6/12/2018 Teaching New Behaviors: Objectives Important - - PowerPoint PPT Presentation

6/12/2018

Systematic Instruction: Instructional Strategies

Heather DiLuzio, MA, BCBA Albuquerque Public Schools Patty Albo Albuquerque Public Schools

Objectives

▪ Participants will be able to define the following instructional strategies: time delay, shaping, fading, chaining, stimulus prompt, and response prompt. ▪ Participants will be able to define the procedures needed to implement each of the identified instructional strategies. ▪ Participants will be able to identify when to include specific instructional strategies as part of a systematic instructional plan.

Teaching New Behaviors: Important Considerations

▪ Instructional programs must be based on assessment measures. These should be used to identify a goal area and serve as a baseline measure. ▪ Reinforcement is a CRITICAL component to teaching new behaviors. ▪ New behaviors that are taught will only increase when followed by reinforcement. ▪ An instructional program should also include a plan for prompting and prompt fading.

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Systematic Instruction

Assessment Selection of Instructional T arget Selection of Instructional Strategy Selection of Data Collection System Ongoing Evaluatio n o f Learning

Prompts ▪ What is a prompt?

–A stimulus that controls the desired behavior but is not functionally related to the task.

(Mayer, Sulzer-Azaroff, & Wallace, 2014)

–A supplementary antecedent stimuli used to occasion a correct response in the presence of an SD that will eventually control a behavior.

(Cooper, Heron, & Heward, 2007)

– An additional stimulus that increases the probability that an SD will occasion the desired response.

( Alberto & Troutman, 2013)

But What Does That REALLY Mean? ▪ Prompts are additional information we provide the learner that increase the likelihood they will be able to perform the desired behavior.

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Important Considerations

▪ Prompts must be faded. ▪ The fading of prompts should be included in the instructional program. ▪ The type of prompts that are selected depend on the learner and the instructional target. ▪ Prompts are an instructional strategy. ▪ Prompts should only be provided during the acquisition phase of learning.

Types of Prompts

Response Prompt ▪ Operates directly on the response. ▪ Three forms: – Verbal Instructions (vocal and non-vocal) – Modeling – Physical Guidance (Cooper, 2007) Stimulus Prompt ▪ Operates on the antecedent stimuli, or SD, not the response. ▪ Can include: – Position – Movement – Redundancy (Cooper, 2007)

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Which Type of Prompt Is It?

Is this a stimulus prompt or a response prompt?

Which Type of Prompt Is It?

Let’s look at another example. Is this a stimulus prompt or a response prompt?

Which Type of Prompt Is It?

What about this

• ne?

Is this a stimulus prompt or a response prompt?

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Which Type of Prompt Is It?

What about this

• ne?

Is this a stimulus prompt or a response prompt?

Types of Response Prompts

Gestural ▪ An action taken by the teacher that increases the likelihood that the learner will make a correct response. ▪ Examples: – Pointing – Looking (Collins, 2012) Model ▪ A verbal or physical demonstration of a target behavior by the teacher that increases the likelihood that the learner will make a correct response. ▪ Examples: – Shooting a basketball – Completion of a math problem (Collins, 2012)

Example of Gestural Prompt What other type of gestural prompt could the teacher use?

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Example of Model Prompt What skills does the learner have to make the use of a model prompt appropriate?

Types of Response Prompts

Visual ▪ A picture or written cue that provides the learner with information which increases the likelihood they will demonstrate the target behavior. ▪ Examples – A number line – Visual schedules (Alberto & Troutman, 2013) Verbal ▪ Can be either direct (i.e., verbal instruction that tells the learner exactly what to do) or indirect (i.e., verbal instruction that gives the learner a hint or clue). ▪ Examples – Scripts – Questions "What's next?" – Phonemic (sounds) (Alberto & Troutman, 2013) CAUTION Verbal prompts are the most difficult to fade!!!

