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SYSTEMATIC INSTRUCTION

SYSTEMATIC INSTRUCTION. Part II—Antecedent and Consequence Procedures. Objectives. By the end of this training, you will be able to describe techniques used in antecedent and consequence procedures explain and apply each technique in teaching math

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SYSTEMATIC INSTRUCTION

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  1. 2010 Region 3 Education Service Center / Texas A&M University SYSTEMATIC INSTRUCTION Part II—Antecedent and Consequence Procedures

  2. Objectives By the end of this training, you will be able to • describe techniques used in antecedent and consequence procedures • explain and apply each technique in teaching math • relate the benefits of using systematic instruction 2010 Region 3 Education Service Center / Texas A&M University

  3. Systematic Instruction Systematic instruction is to “define a specific response or set of responses and teach to mastery using defined, consistent prompting and feedback and explicit prompt fading.” (Browder et al., 2008, p. 426) 2010 Region 3 Education Service Center / Texas A&M University

  4. Systematic Instruction • Antecedent procedures: • Prompting • Shaping • Modeling (demonstration) • Task analysis (TA) • Chaining Specific characteristics of a student • Consequence procedures: • Reinforcement • Schedules of reinforcements • Corrective feedback (Saskatchewan Education, 2001) 2010 Region 3 Education Service Center / Texas A&M University

  5. How Skills Are Learned Prompt Feedback (Sternberg, 1994) (http://www.users.qwest.net/~tbharris/aba_train.htm) 2010 Region 3 Education Service Center / Texas A&M University

  6. Cueing and Prompting • Cues and prompts are additional stimuli to • increase the possibility that a response will occur • influence task performance • Cueing is to provide simple hints that will indirectly lead students to a correct answer indirectly • Prompting is to guide the student through the task and direct him/her to the right answer (TEA, 2009) 2010 Region 3 Education Service Center / Texas A&M University

  7. Types of Cueing and Prompting • Auditory—verbal cues, verbal directions, sound signals (a buzzer or beeper) • Visual—gestures, pictures, colors, graphs • Physical—hand-over-hand guide or tapping the student 2010 Region 3 Education Service Center / Texas A&M University

  8. The System of Least Intrusive Cueing Activity #1a Most invasive Descriptions Physical gesture Single touch to get attention Single point to the task materials Pointing Visual cue A color-coded division sign Verbal direct cue Hints related to a task “Touch the operation button” Hints to help organize thoughts “Think about what the ‘total’ means” Verbal indirect cue Least invasive (TEA, 2010) 2010 Region 3 Education Service Center / Texas A&M University

  9. The System of Least-Intrusive Prompting Activity #1b Most Invasive Descriptions Hand-to-hand assistance Physical assist Teacher demonstration of task Adult modeling Student demonstration of task Student modeling Visual step-by-step directions Visual graphic Step-by-step pointing Gesture assist Verbal direction Step-by-step verbal directions (TEA, 2010) Least invasive 2010 Region 3 Education Service Center / Texas A&M University

  10. Fading • “It is not just the use of defined prompts that makes systematic instruction effective, but the use of explicit prompt fading strategies.” (Browder et al., 2008) • Fading—to remove or withdraw prompts gradually 2010 Region 3 Education Service Center / Texas A&M University

  11. Effective Methods of Prompting and Fading • Constant time delay (CTD) • Progressive time delay • Least-invasive to most-invasive prompts Simple Complex 2010 Region 3 Education Service Center / Texas A&M University

  12. CTD • First, teach an initial trial, session or several sessions at zero delay • Second, wait for a defined latency period(like 4 seconds) before giving the prompt • Keep using the CTD until the student has learned to make the correct response ahead of the 4-second delayed prompt Video 2010 Region 3 Education Service Center / Texas A&M University

  13. CTD Activity #2 • Grade Level—First grade • Objective—Given an analog clock, the student will tell time to the nearest hour correctly within three trials • TEKS—“read time to the hour and half-hour using analog and digital clocks” 111.13(b)8(B) • Procedures • First session uses simultaneous prompting • Second session uses zero delay prompting in the beginning several trials, then only uses 4-second delayed model prompt • Third session uses 4-second delayed model prompt only 2010 Region 3 Education Service Center / Texas A&M University

