Transcript of Opportunities to Respond 2010 Region 3 Education Service Center / Texas A&M University.
- Slide 1
- Opportunities to Respond 2010 Region 3 Education Service Center
/ Texas A&M University
- Slide 2
- Objectives At the end of this training, you will be able to
define Opportunities to Respond/Practice describe strategies for
Opportunities to Respond apply strategies for Opportunities to
Respond illustrate how to develop adapted lessons 2010 Region 3
Education Service Center / Texas A&M University 2
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- Opportunities to Respond provide numerous opportunities to
practice the target response require practice across days and
activities using prompting and feedback (Browder et al., 2008) 2010
Region 3 Education Service Center / Texas A&M University 3
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- Approaches Skill acquisition Skill maintenance Skill
generalization Adapted mathematics lessons and units 2010 Region 3
Education Service Center / Texas A&M University 4
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- Research Evidence Browder, et al. (2006) 13 out of 27 studies
used the Massed/Discrete Trials instructional strategies This
strategy has been used to teach a variety of math skills, such as
addition (Baroody, 1996), counting and matching numbers (Kapadia
and Fantuzzo, 1988), measurement (Karsh, Dahlquist, and Repp,
1994), and multiplication (Morin and Miller, 1998) Browder, et al.
(2008) The Opportunities to Respond strategy has been identified as
one of the evidence-based practices for teaching mathematics to
students with significant cognitive disabilities 2010 Region 3
Education Service Center / Texas A&M University 5
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- Trial Components Discriminative Stimulus (DS) Antecedent An
instruction or a question John, what is this number? Response
Behavior following the instruction or question 2. Reinforcing
Stimulus (RS) Consequence Reinforcement Error correction 2010
Region 3 Education Service Center / Texas A&M University
(http://www.users.qwest.net/~tbharris/aba_train.htm) FeedbackPrompt
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- Skill AcquisitionMassed/Discrete Trials A primary teaching
method to teach students with developmental disabilities Teaching a
skill by repeating the same trial several times successively in a
short period of time (CBASSE, 2001). Beginning with prompted
trials, then using systematic prompt fading until the student can
give the correct response independently ExampleA flash card of a
number 5 is placed in front of the student, and 10 repetitions are
presented as, Mike, what number is it? 2010 Region 3 Education
Service Center / Texas A&M University 7
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- Teaching Strategies for Massed/Discrete Trials Break skill into
the smallest steps Teach each step of the skill intensively until
it is mastered (systematic instruction) Provide multiple
opportunities for responding Prompt the correct response, and fade
the prompts as soon as possible Use positive reinforcement
procedures
(http://www.autismtreatment.info/What+Is+a+Discrete+Trial.aspx)
2010 Region 3 Education Service Center / Texas A&M University
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- Massed/Discrete Trials Activity Tasks: Teach locating points on
a coordinate plane Present a student ordered pairs of whole
numbers, such as (3, 6), and say Find this point on the plane. The
student is taught to locate this point on a coordinate grid. Use
constant time delay with verbal or modeling prompt. Teach number
comparison Ask for two numbers (through 20). The student is taught
to use marbles to represent these two quantities and compare them.
