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Modules Addressing Special Education and Teacher Education

(MAST)

Facilitator’s Guide

Systematic Instruction Plans

Copyright © 2012 East Carolina University.

All rights reserved. Any or all portions of this document may be reproduced and distributed

without prior permission, provided the source is cited as:

Mims, P., & Henderson, K. (2012). Systematic instruction plans – A facilitator’s guide for

professional development. Modules Addressing Special Education and Teacher

Education (MAST). Greenville, NC: East Carolina University.

This resource includes contributions from the module developer and MAST Module Project

colleagues Kelly Henderson (Facilitator Guide Editor), Tanner Jones (Web Designer), Diane

Kester (Editor), Sue Byrd Steinweg (Project Director), Bradley Baggett (Graduate Assistant),

and Sandra Hopfengardner Warren (Principal Investigator).

This Facilitator’s Guide is made possible through grants (H325A030106, H325K053082, and

H325T070027) between East Carolina University and the Office of Special Education Programs,

U.S. Department of Education. The contents of this document do not necessarily reflect views or

policies of the U.S. Department of Education, nor does mention of trade names, commercial

products, or organizations imply endorsement by the U.S. Government.

This document is available in alternative formats upon request.

For more information, contact:

MAST Modules (Dr. Sandra H. Warren)

Department of Curriculum and Instruction * College of Education

East Carolina University

119 Speight * Mail Stop 504

Greenville, NC 27858

Phone: 252-328-2699

http://mast.ecu.edu

East Carolina University shall provide equal access to and opportunity in its programs, facilities,

and employment without regard to race, color, creed, religion, national origin, gender, age,

marital status, disability, public assistance status, veteran status, sexual orientation, gender

identity, or gender expression.

http://mast.ecu.edu/

Systematic Instruction Plans 3

Facilitator’s Guide

Systematic Instruction Plans

This Facilitator’s Guide is designed to provide additional information and extension activities

that may be helpful to people involved in course instruction or professional development related

to the education of students receiving special education supports.

This guide is based on the accompanying module available at http://mast.ecu.edu . All or parts of

the module can be used to supplement a course, workshop, or presentation. Information provided

in this guide is designed to support you as the facilitator of a one-hour session. It stresses

important points made in the module as well as provides questions/activities to extend thinking

and application of the topics. Each facilitator’s guide includes:

Preparation Suggestions and Materials

Session Agenda

Session Guide and Key Talking Points

Focus and Reflection Questions

Application and Extension Activities

Self-Assessment

Session Evaluation Form

References and Resources

Web Resources

Preparation Suggestions and Materials

Participant Handouts

Power Point presentation slides

Session Evaluation

Supplies

Power Point presentation slides

Technology

Computer, LCD or overhead projector, screen

Microphone and speakers (depending on size of the group)

High speed internet access (URLs for specific content and activities are included in

this guide)

Optional materials for activities:

Blank copies of Systematic Instruction Plan (at end of this Guide)

Copies of example Systematic Instruction Plan (at end of this Guide)

http://mast.ecu.edu/


Session Agenda

Introduction (4 minutes)

Session Goals and Objectives (3 minutes)

Background (2 minutes)

Writing Objectives (9 minutes)

Prompting Strategies (10 minutes)

Systematic Instruction Plans (7 Minutes)

Fading Prompts (10 minutes)

Reinforcement (10 minutes)

Summary (2 minutes)

Evaluation (3 minutes)

The suggested time allotments for the session’s agenda items are estimates of the minimal

time required to present the content. Group discussion and the suggested activities will likely

require additional time. Facilitators are encouraged to consider the needs of their particular

audience as they plan the delivery and schedule for the lesson.

In addition to the agenda items, this Facilitator’s Guide includes optional Focus and

Reflection Questions, Application and Extension Activities, as well as a link to an online

Self-Assessment. As time allows, these additional resources may be incorporated into the

session.


Session Guide and Key Talking Points

► Introduction (4 minutes)

Presentation Guide

Mr. Quartez realizes that a student is not making appropriate progress on a skill.

