Evidence Based Teaching

1. Evidence Based Teaching For Students with Complex Learning Needs Task Analysis Prompting Fading Shaping

2. Task Analysis • Breaking down a skill into small steps. • Focusing on one small step at a time makes it easier for students to learn longer routines. • Small steps are more manageable to teach. • Students learn faster and feel more successful. • Students become more independent.

3. Task Analysis • Step 1: identify the skill you want to teach • Ensure that the skill consists of a number of steps that can be broken down. Which of the following three would you analyze? • A) Taking off boots • B) Going to the bathroom, dressing and going outside • C) Getting ready to go out for recess

4. Task Analysis • A) Taking off boots • This skills is already broken down • B) Going to the bathroom, dressing and going outside • This routine is too complicated with too many steps • C) Getting ready to go out for recess • This one is JUST RIGHT!

5. Task Analysis • Step 2: Break the skill into small steps • You can do this by: • Performing the task yourself and listing each step • Observe the student or someone else performing the task • Videotape the routine and review

6. Task Analysis What are some of the routines that your students need to learn at school? Activity: Break into groups and complete a task analysis.

7. Task Analysis • Step 3: Teach the task • The final step is determining HOW the task will be taught using evidence-based teaching methods like: • Chaining • Prompting • Fading • Shaping

8. Chaining Skills are taught in a logical sequence that leads to the mastery of a longer task. For example, the student could learn the following skills separately: • Turning off light switch • Turning on tap • Drying hands with a towel • Pumping soap dispenser • Turning on light • Rubbing hands together

9. Chaining • When learned in sequence • Turning on light • Turning on tap • Pumping soap dispenser • Rubbing hands together • Drying hands with a towel • Turning off light switch

10. Chaining It’s called washing your hands • When learned in sequence • Turning on light • Turning on tap • Pumping soap dispenser • Rubbing hands together • Drying hands with a towel • Turning off light switch

11. Chaining Skills may be taught through: • Forward chaining: choosing the first step of the task and teaching each skill sequentially until mastered. • Backwards chaining: choosing the last step of the skill until mastered and then moving back step by step. Consider the skills of the student and the nature of the task to choose the best approach.

12. Chaining A word about reinforcement! When chaining a task, it’s important that newly acquired skills are reinforced. For a task like making a sandwich, eating the sandwich at the end may be reinforcing (when backward chaining is used). What type of reinforcement can you use in the classroom when teaching using a task analysis?

13. Prompting

14. Shaping • Prompting and reinforcement are used to develop skills so they become closer to the desired behaviour. • As new skills become easier for the learner to use, the criteria gradually becomes more stringent until the student is able to demonstrate the skill clearly and independently.

15. Shaping • Clearly define the specific behaviour (skill) you want to teach. • Assess how well the learner can demonstrate the skill at the moment. • What steps are required for the learner to demonstrate the skill clearly and independently? • Ensure these steps are small, reasonable and attainable.

16. Shaping • Video

17. Fading • Remember that the goal of our teaching is to increase the student’s independence and so fading prompts is essential!