evidence based instruction for students with asd and other developmental disabilities
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Evidence Based Instruction for Students with ASD and Other Developmental Disabilities. Applied Behavior Analysis and Direct Instruction Penny Williams, M.Ed., BCBA [email protected]. Why is school so challenging for students with ASD?. Classroom Challenges. Classroom Challenges. - PowerPoint PPT PresentationTRANSCRIPT
Evidence Based Instruction for Students with ASD and Other Developmental Disabilities
Applied Behavior Analysis and Direct InstructionPenny Williams, M.Ed., [email protected]
Why is school so challenging for students with ASD?
• Groups• Sometimes inconsistent
Classrooms
Classroom Challenges• Insistence on sameness/difficulty with changes in routines
• Difficulty learning in large groups
•Poor organization skills•Poor writing skills
•Poor concentration•Vocab usually good, comprehension poor
Classroom Challenges•Inability to make friends•Difficulty with reciprocal language
•Low frustration tolerance•Poor coping strategies
•Emotional vulnerability•Problem solving abilities tend to be poor
Adjust Environment To:
Make communication easier
Meet a needAdd a preference
Remove some distracters
ABA (Applied Behavior Analysis)Systematic instruction using
principles (i.e. reinforcement)
Breaks complex tasks into small discrete tasks
Gives systematic, repeated practice
of skills across people/places
Uses data to make instructional
decisions
Individualized
Teaching Tools
Instruction Visual Supports
What is it that motivates a student to try when something is hard?
What is t
he sc
he
dule
of rei
nf
orce
me
nt
—or
how
ofte
n
do t
hey
nee
d t
o
be
motivate
d?
How to keep it as natural as possible.
It begins and ends
with motivation
10
What is Reinforcement?
Something that immediately follows a behavior and increases the likelihood that that behavior will happen again.
A reinforcer is a stimulus that increases likelihood of behavior occurring again, and is presented AFTER behavior occurs
A bribe does not guarantee the increase of behavior and is presented DURING a behavior or as a “carrot”
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Reinforcement is not a bribe!
•Reinforcers are individual
•Use natural reinforcers whenever you can
Choosing Reinforcers
Get out of Homework Pass Name____________ Date____________ Good for one subject on any day.
15 Minute Free Time Card Name_________________ Date__________________ Good for one use only. When time is up, I will go back to work.
Schedules of Reinforcement
Goal:Natural
Less available over time Thick to Thin
Variable Interval Variable amount of time (i.e. after an average of 3 minutes)
Fixed interval• S
et amount of time (i.e. after a minute)
Variable ratio• V
ariable amount of responses (i.e. after an average of 3 correct responses)
Fixed ratio• S
et amount of responses (i.e. after each correct response)
Schedules of Reinforcement
The first step toward understanding more remote contingencies
Motivational Systems Give Students:
Nick earns a trip to the computer room if he earns six periods of great work.
Great work means using nice words and following his teacher’s directions.
A period of great work is for 5 minutes.If Nick doesn’t have great work for a period, he can
try again.Time:______ Time for computer:_________
Period/Class
Circle all that apply
Comments
Science Assignment A-Okay Behavior Concern Test
Participated in group work
Math Assignment A-Okay Behavior Concern Test
Attended to instruction
English Assignment A-Okay Behavior Concern Test
Raised voice volume during group work
Reward? Did I earn my reward time?I need 2+ A-Okay’s
10 min computer
Lunch Assignment A-Okay Behavior Concern Test
PE Assignment A-Okay Behavior Concern Test
I am working on
I am working on: keeping my hands to myself (not touching others) Did I do it?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
I am earning: 15 minutes on computer
I am working on: keeping my hands to myself (not touching others) Did I do it?