After observing instruction on the skill with his two paraprofessionals and the

occupational therapist, the teacher realizes that they are each using a different wait

time between prompts and a different prompt hierarchy to teach a student to wash his

hands. His paraprofessional, Maria, is using the system of least prompts on each step

of the task analysis with a prompt hierarchy of a verbal, model, and physical and a 3

second wait time. Sandy, the other paraprofessional, is using the system of least

prompts too, but her hierarchy was a nonspecific verbal, specific verbal, and a model

with a 4 second wait time. Finally, the occupational therapist Jimmy, is using most to

least prompts starting with a physical prompt, then a partial physical, then a model,

and finally a verbal prompt.

The Problem: Mr. Quartez needs to come up with a system so that everyone is on the

same page using the same system for teaching each objective to each student. This is

a common problem in classrooms when teachers and other members of the team are

teaching Individualized Education Program (IEP) goals and Alternate Assessment

goals. It becomes hard to remember which prompting strategy is being used for which

student and what wait times are set in place. To resolve this type of problem, teachers

need to write a systematic instruction plan (SIP) for each goal taught in the

classroom. This will serve as a guide for all instructors in the room to teach each skill

the same way.

Session Goals and Objectives (3 minutes)

Presentation Guide

The goal of this module is to help the participant learn how to fill in the different

parts of a systematic instruction plan (SIP). Additionally, the module will include

information regarding how to identify the reinforcement and error correction

strategies as well as teaching for maintenance and generalization.


Upon completion of the module, participants will be able to:

1. Identify the sections of a systematic instruction plan (SIP) and what to include

in each section.

2. Identify the appropriate prompting strategy (response prompting or stimulus

prompting) to be used with the skill chosen in the SIP.

3. Select a plan to systematically fade out prompting strategy chosen.

4. Identify positive reinforcement vs. negative reinforcement, schedules of

reinforcement, and methods to identify reinforcers.

5. Identify strategies for error correction procedures. Select a plan of

maintenance and generalization based on a chosen skill.

► Background (2 minutes)

Presentation Guide

Research indicates that systematic instruction has been successfully used to teach

discrete skills, chained skills, functional skills, and academic skills to students with

disabilities, but without consistent instruction across teachers, acquisition will not

rapidly occur (Spooner, Browder, & Mims, 2010). The first step that teachers need to

consider on the road to strong, consistent instruction is to write and to select

observable and measureable objectives to teach. Let us take a look at some things to

consider.


► Writing Objectives (9 minutes)

Presentation Guide

When identifying the skill to be taught, it is necessary to first specify the IEP

objective or objectives the student will be working on or the Alternate Assessment

goals being targeted. The next step is to make sure the objective is written in

measurable terms, meaning it can be observed and counted. Make sure the objective

is written so that the student can master it independently. This means that prompts

should not be written into the objective. Prompts are great to use, but they are a

teaching strategy that the teacher would use to systematically fade back to

independence.

Also, consider the actual objective the student is being asked to do. Is it something

that they would ever be able to do independently? For example, would the student

ever be able to complete the objective without physical guidance? If not, consider

writing the objective for the student to complete the skill but using a different

response mode. So instead of writing the following objective: “During a shared story,

Tonya will activate the voice output device to complete the repeated story line with

hand over hand assistance in 3 out of 4 opportunities,” it might be better to write the

following objective: "During a shared story, Tonya will independently activate the

voice output device using a head switch to complete the repeated storyline in 3 out of

4 opportunities."


In these examples, the students have to independently demonstrate what they know

rather than receiving a prompt of some sort. Again, using prompts during

instruction is completely appropriate, but they need to be faded out when trying to

identify mastery for a goal.

An objective must include a target behavior, condition, and criteria. In the above

examples, they each start out with the condition (i.e., When presented targeted

sight words, when presented with a writing utensil and a writing surface, given her

phone number and two distracter numbers), are followed by the target behavior

(i.e., independently read, independently mark on paper, independently point to own

phone number), and followed by the criteria (i.e., 4 out of 5 sight words, 4 out of 4

trials, 4 of 5 trials).

What is wrong with the way the tasks in the Non-Examples above are written? In

the first example there are two big problems. First, how can we measure

“participate”? It would be necessary to operationally define participate so that it is

something that can observed and measured. Second, the objective is written with

physical assistance. Sherrie is completely passive in this objective. In fact, Sherrie

could be asleep and still master this objective because the teacher would

technically be allowed to guide her through the science lesson.

