Designing Instruction for Students with ASD

1. Designing Instruction for Students with ASD Autism Cadre: Module 4

2. Instruction for Students with ASD Where do we begin this journey? Planning a program for students with ASD involves knowing the appropriate curriculum for each student and the evidence-based practices to teach it. This session will focus on the knowledge necessary to design instruction and implement some of the EBPs for teaching children with ASD

3. What is Instruction? An active and conscious effort attempt to facilitate learning and thus to change behavior (Wolery, Bailey, & Sugai, 1988) The arrangement of contingencies that facilitate learning (Vargas, 2009)

4. How do we know we are teaching? When learning has been demonstrated It is important to remind ourselves that presenting is not synonymous with teaching! Teaching must be accompanied by data collection

5. Data Collection Data lets us know if our training is successful or not Without data, we may continue an ineffective instructional method or discontinueeffective instruction!

6. Value for Students with ASD The characteristics of learners with ASD may present challenges to teachers in accurately assessing student performance “Zero degree of Inference” If you do not have data demonstrating that a student can perform a response in a context, then never assume that they can do it

7. Instruction and Data Collection Continuous data collection The frequent and repeated measurement of student performance Graphing and visual analysis Data-based decision making

8. Graphing Helps in the organization of data Provides a detailed numerical summary and description of a student’s behavior which allows the readers to analyze the relation between instruction and skill acquisition Communication of student progress to Team members Administrators Parents

9. Activity: Visual Analysis 1. Review the attached data sheets and report to your partner “how the student is doing” 2. Then have the partner graph the data and report back to you “how the student is doing”

10. Helpful Hints Graph daily: Add the data point before putting away your data sheets Keep your graph close to your data (consider placing it behind your raw data in a folder or binder) Use a percentage key or when appropriate, present a number of trials that will make it easier to determine percentages or

11. Data-based Decisions for Instruction After reviewing the data, the teacher is given three broad options Keep on truckin’ Change instruction Change the instructional target These choices should be made using decision rules

12. Decision-making Tools: Using Aim Lines A visual aid to assist in progress monitoring A line is drawn through the intersection of the mid-date and the mid-performance of the first 3 training days and the intersection of the criterion performance with the goal date of accomplishment Student performance can be then measured against this line

13. Using Aim Lines 100 95 90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 10 + 20 + 15 =45/3 =15

14. Setting Aim dates Consider….. Student acquisition of similar skills Difference between student performance and criterion Do not set dates too far in the future

15. Data Based Decision Rules Should we…? • Make no change • Student’s progress approximates or exceeds aim line • Change the goal or aim date • Student is making steady progress but well belwo aim line • Move back to easier version of skill • Data shows student is performing some, but not all of the task Wolery, Bailey, & Sugai (1988)

16. What should we do?

17. What should we do?

18. What should we do?

19. Data-based Decision rules Should we…? • Step back and teach prerequisite skill • Data show that the student is not performing any part of the task correctly • Try a different instructional procedure • Data indicate high rate of errors but with some correct Wolery, Bailey, & Sugai (1988)

20. Data-based Decision rules Should we…? • Move on to new phase of learning • Data indicate high proportion of correct response • Move on to new skill • Student has met criteria for accuracy and fluency Wolery, Bailey, & Sugai (1988)

21. Data-based Decision Rules (Browder ,1986) • Teacher reviews students’ progress once every 2 school weeks (10 possible data points) • Needs at least 6 data points for a review • Visual inspection of the data allows to make decisions • When patterns are not clear, the teacher can use phase means • Phase means (total value of data points/number of data points within a phase) Browder (2001)

22. Data-based Decision Rules (Browder ,1986) • Reaches criterion in 2 weeks • Develop plan to maintain and extend performance • No progress, all data points are at 0. • Make no change for 2 weeks. After 2 weeks, rewrite instructional plan to address simpler skill • Trend is accelerating by 5% (phase mean has increased by 5% from baseline or last 2 week period) • Make no changes

23. Data-based Decision Rules (Browder ,1986) • Trend is flat or accelerating by less than 5% • Improve antecedents (e.g. prompting strategies) it increase independent responses • Trend is decelerating • Consider reinforcement (student may be losing motivation)

24. Activity: What to do? Graph the following data and determine a general course of action Baseline performance (10%, 20%, 10%) 2 week decision period (10%, 20%, 30%, 10%, 20%, 30%)

25. Systematic Instruction Based on the principles of Applied Behavior Analysis Systematic presentation of instructional stimuli Involves continuous data collection

26. ABC’s of Behavior When discussing instruction we focus on the same three-term contingency as when addressing problem behavior Antecedent = Target Stimulus Behavior = Target Response Consequence = Consequence

