Effective Strategies for Teaching Children with Severe Learning Problems

Learning TeachingTeaching Learning By: Larry Burd, Ph.D. Department of Pediatrics University of North Dakota School of Medicine and Health Sciences

Children with severe learning problems require unique strategies

Modifications of instructional approaches require monitoring and long term goals

Instructional changes can facilitate or impair learning

Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt

Teaching Cycle • Response required • Response • Ready for next response

Learning Rate Average student Teaching learning Impaired

Critical skills for integration into the classroomScore one for each not presentBy Krantz and McClannahan On task behavior >80% _____ Follows typical directions: oral _____ written _____ Works for delayed reinforcement _____ Shows generative language _____ Generalizes new skills rapidly _____ Infrequent or no afferent behaviors _____ Total _____

Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt Slower Learning More difficult teaching More efficient learning Increased ease of teaching

Response Says it Imitates Delayed or Does it contingent partial response Strategy Slow instructional cycle Poor motivation Spontaneous Cue Prompt Poor attention Inconsistent Forgets quickly Noncompliant Poor rewards One reward for several behaviors Attend to negative behaviors

Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt Ignore negative behavior Attend to positive behaviors Schedule Increased rate of learning Routine Faster instructional cycle Shaping response Appropriate Reward

Teaching Score 1-3 Learning Score 1-3 Teaching-Learning Score 1-5

Response Says it Imitates Delayed or Does it partial response Strategy Spontaneous Cue Prompt 1 2 3 2 3 4 3 4 5

Says it Imitates Delayed or Does it partial response Response Strategy Spontaneous Cue Prompt Slow teaching, labor intensive, behavior management, too much talk for comprehension deficits Slow learning rate, boring, attentionally demanding, high memory requirements, irritates adults, very labor intensive

High Learning Score Low low likelihood of successful classroom instruction high Low High Teaching Score

Effective Strategies for Teaching Children with Severe Learning Problems

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