designing instruction for students with asd autism cadre: module 4
TRANSCRIPT
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Designing Instruction for Students with ASD
Autism Cadre: Module 4
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Instruction for Students with ASD
Where do we begin this journey?
Planning a program for students with ASD involves knowing the appropriate curriculum for each
student and the evidence-based practices to teach it.
This session will focus on the knowledge necessary to design instruction and implement some of the EBPs
for teaching children with ASD
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What is Instruction?
An active and conscious effort attempt to facilitate learning and thus to change behavior
(Wolery, Bailey, & Sugai, 1988)
The arrangement of contingencies that facilitate learning (Vargas, 2009)
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How do we know we are teaching?
When learning has been demonstrated
It is important to remind ourselves thatpresenting is not synonymous with teaching!
Teaching must be accompanied by data collection
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Data Collection
Data lets us know if our training is successful or not
Without data, we may continue an ineffective instructional method or discontinue effective
instruction!
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Value for Students with ASD
The characteristics of learners with ASD may present challenges to teachers in accurately
assessing student performance
“Zero degree of Inference”
If you do not have data demonstrating that a student can perform a response in a context,
then never assume that they can do it
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Instruction and Data Collection
Continuous data collection The frequent and repeated measurement of
student performance
Graphing and visual analysis
Data-based decision making
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Graphing
Helps in the organization of data
Provides a detailed numerical summary and description of a student’s behavior which allows the readers to analyze the relation between instruction and skill acquisition
Communication of student progress toTeam membersAdministrators
Parents
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Activity: Visual Analysis
1. Review the attached data sheets and report to your partner “how the student is doing”
2. Then have the partner graph the data and report back to you “how the student is doing”
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Helpful Hints
Graph daily: Add the data point before putting away your data sheets
Keep your graph close to your data(consider placing it behind your raw data in a folder or
binder)
Use a percentage key or when appropriate, present a number of trials that will make it easier to determine
percentages or
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Data-based Decisions for Instruction
After reviewing the data, the teacher is given three broad options
Keep on truckin’Change instruction
Change the instructional target
These choices should be made using decision rules
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Decision-making Tools: Using Aim Lines
A visual aid to assist in progress monitoring
A line is drawn through the intersection of the mid-date and the mid-performance of the first 3
training days and the intersection of the criterion performance with the goal date of accomplishment
Student performance can be then measured against this line
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Using Aim Lines
1009590858075706560555045403530252015105
10 + 20 + 15 =45/3 =15
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
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Setting Aim dates
Consider…..Student acquisition of similar skills
Difference between student performance and criterion
Do not set dates too far in the future
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Data Based Decision Rules
Should we…?• Make no change
– Student’s progress approximates or exceeds aim line
• Change the goal or aim date– Student is making steady progress but well belwo
aim line• Move back to easier version of skill
– Data shows student is performing some, but not all of the task
Wolery, Bailey, & Sugai (1988)
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What should we do?
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What should we do?
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What should we do?
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Data-based Decision rules
Should we…?• Step back and teach prerequisite skill
– Data show that the student is not performing any part of the task correctly
• Try a different instructional procedure– Data indicate high rate of errors but with some
correct
Wolery, Bailey, & Sugai (1988)
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Data-based Decision rulesShould we…?• Move on to new phase of learning
– Data indicate high proportion of correct response• Move on to new skill
– Student has met criteria for accuracy and fluency
Wolery, Bailey, & Sugai (1988)
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Data-based Decision Rules (Browder ,1986)
Browder (2001)
• Teacher reviews students’ progress once every 2 school weeks (10 possible data points)
• Needs at least 6 data points for a review• Visual inspection of the data allows to make
decisions– When patterns are not clear, the teacher can use
phase means• Phase means (total value of data points/number of
data points within a phase)
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Data-based Decision Rules (Browder ,1986)
• Reaches criterion in 2 weeks– Develop plan to maintain and extend performance
• No progress, all data points are at 0. – Make no change for 2 weeks. After 2 weeks,
rewrite instructional plan to address simpler skill• Trend is accelerating by 5% (phase mean has
increased by 5% from baseline or last 2 week period) – Make no changes
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Data-based Decision Rules (Browder ,1986)
• Trend is flat or accelerating by less than 5%– Improve antecedents (e.g. prompting strategies) it
increase independent responses• Trend is decelerating
– Consider reinforcement (student may be losing motivation)
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Activity: What to do?
