Best Practices Day 2

1. Best Practices Day 2 Roseanna Mitsch Angela Cassel

2. Small Group Activity Students Age and Grade Students Functioning Level Behaviors - Describe Staffing (Staff Ratio) Toileting Issues? Parental support Level of inclusion (Academics/Social)

3. What is Pairing? • “A procedure for establishing teachers, peers, materials and the environment as conditioned reinforcers. A conditioned reinforcer is a type of reinforcer that obtains its value by having been paired with other reinforcers. Learners who have many conditioned reinforcers will learn important skills more easily.

4. How long does it take? It can take minutes…. It can take hours.. It can take days.. Pairing is an ongoing process The goal of pairing is for the learner to like to be with the staff and to approach him or her without hesitation.

5. What can Pairing look like? • How do you embed it into the day • How do you teach and pair at the same time? • Ex. Math Center/Lesson on Schedule • Instruction should continue while pairing but demands won’t be high. • Review of previously mastered skills • W0rking on learned concepts in a fun way with A LOT of reinforcement…

6. Suggestions for Pairing Example classes with only 2 and/or 3 staff. How it can still take place…. Still following a daily schedule…. How to pair with kids who are included all day… Pairing with low functioning vs high functioning Pairing in a regular education classroom.

7. Pairing • Once staff is paired with the child, the child will willingly approach and seek out the staff. • This relationship will increase learning. • It is imperative all staff are paired with the children they are assigned. • Pairing is an ongoing process that should occur daily. NO REINFORCEMENT = NO LEARNING (Andy Bondy)

8. Why to we do this? • We want out learners to want to be with us. • Run towards us….Not away from us • We want to be seen as givers not takers. • Establishes instructional control

9. Establishing Instructional Control • Pairing establishes instructional control, but how do you know when you have instructional control. • Student follows various instructions • Student asks for motivating items. • Able to fade in number of instructional demands • Able to fade in difficulty of instructional demands • If demands are placed to quickly, you will have an unwilling learner.

10. Steps for Pairing • Identify the learner’s reinforcers • Identify items, people, or activities that are fun or reinforcing for the learner. • This can be done by completing: Reinforcer Surveys, Preference Assessments, Observing the Learner….

11. ReinforcerSurveys • Getting Started: • Review home survey, IEP, and ER/RR to see what information is included. This is helpful to include in students present levels! • Observe learner in all school environments. See what the learner is interested in.

12. Reinforcer Survey • Evaluating Learner’s Response to Environment • Look at learner’s behaviors when interacting with different stimuli in the environment • Remember: Learners respond differently to a variety of sensory stimuli

13. Reinforcer Survey • Learner’s Response to Environment • VISUAL: sight • Example: Enjoys changes in lighting, colors; moving vs. still stimuli; enjoys puzzles, drawing; toys moving parts, etc. • AUDITORY: sound • Example: Enjoys changes in pitch, tone, volume; loud vs. quiet; music and singing; talking toys; tapping patterns, musical instruments, etc. • TACTILE: touch • Example: Enjoys textures (soft, hard, rough, smooth, wet, dry) in relation to clothing, food, toys, hugs, tickles, sand, water play, etc. • KINETIC: movement • Example: Enjoys motion vs. sedentary activities such as jumping, bouncing, swinging, spinning, etc. • GUSTATORY: taste • Example: Enjoys food or drinks: salty, sweet, sour, crunchy, soft, spicy, hot, cold, etc. • OLFACTORY: smell • Example: Enjoys sniffing candles, putty, perfume, food etc.

14. Reinforcer Survey • Using the Reinforcer Survey • Check off items, activities, people, or actions your learner enjoys on survey and indicate the level of interest. • Observe the learner’s behavior while interacting happy, upset, engaged, or disinterested. • Ask the student • Use Pictures if needed

15. An Additional Thought…. • Follow the learners changing interest…. • What was valuable today may not be valuable tomorrow… • Preferred Items/Activities should appear because you made it available. Try and Limit “Free Access” to preferred items.

16. Group Activity • Practice using a Reinforcer Survey on your chosen student • Develop a Pairing Plan for the first week of school • Share with the Group: • What did you like? • What would you change? • What was helpful? • Do you use one that was not presented today?

17. Reinforcement & Preference Assessments

18. Reinforcement exists in each and every one of our lives… • Would you go to work if you were not getting paid to be there? • Have you ever told yourself…first I’ll do the food shopping then I will go to Starbucks!!! • Examples from the Group:

19. Selecting Reinforcers • ALWAYS keep in mind…what serves as a reinforcer for me is different than what serves a reinforcer for you • I LOVE_____…I will do anything for ______…would you??? • How many times have you told a student what they will work for??? • Yes…I reinforce my students…on Friday afternoon they watch a movie! • Is this reinforcement???