The second objective is also a problem because this is something we cannot

measure. Is the objective for Lynn to sit quietly during independent reading time or

is the goal for Lynn to comprehend the text from the book? If it is to comprehend

text, then the objective should be written like the following: "After reading a book,

Lynn will independently answer 4 out of 5 comprehension questions about the

book."


Finally, there is a big problem for Joel in this final objective. I would hate to be Joel 2

out of 10 times when I cross the street!

Activity suggestion

Ask participants to draft a list of observable, measurable objectives for the grade and

subject they teach or would like to teach.

Have them exchange their drafts with a partner to check for the components of

objectives covered in this section (target behavior, condition, criteria).

► Prompting Strategies (10 minutes)

Presentation Guide

It is also really important to consider stimulus and response prompting procedures to

be used during instruction. All instructors in the class need to be proficient at

implementing all response and stimulus prompting strategies selected for teaching

skills. Let’s review the response and stimulus prompting strategies now.

There are 2 types of prompting strategies, response prompting strategies and stimulus

prompting strategies as shown below.

Stimulus prompts are prompts that are added to the materials. Here are some

examples of a stimulus prompt. First, color coding the correct answer is a stimulus

prompt because the prompt, which is the color, is embedded into the actual materials.

Another example is a position cue. This is when the correct answer would be placed


closer to the student. Finally, a third example is making the correct answer more

salient in some way. There are several ways to prepare the materials to make the

correct answer more salient. For example, placing a red dot in the corner of a target

sight word, or placing pictures behind the target sight word, or bolding the correct

answer.

The other type of prompting system is a response prompting system. This is a

prompting system where the prompts are added after or at the same time as the

presentation of the materials by the teacher. A verbal prompt, model prompt, and

physical prompt are just a few of the prompts that can be added by the instructor.

Response prompts are typically actions performed by the instructor. There are six

common response prompting strategies.

Stimulus prompting strategies, like response prompting strategies, can be used to change

a target behavior. This procedure involves manipulating or changing the stimulus that is

presented. There are two different antecedent prompting procedures commonly used,

stimulus shaping and fading.

To read more about prompting strategies, please review the MAST module Prompting

Systems.

Activity suggestion

Assign at least two small groups of participants the same academic or other task

(examples could include mastering History vocabulary words, putting a shirt on,

locating pairs of rhyming words). Ask groups to independently select a stimulus or


response prompt and plan an approach for teaching the skill using the prompting

strategy.

Ask small groups to report back. In large group discussion, compare and contrast the

different approaches proposed.

► Systematic Instruction Plans (7 Minutes)

Presentation Guide

Systematic instruction plan (SIP) is designed to serve as a written description of

exactly how a skill will be taught. The idea behind a SIP is that it allows all instructors

to know exactly how to teach each skill to each student ensuring that everyone is using

the same strategies. If all instructors are teaching each skill the same way the student is

likely to acquire the target skill much faster. Let’s take a look at a systematic

instruction plan.


A copy of the systematic instruction plan can be found at

http://education.uncc.edu/access/webdocs/Systematic Instruction Plan.doc.

The first section of the Systematic Instruction Plan is on content. This is the section

where the teacher will write the observable, measurable skill she will be working on

http://education.uncc.edu/access/webdocs/Systematic%20Instruction%20Plan.doc


with the student. Notice that there are lines to write in the state standards and alternate

achievement expectation on the skill the teacher is targeting (if applicable).

The next section of the Systematic Instruction Plan is about format. This section asks

the teacher to fill in information on specific materials to be used, adaptations of

materials, setting(s) where the skill is to be taught, when this skill will be taught, and

which individual(s) will teach this target skill.

The next section is the “meat” of the Systematic Instruction Plan. This allows all

instructors to know exactly what to do when teaching a skill. Let’s start by only

looking at the first part of this section. The first heading in this section is on

prompting. The user will need to indicate what prompting procedure will be used.

This will mean choosing from among simultaneous prompting, time delay (either

progressive or expressive), least intrusive prompts, most to least intrusive prompts,

graduated guidance, and stimulus fading or shaping. The line to fill in that says

“Specific prompt(s) to be used:” is the place to write the controlling prompt(s) being

used. For example, if least intrusive prompts is selected a hierarchy of prompts should

be listed here (e.g., verbal, model, physical). Or if constant time delay is selected

there would likely be only one controlling prompt (e.g., model).