Graph the following data and determine a general course of action
Baseline performance(10%, 20%, 10%)
2 week decision period(10%, 20%, 30%, 10%, 20%, 30%)
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Systematic Instruction
Based on the principles of Applied Behavior Analysis
Systematic presentation of instructional stimuli
Involves continuous data collection
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ABC’s of Behavior
When discussing instruction we focus on the same three-term contingency as when
addressing problem behavior
Antecedent = Target StimulusBehavior = Target Response
Consequence = Consequence
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Three Term Contingency Revisited
Remember that behavior is controlled by
what happens before and after it
Every part of this sequence is important!
Target Stimulus Target Response ConsequenceA B C
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Three Term Contingency Revisited
“What is the capitol of KY?” “Frankfort” “Nice Job, it is Frankfort!”
2 x 2 presented on a flashcard Student says “4” Teacher, “Correct”
A preferred edible Student hands a picture card Receives edible
Increased proximity of a peer Student greets Peer attention
Target Stimulus Target Response ConsequenceA B C
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Target Stimulus
In the presence of “what” is the student expected to respond?
For example;
Teacher directive
“sit”
Teacher directive + stimulus
“Touch the____” + picture of a cow
Presentation of a stimulus (Contrived or naturally occurring)
Teacher holds up the letter “c” or the Student sees a dirty sink
Target Stimulus Target Response ConsequenceA
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Target Stimulus
Also, referred to as the discriminative stimulus or SD
It signals that reinforcement is available for a particular response
Target Stimulus Target Response ConsequenceA
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Target Stimulus
When the student responds consistently in the presence of the target stimulus we say that it we have stimulus
control
Definition of Stimulus Control
The reliable or predictable performance of a behavior when particular stimuli are present and the absence of
that behavior when those stimuli are absent
Target Stimulus Target Response ConsequenceA
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The Target Stimulus
It acquires this the ability to momentarily increase a response through differential
reinforcementPoint to Fox
Good work, That is a Fox
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Target Response
What does the target response look like?
When describing the response, avoid words like initiate, understand, & attend
Is this response in the student’s current repertoire?
Does the response require a reasonable degree of effort?
Target Stimulus Target Response Consequence
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Prompting the Target Response
How can we ensure that the student emits the target response so he/she can be reinforced?
Prompting decreases the likelihood that students will practice errors
Prompting involves many different procedures and forms
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Response Prompting vs. Antecedent Prompting
• Antecedent Prompting –manipulation of the target stimulus or instructional materials
• Response Prompting – insert a prompt between the target stimulus and the response
Collins (2007)
Target stimulus Target Response Consequence
Prompt
Target stimulus Target Response Consequence
Prompt
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Antecedent prompting
• Stimulus shaping:
• Stimulus fading: highlight a physical dimension of a stimulus to increase the likelihood of a correct response and then fade
ball
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Response Prompting
Insertion of extra stimuli to increase the likelihood that the students will respond
correctly
Extensive research supports its use across individuals with and without disabilities
Has been used to teach a variety of skills
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Types of Prompts
Spoken or Signed PromptsPros
Can be given to a group and from a distanceMay not require visual attention
No physical contactCons
Must be heardStudent must have listener/receptive skills
May be difficult to fade Snell & Brown 2010
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Pictorial or Written Prompts
ProsCan be less intrusive
Can promote independence even when used as permanent prompts
ConsPictures must be understood by learner
Some actions are difficult to illustrateDevelopment and maintenance of materials
Snell & Brown 2010
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Gestural Prompts
ProsUnobtrusiveMore Natural
Can be given to a group and from a distanceCons
Must be seen and understood by learner
Snell & Brown 2010
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Model prompts
ProsCan be used with a group and from a distance
VersatileComplexity of model can be adjusted
Modeling can be unobtrusiveCons
Requires students to attendStudents must be able to imitate
Snell & Brown 2010
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Partial Physical Prompts
Pros Gives student some control over response
Useful when vision is limitedCons
Can be intrusiveCannot be used at a distance
Must take care not to injure student
