Understanding the Fade Plan, Prompt Hierarchy and Data Collection

Prompt Hierarchy Section created by JANET HULL, Teacher Specialist for Nonpublic Office

Presented by Mary Barbera, Special Education Resource for PreKindergarten and Kindergarten

PRE ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR

AACPS-Division of Special Education – Para Educator Training Videos Name: School:Date:

1. A fade plan a. is the same as the IEP and is needed by all students with IEPs. b. is used when the team thinks that the student may not longer need special education support. c. can only be provided by a certified special educator or therapist. d. is a way to document the areas in which a child needs extra support in the classroom and the child’s progress.

2. Which of the following are cues versus prompts? I. “Class, turn to page 22 in your math book and complete problems 1 to 10.” II. The teacher shows the student a card with a picture of the cover of the math book. III. The teacher claps her hands in a rhythm to signal for the class to get quiet. a. I and II c. I and III b. II d. I, II, and III

 

 

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ADMINISTRATOR

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3. If a student cannot write her name independently, what would be the least intrusive prompt to start with? a. Verbal Prompt c. Modeling b. Partial Physical Prompt d. Visual Prompt

4. Running Records and Anecdotal Records are examples of a. Duration Recording. c. Time Sampling. b. Objective Recording. d. Narrative Recording

5. A disadvantage of Time Sampling, Duration Recording and Frequency Counts is that a. They do not necessarily give you information about the antecedents of a behavior. b. They are difficult to collect. c. They rely on having extra materials available. d. It is difficult to summarize the information.

Partial Physical

Gesture

Physical

Visual

Modeling

Verbal

Verbal

Understanding and Using the Prompt Hierarchy

Defining Cues and Prompting

A Cue refers to a natural request made by an adult to the student to follow a direction or begin/complete a task.

Defining Cues and Prompting

A prompt refers to any additional information, assistance and guidance given to the student following a natural teacher cue.

Help…

The Prompt Hierarchy

Least Intrusive

Most Intrusive

Most

Intrusive

to

Least

Intrusive Verbal

Gestural

Visual

Model

Partial Physical

Full Physical

Independent

Verbal Prompting

Verbal prompts can be Direct or Indirect

Direct Verbal – tell the student what he/she is expected to do or say (e.g., “Turn your powerchair right.”)

Indirect Verbal – we tell the

student that something is

expected, but not exactly

what (e.g., “Now what?”

“What’s next?”, etc.)

What do we do next?

Tips for using Verbal Prompts

Use vocabulary that is familiar to the student

Use structurally simple and relatively short sentences when prompting

Use “start” directions rather than “stop” directions

Adjust your rate of speaking when giving a verbal prompt

Use “Start Directions”

When giving a direction to a student, tell them what you DO want them to do.

Start Directions

Walk in the hall

Use an inside voice

???

???

Stop Directions

Stop running

Don’t yell

Stop calling out

No hitting

More tips for verbal prompting

Give “Wait Time” after the prompt (10 sec- 1 minute)

Repeat prompt if needed

Avoid excessive verbal prompting

Gestural

Gestural Prompting includes providing a motion to aid the student in understanding what is expected of him/her.

Pointing to the item the student

will need: Point to the door if

you should be leaving, point

to the calculators if they need

to get a calculator.

Visual

Visual Prompting includes providing visual aid the student in understanding what is expected of him/her.

Providing a visual schedule

for students to refer to

Mini Schedules for Activity Blocks

Language Arts

Group

Seatwork

Work with Teacher

Choose a book

Media

Daily Check List (To Do List)

Today I will… _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Task Organizer and Work Cues

Write name

Color

Cut

Glue

Put in finished box

Get next paper

Change According to

Activity

Visual Cues for redirection

Expectations for response

Expectations for behavior Raise your hand, Hands in Lap

Modeling

An adult demonstrates a desired response or skill for a student. Demonstration can include verbal prompting.

Modeling “thinking aloud” when solving a problemDemonstrating use of a

picture scheduleModeling a task/activity

CAUTION!!

Model to copy:

Highlighted name to trace:

Mary

Partial Physical

Giving a student a limited amount of physical guidance through an activity/task.

Guiding a students hand

during an hands on activity Starting a zipper on a coat Holding one hand as the

student manages a set of

stairs

Full Physical

Physically guiding the student

through a task or activityHands on a student’s

shoulder while turning

their body

Using hand-over-hand

when writing, cutting,

& more

Independent

The student is able to perform the task on his/her own with no prompts or assistance.Use of normal, everyday cues that a teacher routinely uses with all students

Generally established part of classroom routines

58

Fostering Student Independenc

Using Prompting Strategies to Increase Student Independence

Always allow the target student(s) to respond to the teacher cue before providing a prompt.

- If the teacher needs to provide multiple cues to

the entire class, continue to wait before providing

a prompt.

Avoid providing prompts for skills that a student currently demonstrates

Prior to providing a prompt, gain student attention (eye contact as appropriate)

Begin with the least intrusive prompt initiallyUse prompts in conjunction with reinforcement (verbal

phrase, point sheets, rewards, etc.)Discontinue prompting for a skill that has been mastered

Using Prompting Strategies to Increase Student Independence

Fading Visual Prompts

Today I will…

____________________

____________________

____________________

Write name

Color

Cut

Glue

Put in finished box

Get next paper

Fading Prompt Location

Visual Prompts:

Start: Next to student

Later: Within line of vision

Gestural or verbal prompts:

Start: Seated next to student in classes

Later: Roving the class/going to student when needed

Last: Present for only a part of class

Data Collection

What? Information collected to document child’s

performanceWhy?