► Fading Prompts (10 minutes)

Presentation Guide

It is important to consider how prompts will be faded. Remember, using prompting is

a great strategy used to teach a skill, but at some point these prompts need to be faded

so the student can learn to do the skill independently. There must be a plan to fade out

the prompts. Take a look at the table below that describes how to fade out each

prompt system.

Provide to participants copies of the following pages.


Prompt-Fading Systems for Use in Systematic Instruction Plans

Prompt-Fading

System

Type of Prompt Used How Fading is

Implemented

General Guidelines

with Academics

Academic Examples

Simultaneous

prompting

Usually one specific

response prompt, such

as a verbal model of the

answer, is used.

Prompt is “dropped.” Student

is tested on ability to respond

with no prompt. Note: This

system helps to avoid prompt

dependence; however,

students may experience

more errors with this system.

Rote responses (e.g.,

counting, reciting days

of the week, reading

sight words)

The teacher models how to

count from 1-5 and then the

student repeats. After several

repetitions, the student counts

from 1-5 without a model.

Time delay One specific response

prompt is used

At first, the teacher gives the

prompt with the target

stimulus (no delay). Over

trials, the prompt is delayed

by a few seconds. Note: This

system assists in minimizing

student errors. Progressive

time delay: delays are

incremental. Constant time

delay: one specific delay

time interval is used.

Rote responses (e.g.,

counting, reciting days

of the week, reading

sight words ) Note:

Time delay is the

system used to increase

the likelihood of

correct responses.

(errorless learning).

The teacher says, “Show me the

word, bread“ as she points to

the correct answer (gestural

prompt). On the next trial, she

says, “Show me the word,

bread,” but waits 2 seconds.

Constant time delay: Next

trials continue to wait 2

seconds. Progressive time

delay: Next trials would be 2, 4,

6, and 8 seconds.

Least-to-most

intrusive prompts

A hierarchy of response

prompts is used.

On each teaching trial, the

teacher waits for the student

to make the response with no

help, and then uses the

hierarchy of prompts until the

correct response is made.

Task Analysis The teacher asks the student a

question and waits for the

student respond. When the

student does not answer, the

teacher repeats the question,

touches the answer (model

prompt), and waits for a

response. When the student

does not answer, the teacher

repeats the question, and helps


the student touch the answer

(physical guidance).

Most-to-least

intrusive prompts

Teaching begins with

one response prompt

that is highly effective,

but may be intrusive

(e.g., physical

guidance). Then a less

intrusive prompt is used

(e.g., verbal direction).

Teacher will usually set a

specific number of days or

trials to use the more

intrusive prompt and then

switch to a less intrusive

prompt.

Motor Skills (e.g.,

imitation) Note:

Limited use with

academic instruction,

typically used when

task analyses involve

functional skills.

The teacher asks the student a

question and uses hand-over-

hand guidance to teacher the

student to press the button of the

AAC (physical prompt) to

respond to the question. After

10 days, the teacher points to

the button (gestural prompt).

Graduated

guidance

Physical prompting is

always used, but only

with as much

guidance/physical,

pressure is needed.

The teacher decrease the

amount of physical guidance

used as the student’s response

improves.

Motor Skills (e.g.,

handwriting, cutting

with scissors).

The teacher uses hand over

hand guidance to teach correct

letter formation to write the

letter M. As the student’s

writing improves, the teacher

uses less and less physical

pressure until the student writes

the letter M independently.

Stimulus fading

or shaping

Stimulus prompts are

used. Coding: use extra

colors, pictures, or other

features coded with

correct response. Easy-

to-hard sequence:

arrange materials in

sequence.

Coding: extra cues are

diminished in size or

brightness over time. Easy-

to-hard sequence: distractions

become increasingly similar

to the target stimulus.

Responses requiring

discrimination (e.g.,

discriminating between

counting to 5 and

counting to 7).

The teacher tells a student to

count to 5 as she holds up an

index card with 5 as a reminder

to stop at 5. Over time, the

index card is cut smaller and

smaller until is it not longer

used (stimulus fading).

Browder, D. (2001). Curriculum and assessment for students with moderate and severe disabilities. New York: Guilford Press. Reprinted

with permission of The Guildford Press.


