Systematic Instruction

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Systematic Instruction

• Methods, Reinforcement, Fading, Corrective
  Feedback

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Key Aspects of Instruction

• Observational Learning
• Incidental Learning
• Stimulus Shaping
• Natural Cues
• Reinforcement
• Modeling
• Prompting
• Feedback
• Fostering Independence from instructional methods
  (e.g. fading, self-prompting)

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What is Reinforcement?

• Refers to the relationship between a behavior
  (response) and an event or consequence that
  follows the response
• The response must increase or be maintained as a
  result of the consequence

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Types of Reinforcement

• Primary
• (unconditioned) ex food
• Secondary
• (conditioned) ex tangible (token), activity
  (recess), privilege (excused from work), social
  (praise, contact)

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Differential Reinforcement

• Is when a cue (stimuli or stimulus) results in a
  specific student behavior (response) and it is
  positively reinforced.
• The purpose of differential reinforcement is to
  help students discriminate.

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SD R SR

• The basic unit of instruction
• SD Discriminative Stimuli
• Teacher asks the students to line up for lunch
• R Response
• Students line up in an orderly fashion
• SR Positive Reinforcement
• Students receive points for doing a good job

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Types of Differential Reinforcement

• Differential reinforcement of alternative
  behaviors (DRA)
• Differential reinforcement of Lower Rates (DRL)
• Differential reinforcement of Incompatible
  Behaviors (DRI)
• Differential reinforcement of Zero rates of
  behavior or (DRO)

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Schedules of Reinforcement

• Continuous
• Intermittent
• Ratio
• Fixed- Ratio
• Variable-Ratio
• Interval
• Fixed- Interval
• Variable- Interval

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Intermittent Schedule of Reinforcement

• Ratio Schedule reinforcer delivered per NUMBER
• Fixed Only after a specific number of tasks are
  completed
• Variable Delivered following an average number
  of occurrences
• Interval Schedule reinforcer delivered per TIME
• Fixed Only after a specific number of minutes
  have passed
• Variable Delivered following an average number
  of minutes

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Token Economy Reinforcement Program

• It is a symbolic reinforcement system where
  students receive tokens for specific appropriate
  behaviors, which may be exchanged for objects or
  activities that have been identified as
  reinforcing.
• As students learn to associate the tokens with
  the purchase of reinforcers, the tokens
  themselves become reinforcing.

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What students need to know about a token system

• What students need to know
• What do I have to do to get one?
• What can I buy with them?
• How much does everything cost?
• When can I buy something?
• What teachers need to think about
• How you are going to collect the information
• How are you going to build in choice
• What reinforcers are available at what times

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Sample Token System

• Behavior Required Raise your hand and provide
  answer or contribution to class discussiononly
  when called upon.
• Back up reinforcers candy
• Cost one ticket per piece of candy
• When can tokens be exchanged? at the end of class

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Reinforcement Example PBJ

• After each step of the activity based objective
  the instructor will provide continuous praise for
  success. When the total task is completed
  objective the student will be able to eat his PBJ
  as a natural positive consequence to successful
  task completion.

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Fading Reinforces

• Most reinforces need some type of fading
• You can do this by starting an intermitted
  schedule
• Introducing naturalistic reinforces slowly
• Monitoring maintence during this time

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Example Fade the Reinforcer PBJ

• Fading the continuous reinforcer (praise) will
  begin after Steve has acquired the basic skills
  defined in the Activity Based for objective for
  two weeks. A variable-ratio schedule will then be
  used delivering praise on average of every two
  steps of the task. Then each week the average
  ratio will increase by one until the only
  reinforcer remaining is the natural reinforcer of
  PBJ at then end of the total task.

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Choosing Reinforcers

• Reinforces should always be students centered
• Reinforces should be chosen through preference
  assessment

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General Teaching Strategies

• Shaping- reinforcement successive approximation
  to a target behavior Ex (target behavior is
  proper packaging of a product at job site- job
  coach first reinforces for partial placement in
  the bag, then for further placement of the bag,
  and then finally for placement in the bar and
  closing it)

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General Teaching Strategies

• Backward Chaining- Providing Instruction on the
  final step first and reinforcing completing-
  Example Teaching someone to tie a shoe the last
  step of tieing the loop is mastered first, then
  the step before it and so on. Reinforcement after
  success.

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General Teaching Strategies

• Forward Chaining- First step is taught until
  mastered while guidance is given on the rest of
  the steps
• Example- Putting on Shirt- the teacher first
  teaches the student to put each are in, then
  guides the student though the rest of the steps.
  As each step is mastered you add a new step
  (e.g., buttoning the first button and expect the
  student to put on shirt without help.
  Reinforcement is delivered after successful
  steps.

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General Teaching Strategies

• Total Task- Teach all the steps in a natural
  order at the same time. Use prompts for steps
  that a student needs help with. Reinforcement is
  provided for success.
• Example- Cleaning the table- first step is to get
  out supplies, take off placemats, plates etc,
  place on kitchen counter, wet sponge, spray
  cleaner on the table, wipe table clean, check for
  missed spots- as the student moves through these
  tasks instruction and prompting are provided as
  needed.

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Corrective Feedback What to put in your LSI Plan

• Specify exactly when and where
• Specify what
• Specify whom
• Define the types of errors
• Things to consider
• Controlling Prompts
• Setting
• Wait time

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Corrective Feedback Example

• Joy is learning to transition using a picture
  schedule. Sometimes she waits to long, other
  times she does not check her schedule, and
  finally sometimes she looks on the wrong place on
  her schedule. As part of her systematic
  instruction program, her teacher has specified
  corrective feedback for the team to follow.

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Corrective Feedback

• Initial Prompting Procedure After each step in
  her activity staff will monitor how long it takes
  her to respond using constant time delay
  procedure. After a wait time of 4 seconds the
  staff should do the following if there is an
  error
• Staff will deliver the corrective feedback after
  each instructional step
• If Joy waits to long to transition after prompted
  the staff should respond with a direct verbal
  prompt Joy, you need to move along please.
• If Joy forgets to check her schedule the staff
  should respond with what were you to do? In
  most cases this should work, but if not give a
  direct verbal prompt.
• If Joy looks at the wrong schedule or the wrong
  place on the schedule after she is prompted to
  check the schedule, point directly to where she
  would need to look and say Joy- look here when
  you check for ____________ period