To measure whether the child is making progressHow?

Define the behavior precisely and find the most efficient way to record the behavior

Who? Teacher decides on form, trains TSA Teacher and TSA record data

Common Methods of Data Collection

Running records Detailed account of events as they occur (pretend you are

a video camera) for a limited amount of time. Record what the teacher, student, peers say or do. Do not include WHY you think they did it.

Ex: Running record of a child’s actions during center time Pros/Cons

Anecdotal records Brief record of an incident that has happened in the recent

past using “observable” language – what the teacher, student, peers said or did

Ex: incident recorded on a behavior chart Pros/Cons

Is it Observable?

INCLUDES INTERPRETATION:Johnny was sitting at his desk doing morning work. He got mad when Suzie bumped his chair so he stole her book.

ONLY OBSERVABLE BEHAVIOR:Johnny was sitting at his desk going morning work. Susie walked behind him and bumped his chair with her book. Johnny growled and pulled her book from her hand.

Numerical Data Collection Methods

Duration recording

Time Sampling

Frequency Counting

Duration recording

Duration Recording

Record the amount of time a behavior lasts

Ex: Child sat for (Number of minutes) during morning meeting

Pros/Cons

Example of Duration Recording

Date Time (record minutes) spent in Learning Lab for Calming

9/15 8:45-8:53 = 812:32-12:48 = 16

9/16 12:40-1:02 = 22

9/22 8:34-8:45 = 910:16-10:30 = 14

9/23 12:30-12:36 = 6

Range of time for calming = 6-22 minutesAverage time for calming = 12.5 minutes

Time Sampling

Time Sampling

Record whether the behavior occurs or not during a set time interval.

Ex: At each 5 minutes on the clock during group rotations, mark if the child is on-task (+) or off- task(-)

Pros/Cons

Example of Time Sampling

Time of

Day9:03

9:04

9:05

9:06

9:07

9:08

9:09

9:10

9:11

9:12

+/-- + + + -- -- + + + + --

Goal 1: Requisite Learning Obj.3: Complete a color/cut/paste task within teacher determined time limit

Criteria: If child is working on project, or asking relevant question of adult or peer mark +

70%

Frequency Count

Frequency Count Tally the number of times a clearly defined behavior

occurs in a set amount of time

Ex: Number of times child leaves the classroom in a day

Pros/Cons

Example of Frequency Count Chart

Peers Adults

Mon. | |||

Tues. ||

Wed ||||||

Thurs. |

Fri. ||

Goal 2: Social Pragmatics Obj. 1: Initiate greetings with adults and peers

Criteria: Greet person with no prompts by saying “Hi,” “Hello,” “Good Morning,” saying person’s name, etc.

Average of times per day = 0.8 Average of times per day = 2.4

Level of Prompt

Level of Prompt Mark whether child completes behavior (+/-) AND any

prompts that were given

Ex: Toileting steps

Pros/Cons

Example of Level of Prompt Checklist

Goal 1: Requisite Learning Obj.1: Complete routines with no more than 2 verbal prompts

Criteria: Mark + when step is completed without prompts If prompt is needed, mark using code M= Model VP=Verbal Vis=Visual PP=Physical Prompt

Step Mon. Tues. Wed. Thurs. Fri.

Take off backpack + + +

Take off coat + none +

Hang coat in locker VP-VP+

none +

Take materials out of backpack

VP-VP- PP +

VP-VP+

VP+

Put snack on shelf VP + + +

Put folder in teacher basket

VP-Vis+

VP+ VP+

Start morning work VP+ VP+ VP+

Making Data Collection Worthwhile

Use it to help analyze any “stumbling blocks” and then to revise instruction

Use it to document progress for progress reports, behavior plans, fade plans

Credits

Slides on the Prompt Hierarchy were from Janet Hull’s presentation for the Paraeducator Conference August 18 and 19, 2011. Minor adaptations were made.

POST ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR

AACPS-Division of Special Education – Para Educator Training Videos Name: School:Date:

1. A fade plan a. is the same as the IEP and is needed by all students with IEPs. b. is used when the team thinks that the student may not longer need special education support. c. can only be provided by a certified special educator or therapist. d. is a way to document the areas in which a child needs extra support in the classroom and the child’s progress.

2. Which of the following are cues versus prompts? I. “Class, turn to page 22 in your math book and complete problems 1 to 10.” II. The teacher shows the student a card with a picture of the cover of the math book. III. The teacher claps her hands in a rhythm to signal for the class to get quiet. a. I and II c. I and III b. II d. I, II, and III

 

 

PRE ASSESSMENTPLEASE SUBMIT TO YOUR

ADMINISTRATOR

POST ASSESSMENTPLEASE SUBMIT TO YOUR ADMINISTRATOR

3. If a student cannot write her name independently, what would be the least intrusive prompt to start with? a. Verbal Prompt c. Modeling b. Partial Physical Prompt d. Visual Prompt

4. Running Records and Anecdotal Records are examples of a. Duration Recording. c. Time Sampling. b. Objective Recording. d. Narrative Recording.

5. A disadvantage of Time Sampling, Duration Recording and Frequency Counts is that a. they do not necessarily give you information about the antecedents of a behavior. b. they are difficult to collect. c. they rely on having extra materials available. d. it is difficult to summarize the information.