Let’s take a look at five big considerations when trying to fade out prompts:

1. Change the response mode.

2. Use assistive technology (AT).

3. Use prompt fading strategies.

4. Use differential reinforcement.

5. Increase the delay time.

Show the slide show about how to eliminate prompts, available at

http://mast.ecu.edu/modules/sip/lib/media/slides05/SlideShow.html



Here is an example of how one would fade out using most to least prompts when

teaching the steps of a story based lesson task analysis:


Activity Suggestion

Ask participants to create a systematic instruction plan based on one of the objectives

developed in the Activity for “Writing Objectives”. Identify the prompting strategy

and how to fade prompts (the latter sections of the Plan will be added later). See

example at end of this Facilitator’s Guide.

►Reinforcement (10 minutes)

Presentation Guide

Now let’s look at the second part of the instructional procedures. The first heading in

this section is feedback. Let’s take a closer look at error correction options,

reinforcement strategies, and fading reinforcement, which might be used in

instructional procedures.

Reinforcement strategies and fading reinforcement are so important to instruction.

The information below provides a more in depth look at the principles of

reinforcement.


The basic principle of applied behavior analysis (ABA) is that every behavior is

preceded by an antecedent and followed by a consequence. An antecedent is put into

place which leads to a behavior occurring that is followed by a consequence. An

antecedent is also known as a stimulus. A behavior is also known as a response. The

consequence either acts as a reinforcer, which will increase the likelihood the

behavior will occur again, or as a punisher, which will decrease the chance of the

behavior occurring again.

Show the slide show about the basic principles of applied behavior analysis, available

at http://mast.ecu.edu/modules/sip/lib/media/slides06/SlideShow.html.



How do we identify someone’s reinforcers?

Reinforcement varies from person to person.

No common properties allow us to identify reinforcers, other than their effect

on behavior.

We need to assess reinforcers on an individual basis. Below is a list of some factors to

consider in selecting reinforcers.


Show the slide show about how to select reinforcers, available at

http://mast.ecu.edu/modules/sip/lib/media/slides07/SlideShow.html.

It is also important to consider the schedules upon which one will deliver

reinforcement. The information below will provide a more in depth look at schedules

of reinforcement.

Show the slide show about how to use schedules of reinforcement, available at





The final part of the SIP we need to look at includes generalization and maintenance

procedures as well as promoting self-directed learning.

Show the slide show about generalization, available at




Now that you have learned about all of the parts of a SIP, let’s take a look at a SIP

that is filled out.

Provide to participants copies of the following page.


Systematic Instruction Plan (SIP)


After filling out your SIP it is very helpful to include a data sheet that matches the

skill you’re teaching. One strategy is to copy the data sheet onto the back of the SIP

so they are kept together. When the instructors in your classroom are teaching the

skill based on the SIP they can turn the SIP over and collect data on the skill. The use

of the Systematic Instruction Plan and data sheet together increase the likelihood that

all members of the team are using the same strategies and the behavior should change

more quickly.

Activity Suggestion

Ask participants to add to the systematic instruction plan started in the previous

activity. Identify the reinforcement procedures, fading of reinforcement, error

correction procedures, maintenance, and generalization. See example at end of this

Facilitator’s Guide.

►Summary (2 minutes)

Presentation Guide

Systematic Instruction Plans are an essential key to keeping up with all of the skills to

be taught in the classroom. Use of SIPs allow all instructors of a student (e.g., teacher,

paraprofessional, therapists, parent) to teach the skill the same exact way, ultimately

leading to faster skill acquisition. The SIP includes best practices in special education

such as prompting strategies, reinforcement, error correction, maintenance, and

generalization.

►Evaluation (3 minutes)

Presentation Guide

Ask participants to complete an evaluation that will help us refine this training to

meet your needs. Thank you.

Activity Suggestion

Provide the evaluation developed for this module (a copy is provided at end of this

guide) or an alternative evaluation.


Focus and Reflection Questions

The following questions are suggestions a facilitator might use to help students/participants

gain additional information and increase depth of understanding of this topic. As the

facilitator or instructor, you will need to consider which of these would be most effective as a

discussion topic, assignment or group activity.

Questions/Topics for Discussion

1. There are two types of prompting systems. Describe some examples of each.

2. What are the purposes of each of the three sections of the Systematic Instruction

Plan?