Example of Visual Prompt What other prompts might you use when using this?

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Example of Verbal Prompt What makes this a response prompt and not a stimulus prompt?

Types of Response Prompts

Full Physical Prompt ▪ The teacher physically guides the leaner in such a way that the likelihood that the learner will perform the target behavior increases. – Most intrusive prompt – Learner MUST be cooperative ▪ Example – Physically guiding a learner through the process of brushing his or her teeth.

Partial Physical Prompt ▪ The teacher provides limited physical guidance to the learner in such a way that the likelihood that the learner will perform the target behavior increases. ▪ Example – Touching the learner on elbow to guide his or her hand towards the toothbrush.

Example of Physical Prompting What would a partial physical prompt look like in this example?

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Types of Stimulus Prompts

Positional ▪ The stimuli is positioned in such a way that it increases the likelihood the learner will make a correct response. ▪ Examples – After listening to a passage read aloud , the learner is asked a “wh” question and the graphic icon representing the correct answer is placed closer to the learner than the other choices. Redundancy ▪ One or more dimensions of the stimuli (e.g., size, color, shape) are exaggerated or altered to increase the likelihood the learner will make a correct response. ▪ Examples – Presenting a sentence where the learner is asked to identify the noun and the noun is presented in larger font.

Example of Positional Stimulus Prompt Correct response is positioned closer to the learner. Examples of Redundancy Stimulus Prompt 1. The correct response is larger. 2. The correct response is in color.

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Types of Stimulus Prompts

Movement ▪ When the behavior of an instructor increases the likelihood of a correct response (e.g., pointing, tapping, looking, etc.). ▪ Example – Pointing to the hour hand of a clock while asking ”What time is it?”

Ways to Remove Prompts

Response Prompts ▪ Most-to-Least Prompting ▪ Least-to-Most Prompting ▪ Graduated Guidance ▪ Delayed Prompting (i.e., time delay) Stimulus Prompts ▪ Stimulus Fading ▪ Stimulus Shape Transformation

The objective is to transfer control of the response from the prompt to the naturally occurring stimuli.

Fading

▪ Fading is the process of systematically and gradually removing prompts so the learner is emitting the correct response when presented with the natural stimuli. ▪ It is critical that a plan for fading prompts is included in the instructional plan. ▪ Fading prompts supports the development of independence.

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Prompt Hierarchies

Most-to-Least: ▪ Start with the least natural/ most artificial prompt and systematically fade so the learner is responding to the naturally

• ccurring SD.

▪ Errorless learning. ▪ Change level of prompt across sessions. ▪ Good to use when the response is not in the individual’s current repertoire. ▪ Typically have at least three levels

• f prompts.

Least-to-Most: ▪ Start with the natural SDand provide additional support systematically until the learner produces the correct response. ▪ Provides an opportunity for the learner to respond to the natural SD. ▪ Change in level of prompt within session. ▪ Provides the learner with the minimal amount of prompting needed to produce the desired response. ▪ Typically have at least three levels

• f prompts.

Graduated Guidance

▪ Combines physical guidance and fading. ▪ A controlling prompt is identified and used but fading will begin immediately. ▪ Moment-by-moment decisions are made about the use of prompts and the fading

• f prompts.

▪ Typically used with behavioral chains. – Hand washing – Using utensils – Writing

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Example of Graduated Guidance

What are some

• ther instructional

areas that you might use graduated guidance for?

Time Delay

▪ Constant Time Delay: – Starts with a zero-second delay during the initial acquisition phase of learning. – Once the learner meets criteria, the instructor presents the stimulus and waits a pre- determined amount of time before presenting the prompt. ▪ Progressive Time Delay – Starts with a zero-second delay during the initial acquisition phase of learning. – As the learner meets criteria, the instructor will gradually and SYTEMATICALL Y increase the time delay between the presentation of the stimulus and the prompt.