Snell & Brown 2010
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Full physical
ProsAllows total control over the responseReduces opportunities to make errors
ConsHigh intrusive and unnatrualCan’t be used at a distance
Safety concerns
Snell & Brown 2010
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Using prompts
Consider the least intrusive prompts first(Intrusiveness of prompt may vary across
contexts)
Consider student characteristics
Always insert prompts with a plan to fade them
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Consequence
Instructors must plan how to respond to every possible student response
Correct
Errors
No responses
Instructors must determine the most effective consequence
Deliver reinforcement
Use error correction
Extinction
Target Stimulus Target Response Consequence
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Consequence
In general, reinforce all correct responses
(make sure your prepared reinforcer has value, remember preference assessment)
Use consequences consistently
Consider student characteristics when deciding between the use of error correction or extinction
Target Stimulus Target Response Consequence
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Using Error Correction
Error Correction is technically response prompting that occurs after the student’s response
Several forms can be used
Ignore the error and deliver another trial with increased assistance
A verbal correction “not quite” and the opportunity to try it again
Interruption of the student’s response
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Teaching Responses
Does the response require a single response or multiple individual responses?
Discrete Behaviors vs. Chained Behaviors
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Discrete Behaviors vs. Chained Behaviors
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Discrete or Chained?
-Making a bed-Tying Shoes-Raising hand-Putting back-pack away-Saying the correct answer to a question -Matching picture cards-Making a sandwich-Drawing a circle-Washing Hands
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Discrete or Chained?- Making a bed Chained- Tying Shoes Chained- Raising hand Discrete- Putting back-pack away Chained- Saying the correct answer to a question Discrete - Matching picture cards Discrete- Making a sandwich Chained- Drawing a circle Discrete- Washing Hands Chained
Many simple tasks are actually many individual responses!
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Getting Started: Teaching Discrete Tasks
• Basic unit of instruction consists of:– Delivering an attentional cue (if needed)– Presenting the target stimulus– Prompting the response (if needed)– Students emits response– Correct responses or attempts are reinforced– Inter-trial interval
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Teaching Discrete Tasks
Trials can be massed, spaced, or distributed but a key factor contributing to skill acquisition the number of
opportunities to respond.
Massed – instructor delivers repeated instruction on a single behavior (xxxxxxx)
Spaced – instructor delivers instruction on a single behavior then allows student to have a break before next trial (x x x
x)Distributed – instructor delivers instruction throughout the
day within the natural context (xyzxyzxyz)
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Teaching Chained Tasks
Teacher develops a Task Analysis
Breaking complex skills into smaller, teachable units
Steps are presented sequentially and in detail to complete the tasks successfully
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Griffen & Schuster, 1993
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Task Analysis Activity
• Divide your table into two groups and a student.
• Each group will write a task analysis for putting on a jacket or a laced shoe.
• Let each group take turns reading the task analysis to the student and observe whether or not the student can complete the task with no additional prompts
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Teaching Chained Tasks
Forward chainingSteps in the task analysis are taught in their
natural order
Student is taught to complete first step in the chain
Teacher reinforces correct first response and completes the remaining steps
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Teaching Chained Tasks
Forward Chaining cont.When the student meets criterion on the first
step, the teacher instructs the student on completing the second step in the chain.
and so on
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Teaching Chained Tasks
Total Task Chaining Similar to forward chaining
Student receives training on each step of the task analysis during every session
Teacher provides assistance on any step that the student cannot perform independently
Reinforcement is delivered after completion of the task, regardless of teacher assistance
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Teaching Chained Tasks
Backward ChainingSame task analysis as would be used in forward
chainingTeacher performs all steps in the task analysis
except last stepTeacher instructs student to complete last step
and delivers reinforcement
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Teaching Chained Tasks
Backward Chaining cont.Next trial, teacher performs all but last two
steps in chain and instructs student to complete last two steps.