  14. CTD • By using CTD, students will learn the correct response with few or no errors (Whalen et al., 1996) • If errors occur, the teacher may reintroduce simultaneous prompting or may teach students to wait for the prompt if they do not know the answer • CTD is easy to implement and can be used in one-on-one instruction, group instruction, peer tutoring, and community-based instruction (Gardill and Browder, 1995) 2010 Region 3 Education Service Center / Texas A&M University

  15. Progressive Time Delay Activity #2 • An initial trial/session or several sessions of simultaneous prompting (zero delay) • Gradual increase in prompt delay (from 0 seconds to 2 seconds to 4 seconds and up to 6 and 8 seconds or higher) until the student responds correctly before the prompts • Time-telling example (Snell and Brown, 2000) 2010 Region 3 Education Service Center / Texas A&M University

  16. Least-To-Most Prompts • Increase assistance and start with the least-intrusive prompt. • Use prompts systematically: • First establish a hierarchy of prompts based on a student’s situation. • Start with the least-intrusive prompts (like a latency). If the student does not respond, use the next-level prompt. • Make sure to give a latency (like 4 seconds or 6 seconds) after each prompt so the student will have time to respond before the next prompt. 2010 Region 3 Education Service Center / Texas A&M University

  17. Least-to-Most Prompts Least assistance Most assistance (Snell and Brown, 2000) 2010 Region 3 Education Service Center / Texas A&M University

  18. Mixed Prompts • Mixing prompts means combining different-level prompts (for example, verbal + physical, verbal + model, pictorial + verbal) • Mixed prompts are used more often and more effectively • Full and partial physical prompts should always be paired with less-intrusive prompt forms, such as verbal or gestural prompts 2010 Region 3 Education Service Center / Texas A&M University

  19. Mixed Prompts • Teaching John, who has a moderate disability, to add two single-digit numbers by using a number line • Designed system of prompting: • Latency • Verbal prompt • Verbal + model • Physical + verbal 2010 Region 3 Education Service Center / Texas A&M University

  20. Mixed Prompts Handout #2 Stimulus (antecedent)—“John, what is 2 plus 3?” Least invasive Most invasive 2010 Region 3 Education Service Center / Texas A&M University

  21. Least-to-Most Prompts Activity #2b Video 2010 Region 3 Education Service Center / Texas A&M University

  22. Caution About Using Least Prompts • Least prompts may be less efficient than other methods, such as CTD (Gast, Adul, Wolery, and Doyle, 1988) • Least prompts may not be applicable when teaching a verbal response, such as verbal counting from 0 to 10 2010 Region 3 Education Service Center / Texas A&M University

  23. Stimulus Fading and Shaping • Modifying stimulus materials to increase the probability of correct responding • Stimulus fading—a stimulus prompt is gradually eliminated by reducing the salience (or obviousness) of the prompt (for example, highlighting, color-coding, picture cueing, etc.) 3 3 3 3 2010 Region 3 Education Service Center / Texas A&M University

  24. Stimulus Fading and Shaping • Stimulus shaping—using a series of increasingly more difficult discriminations • Example—teacher says, “Find number 3” Early teaching trial: Middle teaching trial: Later teaching trial: 3 3 # &  1 3 4 8 2010 Region 3 Education Service Center / Texas A&M University

  25. Shaping • Shaping means to accept approximations of a correct response when teaching a new skill • It is important to encourage students’ initial attempts. • The teacher should be aware of the students’ progress toward a goal and reinforce earlier approximations • Differential reinforcement and shifting criterion for reinforcement should be used. 9:30  2010 Region 3 Education Service Center / Texas A&M University

  26. Modeling Activity • Demonstrating a desired response and providing a picture of what the correct response is • General steps: • Get the student’s attention • Ask the student to demonstrate a skill • If the student does not respond or responds incorrectly, model the correct response • Have the student imitate the model • Reinforce appropriate imitation 2010 Region 3 Education Service Center / Texas A&M University

