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Evidence Based Instruction for Students with ASD and Other Developmental Disabilities

Evidence Based Instruction for Students with ASD and Other Developmental Disabilities. Applied Behavior Analysis and Direct Instruction Penny Williams, M.Ed., BCBA pennywilliams12@gmail.com. Why is school so challenging for students with ASD?. Classroom Challenges. Classroom Challenges.

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Evidence Based Instruction for Students with ASD and Other Developmental Disabilities

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  1. Evidence Based Instruction for Students with ASD and Other Developmental Disabilities Applied Behavior Analysis and Direct Instruction Penny Williams, M.Ed., BCBA pennywilliams12@gmail.com

  2. Why is school so challenging for students with ASD?

  3. Classroom Challenges

  4. Classroom Challenges

  5. Adjust Environment To:

  6. ABA (Applied Behavior Analysis)

  7. What is Reinforcement?

  8. Reinforcement is not a bribe!

  9. Choosing Reinforcers

  10. Schedules of Reinforcement

  11. Motivational Systems Give Students:

  12. Nick earns a trip to the computer room if he earns six periods of great work. Great work means using nice words and following his teacher’s directions. A period of great work is for 5 minutes. If Nick doesn’t have great work for a period, he can try again. Time:______ Time for computer:_________

  13. 5 5

  14. Prompting—What is it?

  15. Types of Prompts

  16. Guidelines for using Prompts

  17. Discrete Trial Training

  18. A Discrete Trial(Teaching Loop) Instruction or Discrimitive Stimulus (SD) Antecedent Promptifnecessary Student’s Response Behavior Consequence Consequence Inter-trial Interval

  19. Discrete Trial: The Instruction • Keep instruction concise. • Give when student is attending. • Doesn’t have to be verbal. Text as prompt • Be sure and give the student time to respond (at least 5 seconds) • Make sure that if you give a direction, that you are there to follow through. Instruction Promptifnecessary Child’s Response Consequence Inter-trial Interval

  20. Discrete Trial: The Prompt • What is it? Something the teacher does that increases the likelihood of correct responding. Auditory Prompt Mixed Prompt (Model, gestural & physical) • Prompting happens BEFORE the child’s response • Allows you to get responses that you can reinforce. Instruction Prompt if necessary Child’s Response Consequence Inter-trial Interval

  21. Discrete Trial: The Child’s Response • Four possibilities: • Independent Correct • Prompted Correct • Error • No Response Feature, function, class DTT Labeling Gestures DTT Instruction Prompt if necessary Child’s Response Consequence Inter-trial Interval

  22. Discrete Trial: The Consequence • What is it? Clear feedback to the student about his response. Correct response= reinforcement Incorrect response=feedback that response was incorrect. • For the teaching loop to work, the child always needs a clear consequence for his response. Instruction Promptifnecessary Child’s Response Consequence Inter-trial Interval

  23. A strategy that really works….

  24. Schedules may………..

  25. How was my day? Great Okay Will work on it (2 points) (1 point) (no points) Followed directions Completed Work Kept it together Total Points:____________

  26. First Then Scheduler

  27. Visual Schedule Planner

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