Reinforcement is delivered after criterion is met.Progressively, the student is instructed to
complete receding steps in the chain.
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Getting to it!
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Prompting Strategies: Time Delay
Evidenced based practice which can be used to teach discrete and chained tasks
A brief pause is inserted after the presentation of the target stimulus and before the prompt
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Time Delay
• Progressive time delay– Prompt delay interval is gradual increased from 0
to 8 seconds• Constant Time delay
– After initial 0-second delay interval a constant prompt delay interval is used
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Why Constant Time Delay?A near errorless procedure in which a controlling
prompt is faded across an interval of time
A controlling prompt is a prompt that ensures a correct response
Since CTD only uses one prompt, it has to work!
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Constant Time Delay
Two types of trials are presented
0-s delay trials
Constant delay trials
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Constant Time Delay
During the initial time delay trials, the task direction/target stimulus and controlling
prompt are presented simultaneously
These are called zero-second delay trials
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Constant Time Delay
Target Stimulus Target ResponsePrompt
0 sec.
Consequence
“What is it? Ball.” “Ball”. Praise + Treat
Instructor Student
Zero Second Delay Trial
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Constant Time Delay
After a specified number of 0-second delay trials, a specified time interval is inserted
between the target stimulus and the controlling prompt
These are called constant delay trials
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Constant Time Delay
Target Stimulus Target ResponsePrompt
3 sec.
Consequence
“What is it?” “Ball”. Praise + Treat
Instructor Student
Pause“Ball”.
Instructor
Three Second Delay
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Check, check is the microphone working?
What is a controlling prompt?is a prompt that ensures a correct response
What are the two types of trials when using CTD?
0-s delay trials & Constant delay trials
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Using Constant Time Delay(Wolery, Ault, & Doyle 1992)
Step 1Identify a stimulus that cues the student to
respondTask directive
Environmental manipulationNaturally occurring events
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Using Constant Time Delay(Wolery, Ault, & Doyle 1992)
Step 2Identify the Controlling prompt (a prompt that
ensures a correct response)
Consider the least amount of assistance that will consistently result in the student making the
correct response
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Using Constant Time Delay(Wolery, Ault, & Doyle 1992)
Step 3Assessing the wait response
Present a real or nonsense task that the students cannot perform and wait the prompt
delay interval before delivering a prompt
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Wait Training
Present the student with a task that is impossible for him/her to respond to correctly
Prompt first at a 0-second delay interval
Gradually increase the interval
If the student does not wait for the prompt. Say “Wait and I will tell you” and withhold reinforcement
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Using Constant Time Delay
Step 4Identify number of 0-second delay trials needed
Consider using 2- 10 trials per stimulus or conducting full 0-second delay sessions
What are some considerations?
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Using Constant Time Delay
Step 5Determine the length of the Prompt Delay
Interval
Most common 4-sConsider length of time to complete the task
Consider student characteristics(expected response, motor skills)
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Using Constant Time Delay
Step 6Determine the consequences for each response
Unprompted corrects (anticipations): correct response before the controlling prompt
Prompted corrects (correct waits): correct responses after the controlling prompts
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Using Constant Time Delay
Step 6Determine the consequences for each response
Unprompted errors (non-wait errors): errors made before the delivery of the controlling prompt
Prompted errors (wait errors): errors made after the delivery of the controlling prompt
No response errors: student does not respond after the delivery of the controlling prompt
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Using Constant Time Delay
Step 6Determine the consequences for each response
Reinforce Corrects (unprompted and prompted)
Consider differential reinforcement
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Using Constant Time Delay
Step 6Determine the consequences for each response
Errors:Consider the least aversive but most effective
Remove stimulus and provide next trialPrompt a correct response
Instruct to wait for a prompt
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Constant Time Delay Data Sheet
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Using Constant Time Delay
Step 7: Implement the Program and Collect Data
Record the student’s first responseB A
Red +
Blue +
Green -
Blue -
Red 0
Green +
Green +
Blue +
Red +
Total Corrects 3 3