  27. Task Analysis • is defined as “the content and sequence of skills, behaviors, and activities to be taught through instruction” (Bigge and Best, 2005, p. 152) • involves breaking skills, behaviors, and activities into small teachable units • is used to teach complex skills or activities (Best, Heller, and Bigge, 2010) 2010 Region 3 Education Service Center / Texas A&M University

  28. Forward and Backward Chaining • Forward chaining—task is broken into steps in a logical order, from top to bottom or from first step to last step • Backward chaining—instruction starts from the bottom steps and proceeds backward. 2010 Region 3 Education Service Center / Texas A&M University

  29. TA Process • Designing a TA • Field-test TA • Discrepancy analysis • Criterion setup for performance • Systematically teaching components of task • Probing individual’s skill level and revising TA • Continuing systematic teaching until mastery is achieved 2010 Region 3 Education Service Center / Texas A&M University

  30. Designing a TA • Develop an ecological inventory • Identify a task • Observe how a task is performed • List all steps needed to complete the task • Start each step with an action term • Use a tone of direction • Be simple, but specific • Make an observably different response in each step • Field-test TA and revise 2010 Region 3 Education Service Center / Texas A&M University

  31. Developing and Defining Steps Activity #3 TA for the use of a calculator in planning purchases: (Snell and Brown, 2000) 2010 Region 3 Education Service Center / Texas A&M University

  32. Discrepancy Analysis Handout #3 Activity #4 • Baseline assessment • The target student is asked to perform the entire task following the TA with teacher assistance • Data is collected • Discrepancy analysis—determining discrepancy between skills the target student has and skills needed to complete the task 2010 Region 3 Education Service Center / Texas A&M University

  33. TA Data Collection Activity #5 Key: P—physical assist; M—model prompt; V—verbal prompt; G—gesture; I—independent 2010 Region 3 Education Service Center / Texas A&M University

  34. Systematic Instruction Specific characteristics of a student • Antecedent procedures: • Prompting • Shaping • Modeling (demonstration) • TA • Chaining • Consequence procedures: • Reinforcement • Schedules of reinforcements • Corrective feedback 2010 Region 3 Education Service Center / Texas A&M University

  35. Reinforcement • Response is more likely to occur again when followed by a pleasant experience. • Response is less likely to occur again when followed by a unpleasant experience • Reinforcement is to encourage and maintain desired responses by rewarding the appropriate response as a consequence (Saskatchewan Learning, 2010) 2010 Region 3 Education Service Center / Texas A&M University

  36. Reinforcement Procedures • Use individualized reinforcement • Flexibly deliver dynamic reinforcement • Fade external and unnatural reinforcements to natural and self-reinforcement (Downing, 1996) 2010 Region 3 Education Service Center / Texas A&M University

  37. Reinforcers • Edible, physical, material, social reinforcers • Immediate reinforcers • Satiation avoidance 2010 Region 3 Education Service Center / Texas A&M University

  38. Schedule of Reinforcement • Four intermittent schedules: • Fixed ratio—a reinforcer for every five correct answers • Variable ratio—a reinforcer for an average of every five correct answers • Fixed interval—a reinforcer for every 2-minute interval • Variable interval—a reinforcer for an average of every 2-minute interval • Variable schedules—more effective because the student does not know when the reinforcement is coming, so will work to get it • Schedule extension—more and more until the skill is well-established without a reinforcement 2010 Region 3 Education Service Center / Texas A&M University

  39. Corrective Feedback • Interrupt the incorrect response, and present the question or instruction again • When error occurs, say, “No,” and present the question or instruction again • Model the correct response, and let the student repeat it • Use the next-level prompt (for example, use model prompt instead of verbal prompt) 2010 Region 3 Education Service Center / Texas A&M University

  40. Corrective Feedback • Error correction—be direct, immediate,and actively involve the student • Example: • Student tells time incorrectly. • Teacher says, “No, it’s two fifteen. What’s the time now?” • Student says, “Two fifteen.” • Teacher says, “Right, two fifteen.” (Barbetta et al., 1993a and b, 1994) 2010 Region 3 Education Service Center / Texas A&M University

  41. Closure Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Put down some ideas of what you want to start to use in your classroom. 2010 Region 3 Education Service Center / Texas A&M University

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