The student will make a sentence by using more than (for example,
18 is more than 12). Use the least-intrusive prompting strategy to
teach. The hierarchy of prompts is (a) gesture, (b) verbal prompt,
and (c) model and verbal prompt. 2010 Region 3 Education Service
Center / Texas A&M University 9 Activity #1
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- Maintenance and Generalization A learning process includes
Acquisition Maintenance Generalization 2010 Region 3 Education
Service Center / Texas A&M University 10
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- Maintenance Skill overlearningfading reinforcement Distributed
practicescheduling matrix (Westling and Fox, 2000)scheduling matrix
Building on learned skills Using a maintenance schedule 2010 Region
3 Education Service Center / Texas A&M University 11
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- Scheduling Matrix Identify individualized goals within the
general curriculum List events of the school day for the student
Check the event in which the skill can be taught Activity matrix
2010 Region 3 Education Service Center / Texas A&M University
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- Activity Matrix 2010 Region 3 Education Service Center / Texas
A&M University 13 Student: John Teacher: Cheryl Activity/
Location Time/ Instructor Skill Tell Time to Hour CountUse Next
Dollar Strategy Name Numerals Arrival8:30 Peer Homeroom8:45 David
Computer9:00 Chris Special (art, music) 9:30 Cheryl
Snack/leisure10:30 Cheryl Library11:15 Beth Lunch12:00 Peer/Cheryl
Community1:00 Cheryl Project2:00 Peer/Cheryl Cleanup2:30
Cheryl
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- Approaches Skill acquisition Skill maintenance Skill
generalization Adapted mathematics lessons and units 2010 Region 3
Education Service Center / Texas A&M University 14
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- Generalization Teaching functional skills and using in vivo
instruction Multiple Exemplar approachu se varied materials and
activities to teach the same skill General Case approach Define the
instructional goal Define the variation of stimuli and responses
Select differential exemplars Vary other features Teach one set of
exemplar, and probe the others; teach until mastery Stimulus
equivalencei f a = b, and a = c, then b = c and c = b 2010 Region 3
Education Service Center / Texas A&M University (Browder and
Snell, 2000) Activity #2 15
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- Approaches Skill acquisition Skill maintenance Skill
generalization Adapted mathematics lessons and units 2010 Region 3
Education Service Center / Texas A&M University 16
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- Adapted Math Lesson/Unit Plans Two traditional curricular
approaches Remedial curricular approachteaching prenumber skills
and basic numeracy skills from the beginning, regardless of grade
level Functional approachteaching functional skills and ignoring
numeracy skills Promoting access to the general curriculum
(recommended)dual instruction approach Using systematic instruction
to teach skills needed to acquire numeracy skills within typical
grade-level math activities and concepts Teaching functional
academic skills 2010 Region 3 Education Service Center / Texas
A&M University (Browder, Ahlgrim-Delzell, Pugalee, and Jimenez,
2006) 17
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- Formula for Accessing the General Curriculum Instruction in
numeracy skills Instruction in general grade-level content
Instruction in functional contexts Access to general math
curriculum 2010 Region 3 Education Service Center / Texas A&M
University (Browder et al., 2006 ) 18
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- Handout #1 Formula Application Carters IEP goal: To apply place
value skills of whole numbers in third-grade math activities and
functional activities 2010 Region 3 Education Service Center /
Texas A&M University Typical Third-Grade Expectation (TEKS)
Adapted Expectation for Carter in Third-Grade Math Functional
Application Use place value to compare and order whole numbers
through 9,999 Identify digits in tens and ones places of whole
numbers through 99 Organize books by simple two-digit call numbers
Generate a table of paired numbers Complete a table of paired
numbers with manipulatives Make a table of numbers of mouths, eyes,
and legs for frogs Identify congruent two- dimensional figures
Match similar shapes of squares and triangles by counting numbers
of angles Organize objects by shapes Use standard units to find the
perimeter of a shape Identify total standard units of cardboards
with different lengths Estimate perimeters for different objects
(Browder et al., 2006) 19
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- Planning Adapted Lessons and Units 2010 Region 3 Education
Service Center / Texas A&M University Handout #1 20 Adapt
objectives based on grade-level standards and the students
individual goals Adapt materials and representationAdapt learning
activities Use techniques of systematic instruction and
opportunities to respond Assess skill mastery
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- Components of an Adapted Lesson Student TEKS objective Learning
objective/alternate objective Materials and equipment Teaching
activities Opportunities to practice Assessment (Browder et al.,
2006) 2010 Region 3 Education Service Center / Texas A&M
University Handout #2 21
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- Activity #3 Planning an Adapted Lesson Simon is a seventh
grader with autism and moderate intellectual disabilities. He has
speech impairments and is learning to use an augmentative
alternative communication (ACC) device. With limited prior exposure
to mathematics instruction, he can compare single-digit numbers by
using a number line. In seventh-grade general math class, students
need to learn how to compare integersaccording to the TEKS
111.23.Grade7.(b)(1)(A), compare and order integers and positive
rational numbers. Using the activity sheet on the second page,
draft an adapted lesson plan for Simon. 2010 Region 3 Education
Service Center / Texas A&M University 22
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- Closure Take out your Change of Practice Plan. Think about what
you learned in this module, and relate it to your classroom. Write
down some ideas of what you want to start using in your classroom.
23 2010 Region 3 Education Service Center / Texas A&M
University