Introduction to Systematic Instruction and Moderate to Severe Disability

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• Introduction to Systematic Instruction and
  Moderate to Severe Disability

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Characteristics of Severe Disability- Youre the
Expert

• In your small groups generate the characteristics
  common for students with severe disability based
  on your reading of chapter 1. Think of 3 ways you
  might improve the learning potential of this
  population.

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Generalization

• Generalization of one skill to other
  environments, people, materials, times of day,
  and spontaneous need is a common learning
  concern.
• Quick Reflection Which skills are the most
  important for an individual to generalize? Are
  there any where generalization is unimportant are
  unimportant?

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Systematic Instruction

• Identify and define the desired behavior
• Identify shaping procedures and prompts
• Collect data
• Measure effectiveness

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Prompting Types
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General Prompting Strategies

• Antecedent (Stimulus) Prompts- Prompts that come
  before the desired behavior Ex- yellow
  highlighter to read a specific word
• Response prompts- Prompts that come after an
  initial cue or request to perform a desired
  behavior Ex- student is asked to pull out their
  assignment- students sits- teacher then gives an
  indirect verbal prompt what are supposed to do
  next Jamalia

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Specific Prompting Strategies

• Most to least or Graduated Guidance-
  (Decreasing)- start with the most intensive
  prompt and move to least intensive prompt-
  decreasing assistance slowly
• Least to most (Increasing)- start with the least
  intensive prompt move to the most intensive

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Constant Time Delay (CTD)

• Step 1 Attention cue are you ready
• Step 2 Task Direction (verbal, written, or
  non-verbal)
• Step 3 A pre-set standard delay (4-5 sec)
• Step 4 Controlling stimulus or prompt that will
  insure the targeted behavior is completed
• Step 5 always provide a reinforcement for
  successes

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Things You need for CTD

• Standard interval of time is for student to
  respond before prompt is initiated
• Must identify initial prompt intensity
• Controlling prompt
• Prompt intensity (What level of prompting)
• What to do if the student fails to respond
• Error Correction

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CTD Example Target Behavior- Start Math Work on
Time

• Teacher lets get ready to do math
• Student pulls out workbook
• Teacher Start problem set 1
• Teacher waits 4 seconds for students to start
  work
• Students starts work with 4 seconds
• Teacher Great Job! you earn 1 point toward a
  pizza party
• When student fails to start work within 4 seconds
  teacher delivers controlling prompts of point to
  work, after student starts teacher says thank
  you good job.

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Progressive Time Delay (PTD)

• Same as previous except time is gradually
  increased
• Must consider how much you are time you are going
  to increase after how many trials
• Prompting intensity, initial prompt, failure to
  respond, error correction are also issues that
  need to be determined

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PTD Example Target behavior- Check picture
schedule before transition

• Step 1 Teacher gets student attention by ringing
  bell
• Step 2 Teacher Check your schedule
• Step 3 Teacher allows Sally two seconds to
  respond
• Step 4 Sally checks responds within two seconds
• Step 5 Great work! And Sally gets a sticker or-
• Step 5A Sally did not check her schedule and the
  teacher delivers the controlling prompt (points
  to the picture schedule) sally then responds
  correctly- thank you good job
• Each week the teacher adds time before she
  delivers the controlling prompt. This is what
  makes it progressive.

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Naturalistic Instruction

• Students with severe disabilities need a lot
  repetition making natural instruction imperative
• Use natural opportunities throughout the day
• Plan for naturalistic instruction
• Naturalistic Cues
• It supports generalization
• What are some examples of natural teaching
  opportunities to teach life skills in a
  classroom? Natural Cues?

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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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Small Steps-Activity Based Cleaning the Table

• 1. Retrieve sponge from the cabinet
• In art Steve will retrieve sponge and close the
  door from the cabinet when finished when the
  teacher says clean up
• 2. Turn on cool water
• Once the door is closed Steve will turn on the
  cold water
• 3. Wet sponge
• When the water is running Steve will stick it
  under the faucet and soak it for only a few
  seconds
• 4. Ring excess water from sponge
• When Steve notices it is damp he pulls the sponge
  away and squeezes it
• 5. Wipe table (completely)
• Steve will walk over to the table once the sponge
  has been rinsed and wipe it off using a circular
  motion until he notices the whole table is damp
• 6. Check for missed spots
• After Steve notices the table is damp he double
  checks for missed dry spots or crumbs on the
  table
• 7. Wipe missed spots (if any)
• If missed spots are identified Steve wipes those
  sections until the missed spots are clean
• 8. Put sponge away
• Steve puts the sponge away when the missed spots
  have been cleaned , closing the door after he
  opens it and then goes to his assigned seat in
  art and waits for instructions.

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Practice Activity

• Teach your assigned task incorporating the
  prompting procedures and instructional
  procedures- 1) break down the task down into
  natural steps and write then down 2) write down
  your activity-based objectives 3) describe a
  procedure for teaching your using the assigned
  procedures
• Group A- Shaping and Least to Most Prompts
• Group B-Total Task, Modeling, and Progressive
  Time Delay
• Group C-Backward Chaining, Modeling, and Constant
  time Delay
• Group D- Forward Chaining, Modeling, and Most to
  least
• In all instruction consider the types of prompts
  and explain how, when, and why you will deliver
  them
• You can pick an example learner someone is
  familiar with from your group- explain any
  special accommodations the learner might need
• Also- how might assistive/ instructional
  technology be used in your lesson

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• A- Hitting a baseball during gym
• I am student with an intellectual disability, I
  love the game, but am easily distracted and do
  not look at the ball

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• B- Cook using a Microwave to warm a froze meal
• I am student with an intellectual disability and
  I have never done this at home before, and a
  forget the steps if I have to many

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• C- Tying my shoe when I go to school
• I have a student with an intellectual disability
  and I have poor fine motor, but if I dont hurry,
  I can tie my shoe

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• D- Making a Purchase in the Grocery store
• I am student with an intellectual disability-
  have difficulty making change