Removing Stimulus Prompts

Stimulus Shape Transformations ▪ A shape, that will reliably produce a correct response, is used initially. ▪ The shape is then gradually and systematically changed to the natural stimulus. ▪ Correct responding should be maintained as the shape is changed.

Stimulus Fading ▪ Initially, a physical dimension (e.g., color, size, position) is highlighted to increase the likelihood of a correct response. ▪ The highlight dimension is gradually and systematically removed. ▪ Shifts responding from the supplemental prompt to the natural stimulus.

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Stimulus Fading & Stimulus Shaping Shaping

▪ Shaping is the differential reinforcement of successive approximations towards a target behavior. ▪ Critical Elements of Shaping: – Differential Reinforcement: Providing reinforcement only for those responses that meet a specific criterion along some dimension(s) of behavior. – Successive Approximations: The gradual change in a dimension of behavior as a criteria for reinforcement that more closely resembles the target behavior. ▪ Examples: – Increasing the number of math problems completed within a designated time period. – Increasing the duration of cooperative play during recess. – Increasing the distance from the basket when shooting a basketball.

Teaching Behavior Chains ▪ Task Analysis ▪ Forward Chaining ▪ Backward Chaining ▪ Total Task Chaining

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Chaining

▪ Chaining is simply the various methods (i.e., total-task, forward, backward) used to teach behavior chains. ▪ Discrete responses are reinforced in a predetermined sequence, usually performed closely in time with each

• ther, to form a more complex behavior.

▪ The learner may already be able to emit some of the discrete response; chaining is the process of linking these together.

Task Analysis

▪ A task analysis breaks a complex behavioral chain into its component behaviors in a sequential order. ▪ Task analysis should be individualized based on the characteristics of the learner. ▪ It is important to VALIDATE your task analysis. – Observe competent individuals performing the task. – Consult with experts or persons skilled in performing the task. – Perform the task yourself.

A task analysis has to be completed BEFORE implementing a chaining procedure.

Chaining

Forward Chaining

▪ The learner is taught to perform the first behavior in the chain and reinforcement is delivered. ▪ Once the first behavior is mastered , the next behavior in the chain is taught, and reinforcement is delivered only after the learner demonstrates both behaviors.

Backward Chaining

▪ The learner is taught to perform the last behavior in the chain and reinforcement is delivered. ▪ Once the last behavior is mastered , the next to last behavior in the chain is taught, and reinforcement is delivered

• nly after the learner

demonstrates both behaviors.

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Total Task Chaining

▪ This is a variation of forward chaining because the behaviors are taught in the

• rder they naturally occur in.

▪ The learner receives instruction for each behavior in the chain during ever session. ▪ This is a good option if the leaner is able to demonstrate each or most of the component behaviors. When using a chaining procedure, you can use prompting procedures, shaping, and/ or fading as part

• f your instructional

program.

Putting It All Together

▪ Assessment, assessment, assessment! Assessment should drive the identification of learning targets! ▪ It is important to match the instructional procedure to the learning target (e.g., using a task analysis and chaining procedures to teach behavioral chains). ▪ As part of systematic instruction, it is important to use assessment to identify learning targets, identify instructional strategies that support the learning of those targets, and to conduct ongoing data collection and analysis to further drive instruction.

References

Collins, B. (2012).Systematic instruction for students with moderate and severe disabilities. Baltimore, MD: Paul H. Brookes Pub. Co. Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis(2nd ed.). Columbus, OH: Merrill Prentice Hall. Mayer, R.G., Sulzer-Azaroff, B., & Wallace, M. (2014).Behavior analysis for lasting change.Cornwall-on-Hudson, NY : Sloan Publishing Kernoff, B. (2015).The path to passing the exam to become board certified in ABA. Lexington, KY: CreateSpace Alberto, P. and Troutman, A. (2013).Applied behavior analysis for

• teachers. Boston, MA: Pearson.

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Questions?