Yes
Yes
Yes
Yes
Yes
Yes
Yes
No
No
No
No
No
No
No
I am earning: 15 minutes on computer
5
5
My Contract: Name: Date: These are my goals: 1. 2. 3. These are my consequences if I don’t meet my goals: These are my rewards/reinforcers if I meet my goals: My contract will be reviewed on______________________________ Signatures:
Following Classroom or School Rules
Student: Teacher:
Date:
Class or School Rules
Time Period 1: Time Period 2: Time Period 3: Time Period 4:
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Student: Teacher:
Date:
Class or School Rules
Time Period 1: Time Period 2: Time Period 3: Time Period 4:
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Rating Scale: 1 = Needs Work 2 = OK 3 = Good 4 = Excellent Circle the number that reflects your performance If the teacher disagress he/she will place a line through the circle If the teacher agress she will leave the circle as it is
Teaching Tools
Instruction Visual Supports
Something that occurs before a response and increases the likelihood of a correct response
Prompting before a response minimizes errors
Prompting—What is it?
Verbal
Pictorial
Environmental
Physical
Gestural
Model
Types of Prompts
1• Use the least amount necessary to ensure a correct
response
2• A prompt is only a “good” prompt if it results in a
child’s correct response
3• Prompts must be faded systematically
4• Any prompt that is added must be faded
Guidelines for using Prompts
Discrete Trial Training
One form of teaching using principles of ABA
Repeated practice at discrete responses
Systematic procedures to shape correct
responses
Emphasis on 1:1 teaching
A Discrete Trial(Teaching Loop)
Instruction or Discrimitive Stimulus (SD)
Student’s Response
Consequence
Prompt if
necessary
Inter-trial Interval
Antecedent
Behavior
Consequence
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Discrete Trial: The Instruction
Keep instruction concise.Give when student is attending.
Doesn’t have to be verbal. Text as prompt
Be sure and give the student time to respond (at least 5 seconds)
Make sure that if you give a direction, that you are there to follow through.
Instruction
Child’s Response
Consequence
Prompt if
necessary
Inter-trial Interval
31
Discrete Trial: The Prompt
What is it?Something the teacher does that increases the likelihood of correct responding.
Auditory Prompt
Mixed Prompt (Model, gestural & physical)
Prompting happens BEFORE the child’s response
Allows you to get responses that you can reinforce.
Instruction
Child’s Response
Consequence
Prompt if necessary
Inter-trial Interval
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Discrete Trial: The Child’s Response
Four possibilities:• Independent Correct• Prompted Correct• Error• No Response
Feature, function, class DTT
Labeling Gestures DTT
Instruction
Child’s Response
Consequence
Prompt if necessary
Inter-trial Interval
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Discrete Trial: The Consequence
What is it?
Clear feedback to the student about his response.
Correct response= reinforcement
Incorrect response=feedback
that response was incorrect.
For the teaching loop to work, the child always needs a clear consequence for his response.
Instruction
Child’s Response
Consequence
Prompt if
necessary
Inter-trial Interval
Teaching Tools
Instruction
Visual Support
s
Visual
Supports
Verbal info
A strategy that really works….
Provide the following
info:
•Change in activities or new activities•When events will happen •When it is time to move to next activity
Help:•Establish concept of being finished•Set expectations•Decrease “surprises”- reduce anxiety•Establish routines
Schedules may………..
How was my day?Great Okay Will work on it (2 points) (1 point) (no points)
Followed directions Completed WorkKept it togetherTotal Points:____________
First Then Scheduler
Visual Schedule Planner
Student: Alexander Date: September 14th
1. Get pencil 2. Get folder 3. Open folder 4. Take out worksheet 1 5. Complete worksheet 1 6. Take out worksheet 2 7. Complete worksheet 2 8. Put worksheets in folder 9. Close folder 10. Put folder away
How to Look Like a Student at My Desk
Sit at my desk with my mouth and feet quiet.
If I need to I can sit on my feet
or stand at my desk.
My hands can be doing school work by writing or reading.
I can do my writing with my pencil and
I can read the books in my desk.
I can ask for help if I need to.
I will follow my teachers’ directions.
When my teachers ask me to do something
I will listen and follow their direction.
If something is hard I need to try,
but I can ask for help.