27. Three Term Contingency Revisited A B C Remember that behavior is controlled by what happens before and after it Every part of this sequence is important! Target Stimulus  Target Response  Consequence

28. Three Term Contingency Revisited A B C “What is the capitol of KY?”  “Frankfort”  “Nice Job, it is Frankfort!” 2 x 2 presented on a flashcard  Student says “4”  Teacher, “Correct” A preferred edible  Student hands a picture card Receives edible Increased proximity of a peer Student greets Peer attention Target Stimulus  Target Response  Consequence

29. Target Stimulus A Target Stimulus  Target Response  Consequence In the presence of “what” is the student expected to respond? For example; Teacher directive “sit” Teacher directive + stimulus “Touch the____” + picture of a cow Presentation of a stimulus (Contrived or naturally occurring) Teacher holds up the letter “c” or the Student sees a dirty sink

30. Target Stimulus A Target Stimulus  Target Response  Consequence Also, referred to as the discriminative stimulus or SD It signals that reinforcement is available for a particular response

31. Target Stimulus A Target Stimulus  Target Response  Consequence When the student responds consistently in the presence of the target stimulus we say that it we have stimulus control Definition of Stimulus Control The reliable or predictable performance of a behavior when particular stimuli are present and the absence of that behavior when those stimuli are absent

32. The Target Stimulus It acquires this the ability to momentarily increase a response through differential reinforcement Point to Fox Good work, That is a Fox

33. Target Response Target Stimulus Target Response Consequence What does the target response look like? When describing the response, avoid words like initiate, understand, & attend Is this response in the student’s current repertoire? Does the response require a reasonable degree of effort?

34. Prompting the Target Response How can we ensure that the student emits the target response so he/she can be reinforced? Prompting decreases the likelihood that students will practice errors Prompting involves many different procedures and forms

35. Response Prompting vs. Antecedent Prompting • Antecedent Prompting –manipulation of the target stimulus or instructional materials • Response Prompting – insert a prompt between the target stimulus and the response Target stimulus Target Response Consequence Prompt Target stimulus Target Response Consequence Collins (2007) Prompt

36. Antecedent prompting • Stimulus shaping: • Stimulus fading: highlight a physical dimension of a stimulus to increase the likelihood of a correct response and then fade ball

37. Response Prompting Insertion of extra stimuli to increase the likelihood that the students will respond correctly Extensive research supports its use across individuals with and without disabilities Has been used to teach a variety of skills

38. Types of Prompts Spoken or Signed Prompts Pros Can be given to a group and from a distance May not require visual attention No physical contact Cons Must be heard Student must have listener/receptive skills May be difficult to fade Snell & Brown 2010

39. Pictorial or Written Prompts Pros Can be less intrusive Can promote independence even when used as permanent prompts Cons Pictures must be understood by learner Some actions are difficult to illustrate Development and maintenance of materials Snell & Brown 2010

40. Gestural Prompts Pros UnobtrusiveMore Natural Can be given to a group and from a distance Cons Must be seen and understood by learner Snell & Brown 2010

41. Model prompts Pros Can be used with a group and from a distance Versatile Complexity of model can be adjusted Modeling can be unobtrusive Cons Requires students to attend Students must be able to imitate Snell & Brown 2010

42. Partial Physical Prompts Pros Gives student some control over response Useful when vision is limited Cons Can be intrusive Cannot be used at a distance Must take care not to injure student Snell & Brown 2010

43. Full physical Pros Allows total control over the response Reduces opportunities to make errors Cons High intrusive and unnatrual Can’t be used at a distance Safety concerns Snell & Brown 2010

44. Using prompts Consider the least intrusive prompts first (Intrusiveness of prompt may vary across contexts) Consider student characteristics Always insert prompts with a plan to fade them

45. Consequence Target Stimulus  Target Response  Consequence Instructors must plan how to respond to every possible student response Correct Errors No responses Instructors must determine the most effective consequence Deliver reinforcement Use error correction Extinction

46. Consequence Target Stimulus  Target Response  Consequence In general, reinforce all correct responses (make sure your prepared reinforcer has value, remember preference assessment) Use consequences consistently Consider student characteristics when deciding between the use of error correction or extinction

47. Using Error Correction Error Correction is technically response prompting that occurs after the student’s response Several forms can be used Ignore the error and deliver another trial with increased assistance A verbal correction “not quite” and the opportunity to try it again Interruption of the student’s response

48. Teaching Responses Does the response require a single response or multiple individual responses? Discrete Behaviors vs. Chained Behaviors

49. Discrete Behaviors vs. Chained Behaviors

50. Discrete or Chained? -Making a bed -Tying Shoes -Raising hand -Putting back-pack away -Saying the correct answer to a question -Matching picture cards -Making a sandwich -Drawing a circle -Washing Hands