUFFY process
target for one of your pupils