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

6/12/2018 Teaching New Behaviors: Objectives Important Considerations ▪ Participants will be able to define the following ▪ Instructional programs must be based on assessment measures. These should be used Systematic Instruction: instructional strategies: time delay, shaping, fading, to identify a goal area and serve as a baseline chaining, stimulus prompt, and response prompt. measure. Instructional ▪ Participants will be able to define the procedures ▪ Reinforcement is a CRITICAL component to teaching new behaviors. Strategies needed to implement each of the identified ▪ New behaviors that are taught will only instructional strategies. increase when followed by reinforcement. ▪ Participants will be able to identify when to include ▪ An instructional program should also include Heather DiLuzio, MA, BCBA Albuquerque Public Schools specific instructional strategies as part of a systematic a plan for prompting and prompt fading. instructional plan. Patty Albo Albuquerque Public Schools

6/12/2018 Systematic Instruction Prompts But What Does That REALLY Mean? ▪ What is a prompt? ▪ Prompts are additional information we Selection of Instructional – A stimulus that controls the desired behavior but is not T arget functionally related to the task. provide the learner that increase the (Mayer, Sulzer-Azaroff, & Wallace, 2014) likelihood they will be able to perform the desired behavior. – A supplementary antecedent stimuli used to occasion a correct Ongoing Selection of Evaluatio n o f Assessment Instructional response in the presence of an S D that will eventually control a Learning Strategy behavior. (Cooper, Heron, & Heward, 2007) – An additional stimulus that increases the probability that an Selection of Data S D will occasion the desired response. Collection System ( Alberto & Troutman, 2013)

6/12/2018 Important Considerations Types of Prompts ▪ Prompts must be faded. Response Prompt Stimulus Prompt ▪ The fading of prompts should be included in the instructional program. ▪ Operates directly on the ▪ Operates on the antecedent stimuli, or S D , ▪ The type of prompts that are selected response. not the response. depend on the learner and the ▪ Three forms: instructional target. ▪ Can include: – Verbal Instructions (vocal ▪ Prompts are an instructional strategy. and non-vocal) – Position ▪ Prompts should only be provided – Modeling – Movement during the acquisition phase of – Physical Guidance – Redundancy learning. (Cooper, 2007) (Cooper, 2007)

6/12/2018 Which Type of Prompt Is It? Which Type of Prompt Is It? Which Type of Prompt Is It? Let’s look at What about this Is this a stimulus another example. one? prompt or a response prompt? Is this a stimulus Is this a stimulus prompt or a prompt or a response prompt? response prompt?

6/12/2018 Which Type of Prompt Is It? Types of Response Prompts Example of Gestural Prompt Gestural Model ▪ An action taken by the teacher ▪ A verbal or physical that increases the likelihood demonstration of a target that the learner will make a behavior by the teacher that What about this correct response. increases the likelihood that one? the learner will make a correct ▪ Examples: What other type of response. – Pointing gestural prompt – Looking ▪ Examples: could the teacher Is this a stimulus – Shooting a basketball use? prompt or a – Completion of a math problem (Collins, 2012) response prompt? (Collins, 2012)

6/12/2018 Types of Response Prompts Example of Model Prompt Example of Visual Prompt Visual Verbal ▪ A picture or written cue that ▪ Can be either direct (i.e., verbal provides the learner with instruction that tells the learner information which increases the exactly what to do) or indirect likelihood they will demonstrate (i.e., verbal instruction that gives the target behavior. the learner a hint or clue). What skills does the ▪ Examples ▪ Examples learner have to What other – A number line – Scripts prompts might make the use of a – Visual schedules – Questions "What's next?" (Alberto & Troutman, 2013) – Phonemic (sounds) you use when model prompt (Alberto & Troutman, 2013) using this? appropriate? CAUTION Verbal prompts are the most difficult to fade!!!