20. Concerns & Realities

21. Conducting a Preference Assessment • Ask • Ask the individual • Ask those who know the individual best • Observe • Look to see what the student gravitates toward… • For our more challenging students or lower functioning students…keep an open mind. • Do a formal Preference Assessment • Paired Choice • Multiple Stimulus

22. Reinforcement is more than JUST rewards • We need to start to think…how can I make my instruction more reinforcing? • think about what the students likes: computer, art’s and crafts, food • How can I embed my teaching into fun highly motivating activities? • How would they respond to painting their spelling words, making their words out of play-doh, making a powerpoint presentation, listening to a book on tape, making an imovie, doing some instruction on the ipad?? • Offer choices • Examples from the group…

23. Time for a Break…. Please be back in 15 minutes….

24. Competent Learner Model What do you know about CLM?

25. Competent Learner Model A multi-component package for addressing the individual learning needs of children who have difficulty participating in typical learning environments

26. Who is this appropriate for??? CLM is appropriate for: Individuals with complicated learning profiles of all ages (autism, PDD, behavioral difficulties, other developmental disabilities) Individuals who do NOT participate during instructional conditions and/or exhibit challenging behavior problems to avoid or escape instructional conditions Individuals who do NOT learn from ‘Model-Lead-Test” or other didactic instructional conditions Individuals who are missing many of the repertoires to be successful at school, home, or in the community

27. Competent Learner Model • Goal: • To implement effective and sustainable educational programs for children with challenging learning problems

28. Competent Learner Model Applied Behavior Analysis (ABA) Analysis of Verbal Behavior Direct Instruction Precision Teaching *Over 30 years of research that looked at effective methods of educating students. Foundation Effective

29. Components of CLM • Learner assessments • Supplemental curriculum with effective teaching strategies • Staff training with coaching and collaborative consultation 4. Coaching andImplementation guidelines Sustainable

30. Day to Day Instructional Practices Show and Tell Go figure it out! Read about it Listen! Try harder!

31. Show and Tell • Observe the demonstration • Listen to what is said • Echo/report back • Problem solve and ask for clarification • Participate throughout the whole event

32. Go Figure it Out! • Problem Solve • Ask questions • Manipulate materials • Observe • Identify what others are doing • Read • The cues of others • Participate and persist

33. Read About It • Read • Listen and adhere to the instruction • Problem solve and ask for clarification • Participate in the activity

34. Listen! Observe the speaker Listen to the instruction Adhere to/act upon the instruction Problem solve by asking for clarification Participate in the event

35. Try Harder! • Participate and persist • Problem solve • Asking appropriate questions • Manipulate the materials

36. For some of our students • They are not able to learn new skills through typical instruction • Why? • Because the skills that are needed to be a competent learner are either weak or do not exist at all • Because they do not value the instructor, the materials, the activity, or the end product • We may be able to teach a skill or action occasionally but what is we could teach the students how to learn.

37. The Repertoires • Talker • Listener • Observer • Reader • Problem Solver • Writer • Participator

38. 7 Repertoires The seven are repertoires that all learners need in order to progress in educational settings and to function in daily life. The development of and instruction within these seven repertoires is needed to help learners learn new skills. These repertoires are based upon B.F. Skinner’s (1957) analysis of functional language that provides a framework for developing communication, observing and listening skills, and the pre-academic skills of reading and writing

39. Talker • Echoes a modeled response • Articulates clear ideas (i.e., factual or inferential statements) • Answers questions on topic

40. Listener • Follows directions • Adheres to advice imparted by a talker.

41. Observer • Performs careful and direct observations to produce factual information • Matches to sample, sorts, and imitates

42. Reader • The learner reads the material fluently • Answers questions about the material • Performs the actions as directed by the material.

43. Problem Solver • When faced with a problem: • behave to maximize the likelihood to generate a solution.

44. Writer • Produces written materials to convey clear ideas (i.e., factual or inferential).

45. Participator • Participates consistently in a variety of instructional conditions: • Teacher-directed (t-d) • Semi-directed (s-d) • Peer-directed (p-d) • Non-directed (n-d) • Continues to work hard even when exposed to novel and/or difficult contingencies

46. A Closer Look at Participator Semi-Directed: Completes parts of tasks with a teacher near by. Teacher Directed: Performs sets of responses upon teacher direction. Answers on signal from teacher. Non-Directed: Selects and uses a variety of items/objects in a non-directed way. Peer-Directed: Accepts/gives items to peers. Takes Turns.

47. Activity • Think about the activities that you completed before you came to work today. • Example: Got up, Made Coffee, Ate Breakfast, etc. • Identify the different repertoires? • Share with your group

48. Group Work • In your small group: • Talk about the type of learner your student is. • What types of lessons and activities should be planned? • What types of interactions should the staff use with the learner • What should inclusion look like?

49. Time for Lunch…. Please be back in 1 hour… Enjoy your lunch 

50. Getting Ready for the School Year Establish the classroom schedules and routines on the first day of school. Have a schedule ready on the first day Know what your routines are and start teaching them on the first day. Keep teaching them and reviewing them as needed throughout the year. Keep in mind that after long breaks from school, routines will need to be reviewed.