3. Name the five ways to eliminate prompts.

Application and Extension activities

Projects or Products

Given a scenario (see example scenarios below), have participants identify the stimulus,

response, and consequence and if it is positive or negative and if it is reinforcement or

punishment.

1. Dean and his teacher, Mr. Quartez, are on the playground. Dean points to the swing

set and smiles. Mr. Quartez says, “Dean, show me ‘swing’ on your communication

board.” Dean screams and throws his board on the ground. Mr. Quartez says, “It’s

okay, you can go on the swing.” The next time Dean is on the playground he

immediately screams and throws is communication board. Identify the stimulus

(antecedent) and consequence for Dean’s “throwing his board” behavior. Was Dean’s

behavior positively or negatively reinforced or positively or negatively punished?

2. Josh frequently cracks jokes in general education science class when his teacher, Mrs.

Jimenez, gives a demonstration. Josh’s friends laugh at his jokes and Mrs. Jimenez

gets upset and raises her voice. “Excuse me, can you please be quiet?” she says

sarcastically. Next time during the demonstration Josh does not crack jokes. Identify

the stimulus (antecedent) and consequence for Josh’s “joke telling” behavior. Was

Josh’s behavior positively or negatively reinforced or positively or negatively

punished?

3. Given a specific skill (see examples below), discuss all possible ways to teach

generalization of the skill.

-Hand Washing

-Using a telephone

-Using a vending machine

-Greeting a friend


4. Given a case study of a target student (see example case studies below), discuss how

you will fade out prompts for this particular student.

(a) After conducting an ecological inventory and surveying Bobby’s (an 18 year old

student with Down Syndrome and severe intellectual disabilities) parents it was

determined that bagging groceries was a priority skill to teach Bobby. If you were

Bobby’s teacher how would you move forward? What prompting procedure

would you use to teach this skill? How would you systematically fade out

prompts for this student? Would you teach this skill in vivo or using simulated

instruction? What would you do for error correction? How would you work on

generalization of this skill? Maintenance? What would you do for reinforcement,

schedule of reinforcement, and fading reinforcement?

(b) Qwan is a student with cerebral palsy. He is ambulatory and has some use of his

right arm. His parents would like for him to start to be more independent with

some self help skills at home. They feel that he should be helping do laundry.

After completing a discrepancy analysis it was determined that Qwan really

needed to learn to transfer the wet laundry to the dryer. If you were Qwan’s

teacher how would you move forward? What prompting procedure would you use

to teach this skill? How would you systematically fade out prompts for this

student? Would you teach this skill in vivo or using simulated instruction? What

would you do for error correction? How would you work on generalization of this

skill? Maintenance? What would you do for reinforcement, schedule of

reinforcement, and fading reinforcement?

(c) Nadia is a student with autism that is struggling with relating to other students.

When students walk past her she gets right up in their face and says

“lalalalalalala”. Her teacher realized she needed to teach her to appropriately say

hello on her voice output device. If you were Nadia’s teacher how would you

move forward? What prompting procedure would you use to teach this skill? How

would you systematically fade out prompts for this student? Would you teach this

skill in vivo or using simulated instruction? What would you do for error

correction? How would you work on generalization of this skill? Maintenance?

What would you do for reinforcement, schedule of reinforcement, and fading

reinforcement?


Self Assessment

A self-assessment with response feedback is available at

http://mast.ecu.edu/modules/sip/quiz/. Participants may take this assessment online to

evaluate their learning about content presented in this module.

Session Evaluation Form

See next page for the form.

http://mast.ecu.edu/modules/sip/quiz


Session Evaluation Systematic Instruction Plans

Please assess your knowledge or skills to apply the goals listed below using the following

rubric:

1 - Limited or no knowledge or skills

2 - Some knowledge or skills to apply in practice

3 - Sufficient knowledge or skills to apply in practice

4 - Sufficient knowledge or skills to apply in practice AND teach to others

Prior to this session, my

knowledge and skills were:

Following this session, my

knowledge and skills are:

1 2 3 4 Session Goals 1 2 3 4

Identify the sections of a systematic

instruction plan (SIP) and what to

include in each section.

Select a plan to systematically fade

out prompting strategy chosen.

Identify positive reinforcement vs.

negative reinforcement, schedules

of reinforcement, and methods to

identify reinforcers.