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Scoring Example (5 s CTD)Student Response
Says “Red” within the 5 s interval
Waits 5 s interval and says “Blue” after the prompt
Says “Blue” within the 5 s interval
Waits 5 s interval and says “Blue” after thePrompt
Does not respond before or after the prompt
B ARed +
Blue +
Green -
Blue -
Red 0
Green +
Green +
Blue +
Red +
Total Corrects 3 3
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Constant Time Delay Data Sheet
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay
Graph Correct Responses
1 2 3 4 5 6 7 8 9 10 11 120
10
20
30
40
50
60
70
80
90
100
Sessions
perc
ent c
orre
ct
Prompted corrects
Unprompted corrects
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Using Constant Time Delay
Consider these data
1 2 3 4 5 6 7 8 9 10 110
102030405060708090
100
sessions
Perc
ent c
orre
ct
Unprompted corrects
Prompted corrects
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Using Constant Time Delay
Consider these data
1 2 3 4 5 6 70
10
20
30
40
50
60
70
80
90
100
Unprompted corrects
Prompted corrects
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Guidelines
Student should not make more than 25% or more of errors
Unprompted errorsUse shorter delay interval
Conduct wait trainingPrompted errors
Examine controlling promptCheck reinforcer value
Decrease session length
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Guidelines
Student should not make more than 25% or more of errors
No response errorsExamine controlling prompt
Check reinforcer valueDecrease session lengthReconsider task difficulty
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CTD example: 0- Second Delay Trials Stevens & Lingo, 2005
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CTD example: Prompt Delay Trials Stevens & Lingo, 2005
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Let’s practice Constant Time Delay!
• In groups of three, implement a CTD program using the cards
• Assign one person as the instructor• Assign one person as the students• And one the fidelity data collector
Each person must rotate through the instructor position and meet 100% fidelity
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System of Least Prompts
Step 1Teacher determines an appropriate response interval and selects 2-4 prompts arranged from
least to most assistance
Step 2Student is presented with the target stimulus and
then is given the response interval to respond independently
Snell & Brown 2010
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System of Least Prompts
Step 3aIf the student completes the task/step
independently, the teacher delivers reinforcement and the student proceeds to the next trial or step
Step 3bStudent makes an error or gives no response, the first
prompt in the hierarchy is given and the student is allowed the response interval to respond.
And so on until the final (controlling prompt is used)
Snell & Brown 2010
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System of Least Prompts
Consequences
Reinforce all correct responses, prompted and unprompted
Interrupt errors and deliver the next prompt
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System of Least Prompts
Review the ParametersUses a prompt hierarchy
At least 3 levelsArranged least to most intrusive
A target stimulus is provided at the first levelFinal level is a controlling prompt
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Prompts
Not the same as a cue or a target stimulus
Consider using the fewest number of levels necessary for student to demonstrate
progress(Remember the more levels, the longer the student has to wait for the
controlling prompt)
Match prompts to student characteristics
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Verbal Prompts
Should certainly be considered for use on the prompt hierarchy but
Consider students ability to understand language
Challenges transferring SC from verbal prompt to natural stimuli
(West & Billingsley, 2005)
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System of Least Prompts
Data collection
Record prompted and unprompted responses
Wolery, Ault, & Doyle (1992)
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System of Least Prompts
Wolery, Ault, & Doyle (1992)
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System of Least Prompts
Wolery, Ault, & Doyle (1992)
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Graphing
• Prompted and unprompted correct• Prompt levels
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System of Least Prompts
AdvantagesVersatile
Can show progress as students move through hierarchyStrong research-based
DisadvantagesCan be intrusive
LaboriousRequires lots of practice
Increased time between SD and response
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System of Least Prompts Data Sheet
Wolery, Ault, & Doyle (1992)
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Let’s practice system of least prompts!
- Get a partner- Select target response (chained)- Select target stimulus- Select reinforcer- Establish prompting hierarchy
Remember, provide no prompt on first trial to assess if they can do it independently!!
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Homework!
Run a response prompting program. Bring back your graphed data to the group and describe
any changes that you made.
Help a teacher start a response prompting program or evaluate their data using decision-making rules. Share your experience with the
group.