Social Welfare Department Clinical Psychological Service Branch Central Psychological Support Service Staff Training for

1. Social Welfare Department Clinical Psychological Service Branch Central Psychological Support Service Staff Training for ICCC Topic: Training Strategies (1) Training Strategies (28.1.05)

2. Content Outline • Theoretical Framework • Environmental Strategies • Instructional Strategies • Implementation Training Strategies (28.1.05)

3. Theoretical Framework Many factors influence children’s learning & development • Genetic endowment, temperament • Mothers’ prenatal health, Circumstances & complication of birth • Health of child • Support & resources of family • Social & physical environment Training Strategies (28.1.05)

4. Theoretical Framework Child initiated interactions are particularly beneficial • Such interactions are relevant & appropriate to children’s ability levels • Children will learn more if actively engaged • School provide support with toys, materials, activities, peers, teachers and opportunities for interaction within the physical & social environment. Training Strategies (28.1.05)

5. Training Strategies • Environmental Strategies • Strategies that facilitate child-initiated behavior • Instructional Strategies • Strategies that aim at producing specific child behavior • These strategies used in combination with one another, depend on child’s current abilities, the skills need to be promoted and the situation (i.e. activities, schedule, the peers and adult present) Training Strategies (28.1.05)

6. Examples

7. Environmental Strategies • Structuring space & materials (課室環境建構) • Structuring social dimensions (社交環境建構) • Using child’s preferences (學童喜好材料及活動使用) • Structuring routines (建立日常生活作息) • Structuring play activities (有組織的遊戲活動) Training Strategies (28.1.05)

8. Instructional Strategies • Positive reinforcement (正面增強法) • Naturalistic teaching strategies (自然情境教學策略) • Peer-mediated strategies (朋輩介入策略) • Prompting strategies (提示策略) Training Strategies (28.1.05)

9. Environmental Strategy 1 Structuring physical space & materials • General consideration • Provide necessary assistance • Select toys by preferences & stimulation • Special strategies Training Strategies (28.1.05)

10. Environmental Strategy 2 Structuring social dimensions • Observing & identifying peers • Encouraging and supporting interaction • Providing opportunities for interaction Training Strategies (28.1.05)

11. Facilitating Interaction • Answer children’s questions • Invite & encourage participation • Add meaningful content on behalf of the child • Teach children to interact directly with their classmate with a disability • Allow spontaneous interactions among the children to occur Training Strategies (28.1.05)

12. Environmental Strategy 3 Using child’s preferences • Identifying preferences • Using preferred materials • Encouraging non-preferred activities • Providing defined range of choices Training Strategies (28.1.05)

13. Environmental Strategy 4 Structuring routines • Transition routines • Arriving and leaving classroom; Going from play to cleanup time etc. • Require a couple of minutes to complete • Can involve interaction & communication • Teacher can provide necessary assistance or learning opportunities during the transition routines Training Strategies (28.1.05)

14. Naturalistic Time Delay • Use a time delay & look at he child expectantly or questioningly for 5 seconds. • The delay gives child time to respond before adult provides a model of appropriate lang. • May repeat the model twice, each time waiting for the child to talk before giving child what he/she wants. Training Strategies (28.1.05)

15. Transition-based Teaching • Requires a few seconds at the beginning of transition and often results in rapid learning. • Similar to naturalistic time delay • During transition, teacher gives the child an opportunity to respond. • Provide model or prompt if child is unsure. • Praise if child responds and transition continues. Example • Child completes a puzzle and begins to move to another activity area • Teacher,” What’s this color?”, point to a particular color on puzzle. • Acknowledge response of child or model the correct response and has child repeat it, then continue Training Strategies (28.1.05)

16. Environmental Strategy 5 Structuring play activities • Setting rules • Identifying theme for play • Identifying roles for children • Affection training Training Strategies (28.1.05)

17. Affection training (Friendship training) • Occur in teacher-led group activities such as singing songs, doing finger plays and playing games • At the beginning of activity, teacher provides a brief discussion of the value and importance of friends • During the group activity, the games and songs are adapted to increase physical contact and social interaction • The nature of the songs and games are changed by the teacher to facilitate interaction. Training Strategies (28.1.05)

18. Instructional Strategy 1 Positive reinforcement • characteristics of reinforcers • rules for using reinforcers • specialised uses • differential reinforcement • correspondence training • behavioral momentum Training Strategies (28.1.05)

19. Correspondence training • Involve reinforcing a “correspondence” between what children say and what they do • Promote children use of skills that they can use but not often use • Ask children what they are going to do, give encouragement and opportunity to do it • Reinforce children for matching what they do with what they say they will do Training Strategies (28.1.05)

20. Behavior momentum • Apply to children who do not consistently follow adult requests • Children are first reinforced for behaviors they readily display and then ask to engage in a behavior they are less likely to do • Example: child refuse to clean up a play area, teacher go the child and say “Give me five”, “touch your nose” in a rapid succession and reinforce with enthusiastic praise when he comply. Then say,” it is time to clean up; please put the toys away.” Training Strategies (28.1.05)

21. Instructional Strategy 2 Naturalistic teaching strategies • aim • characteristics • strategies • Mand-model procedure • incidental teaching Training Strategies (28.1.05)

22. Naturalistic Teaching • Responsive Interaction (回應式互動) • Corrective echoing (糾正式回饋) • Expansion (延伸) • Expatiation (詳述) • Parallel Talk (平衡講話) • Self-talk(自述) Training Strategies (28.1.05)

23. Mand-model Procedure • Identify times and low-structure activities • Ensure that the identified activity includes toys and materials that are likely to result in high levels of child engagement and play • Allow or help child to play with toys and materials • Play alongside the child, following his lead & being responsive to his communicative initiations Training Strategies (28.1.05)

24. Mand-model Procedure • When child is playing and receptive to adult interaction: • Ask a question that is related to his attention and will give her a chance to use behaviors related to her communication goals • After asking question, look expectantly at the child for a response • If child uses a communication behavior that is a goal, affirm her statement by expanding it and responding to the content of the statement. Continue the interaction or allow her to continue playing • If child does not use the desired communicative behavior, provide a model of the behavior and look expectantly at her for imitation. If she imitates, affirm her statement by expanding it. • Repeat steps (3) and (4) Training Strategies (28.1.05)

25. Incidental teaching • procedure requires that child initiate a topic of conversation & adult converse about the topic. • Adult follows child’s lead & only stays with the topic as long as the child is attentive. • By talking in short, simple sentences and by repeating often, adults can stimulate the language development of the child during daily routines. Training Strategies (28.1.05)

26. Instructional Strategy 3 Peer-mediated strategies • aims • characteristics • strategies • peers selection • skills training • encouraging and giving feedback Training Strategies (28.1.05)

27. Instructional Strategy 4 Prompting strategies • aim • types of prompts • guidelines for using • least amount • use before perform • when attention is engaged • supportive and instructive manner • provide reinforcement • fade out Training Strategies (28.1.05)

28. Implementation • organize assessment • use purposeful interaction • principles of independence & participation • promote skills & goals from multiple domains • distribute teaching & learning opportunities • activity / skill matrix • implement instruction in ongoing activities Training Strategies (28.1.05)

29. Activity/ routine-by-skill matrix