Identify the appropriate prompting

strategy (response prompting or

stimulus prompting) to be used with

the skill chosen in the SIP.

Identify strategies for error

correction procedures. Select a plan

of maintenance and generalization

based on a chosen skill.


References and Resources

Browder, D. (2001). Curriculum and assessment for students with moderate and severe

disabilities. New York ; Guilford Press.

Cooper, J. O., Heron, T. E., & Heward, W. L., (2007). Applied Behavior Analysis, (2nd

ed.).

Upper Saddle River, NJ: Pearson Education.

Spooner, F., Browder, D. M., & Mims, P. (2010). Chapter four: Evidence-based practices. In

D.M. Browder & F. Spooner (Eds.). Teaching Students with Moderate and Severe

Disabilities. New York; Guilford Press.


Web Resources

Stimulus Prompting strategies- The following websites provide information on stimulus

prompting strategies like stimulus fading and shaping.

Web Sources Description and URL

The National Early

Childhood Technical

Assistance Center

(nectac)

Embedding prompting strategies in inclusive preschool classes by M.

Worlery.

http://www.nectac.org/topics/inclusion/research/rs_embed.asp

SpringerLink Comparison of response prompting procedures in teaching numeral

identification to autistic subject, book by Ault, Worlery, Gast, Doyle,

and Eizenstat.

http://www.springerlink.com/content/y028t1v6l114xh27/

Differential Reinforcement- The following website provides a detailed module on differential

reinforcement.


AllSands What is Differential Reinforcement? Provides a strong, short

definition on differential reinforcement

http://www.allsands.com/science/science/differentialrei_tmy_gn.htm

Systematic Instruction Plan:


2009 UNC Charlotte

Curriculum Summit Provides a word version of a SIP that can be downloaded and typed

into.http://education.uncc.edu/access/webdocs/Systematic

Instruction Plan.doc

http://www.nectac.org/topics/inclusion/research/rs_embed.asp

http://www.springerlink.com/content/y028t1v6l114xh27/

http://www.allsands.com/science/science/differentialrei_tmy_gn.htm




Systematic Instruction Plan (SIP) Student: ____________________________ Grade Level: _______ Date of plan: __________

Current Symbol use: ________________________________________________________________________

Content

ELA MATH SCIENCE

Specific strand(s):_________________________________________________________________________

State Standard: ___________________________________________________________________________

________________________________________________________________________________________

Alternate Achievement: ____________________________________________________________________

Recommended Priority Skill:

_________________________________________________________________

Objective:________________________________________________________________________________

FORMAT

Unit description (What, from where): _________________________________________________________

Materials: ________________________ Adaptations needed (if any) ________________________________

Alternate materials (if any): _________________________________________________________________

________________________________________________________________________________________

Setting/When:____________________________________________________________________________

Who will teach this target behavior:___________________________________________________________

INSTRUCTIONAL PROCEDURES

Prompting

Specific prompt(s) to be used: ____________________________________________________

Fading (check one):

□ None (simultaneous prompting)

□ Time Delay: Progressive______ or Constant_______

□ Least Intrusive prompts

□ Most to Least Intrusive Prompts

□ Graduated Guidance

□ Stimulus fading and shaping

□ Other (describe) ___________________________________________________________________

Define planned fading schedule:_____________________________________________________________

Feedback

Praise: _________________________________________________________________________________

Fading schedule for praise:_________________________________________________________________

Error correction:_________________________________________________________________________

Generalization Procedures

Define plans for student to generalized learned target behavior: __________________________________

______________________________________________________________________________________

Promotion of Self-Directed Learning

Define plans: ___________________________________________________________________________

Student Name:


Target Behavior:

Criterion for Mastery:

100

90

80

70

60

50

40

30

20

10

0

%

DATE

# correct/total

Previous mean (%) _____________ Date______________ Trend/Mean_________________

Decision ___________________________________________________________________________

Record the prompt level codes in the

boxes:

+ = independent,

P = prompt (verbal, model, physical),

-- = error

Project MASTERY IES Grant#R324A080014 UNC at Charlotte

For permission to replicate or use please contact Dr. Diane Browder at [email protected]

http://education.uncc.edu/access/

http://education.uncc.edu/access/


Example of an SIP for the Activities that follow sections on “Fading Prompts” and

“Reinforcement”

literacy development (module xx) - east carolina...

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