6/12/2018 Types of Response Prompts Example of Verbal Prompt Example of Physical Prompting Full Physical Prompt Partial Physical Prompt ▪ The teacher physically guides ▪ The teacher provides limited the leaner in such a way that physical guidance to the the likelihood that the learner learner in such a way that the will perform the target likelihood that the learner will behavior increases. perform the target behavior What would a increases. What makes – Most intrusive prompt partial physical – Learner MUST be cooperative this a response ▪ Example prompt look like in prompt and not ▪ Example – Touching the learner on elbow to this example? – Physically guiding a learner guide his or her hand towards the a stimulus through the process of brushing toothbrush. prompt? his or her teeth. (Mayer, Sulzer-Azaroff, & Wallace, 2014) (Mayer, Sulzer-Azaroff, & Wallace, 2014) Foxy Learning https://www.youtube.com/watch?v=0tUONJPNomU

6/12/2018 Types of Stimulus Prompts Example of Positional Stimulus Prompt Examples of Redundancy Stimulus Prompt Positional Redundancy ▪ The stimuli is positioned in ▪ One or more dimensions of the such a way that it increases the stimuli (e.g., size, color, shape) Correct response is 1. The correct likelihood the learner will make are exaggerated or altered to increase the likelihood the a correct response. positioned closer response is learner will make a correct ▪ Examples larger. response. to the learner. – After listening to a passage read 2. The correct aloud , the learner is asked a “ wh ” ▪ Examples question and the graphic icon – Presenting a sentence where the response is in representing the correct answer is learner is asked to identify the color. placed closer to the learner than noun and the noun is presented in the other choices. larger font.

6/12/2018 Types of Stimulus Prompts Ways to Remove Prompts Fading Movement ▪ Fading is the process of systematically Response Prompts Stimulus Prompts ▪ When the behavior of an and gradually removing prompts so the instructor increases the ▪ Most-to-Least Prompting ▪ Stimulus Fading learner is emitting the correct response likelihood of a correct response when presented with the natural stimuli. ▪ Least-to-Most Prompting ▪ Stimulus Shape Transformation (e.g., pointing, tapping, ▪ It is critical that a plan for fading prompts looking, etc.). ▪ Graduated Guidance is included in the instructional plan. ▪ Example ▪ Delayed Prompting (i.e., time ▪ Fading prompts supports the – Pointing to the hour hand of a delay) development of independence. clock while asking ”What time is it?” The objective is to transfer control of the response from the prompt to the naturally occurring stimuli.

6/12/2018 Prompt Hierarchies Graduated Guidance Most-to-Least : Least-to-Most : ▪ Combines physical guidance and fading. ▪ Start with the least natural/ most ▪ Start with the natural S D and artificial prompt and provide additional support ▪ A controlling prompt is identified and systematically fade so the learner systematically until the learner is responding to the naturally produces the correct response. used but fading will begin immediately. occurring S D . ▪ Provides an opportunity for the ▪ Moment-by-moment decisions are made ▪ Errorless learning. learner to respond to the natural about the use of prompts and the fading S D . ▪ Change level of prompt across of prompts. ▪ Change in level of prompt within sessions. session. ▪ Typically used with behavioral chains. ▪ Good to use when the response is not in the individual’s current ▪ Provides the learner with the – Hand washing repertoire. minimal amount of prompting – Using utensils needed to produce the desired ▪ Typically have at least three levels response. – Writing of prompts. ▪ Typically have at least three levels of prompts.

6/12/2018 Example of Graduated Guidance Time Delay Removing Stimulus Prompts ▪ Constant Time Delay: Stimulus Shape Transformations Stimulus Fading – Starts with a zero-second delay during the initial acquisition phase of learning. – Once the learner meets criteria, the instructor ▪ A shape, that will reliably produce ▪ Initially, a physical dimension What are some presents the stimulus and waits a pre- a correct response, is used (e.g., color, size, position) is determined amount of time before presenting initially. highlighted to increase the other instructional the prompt. likelihood of a correct response. ▪ The shape is then gradually and areas that you ▪ Progressive Time Delay systematically changed to the ▪ The highlight dimension is natural stimulus. gradually and systematically might use – Starts with a zero-second delay during the initial acquisition phase of learning. removed. graduated guidance ▪ Correct responding should be – As the learner meets criteria, the instructor for? will gradually and SYTEMATICALL Y increase maintained as the shape is ▪ Shifts responding from the the time delay between the presentation of changed. supplemental prompt to the the stimulus and the prompt. natural stimulus. (Cooper, 2007) (Cooper, 2007) Vanderbilt Evidence-Based Instructional Practices https://www.youtube.com/watch?v=ihuJ9hy_a8o&t=31s