Reconnec&ng(with(an(Old(Friend:(( New(Applica&ons(of...
Transcript of Reconnec&ng(with(an(Old(Friend:(( New(Applica&ons(of...
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Reconnec&ng with an Old Friend: New Applica&ons of Response-‐
Promp&ng Procedures
Monica Delano PhD Robert Pennington PhD
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What is Instruc&on?
An ac3ve and conscious effort a9empt to
facilitate learning and thus to change behavior (Wolery, Bailey, & Sugai, 1988)
The arrangement of con3ngencies that facilitate
learning (Vargas, 2009)
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How do we know we are teaching?
When learning has been demonstrated
It is important to remind ourselves that
presen3ng is not synonymous with teaching!
Teaching must be accompanied by data collec)on
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Data Collec&on
Data lets us know if our training is successful or not
Without data, we may con$nue an ineffec$ve instruc3onal method or discon$nue effec$ve
instruc3on!
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Systema&c Instruc&on
Based on the principles of Applied Behavior Analysis
Systema3c presenta3on of instruc3onal s3muli
Involves con3nuous data collec3on
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ABC’s of Behavior
When discussing instruc3on we focus on the same three-‐term con3ngency as when
addressing problem behavior
Antecedent = Target S$mulus Behavior = Target Response Consequence = Consequence
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Three Term Con&ngency Revisited
Remember that behavior is controlled by
what happens before and aQer it
Every part of this sequence is important!
Target S3mulus à Target Response à Consequence A B C
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Three Term Con&ngency Revisited
“What is the capitol of KY?” à “Frankfort” à “Nice Job, it is Frankfort!”
2 x 2 presented on a flashcard à Student says “4” à Teacher, “Correct”
A preferred edible à Student hands a picture cardà Receives edible
Increased proximity of a peerà Student greetsà Peer a9en3on
Target S3mulus à Target Response à Consequence A B C
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Target S&mulus
In the presence of “what” is the student expected to respond? For example;
Teacher direc&ve
“sit” Teacher direc&ve + s&mulus
“Touch the____” + picture of a cow Presenta&on of a s&mulus (Contrived or naturally occurring)
Teacher holds up the le9er “c” or the Student sees a dirty sink
Target S&mulus à Target Response à Consequence A
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Target S&mulus
Also, referred to as the discrimina&ve s&mulus or SD
It signals that reinforcement is available for a par3cular response
Target S&mulus à Target Response à Consequence A
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The Target S&mulus
It acquires this the ability to momentarily increase a response through differen&al
reinforcement
Point to Fox Good work, That is a Fox
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Target Response
What does the target response look like? When describing the response, avoid words like
ini$ate, understand, & aFend Is this response in the student’s current repertoire? Does the response require a reasonable degree of
effort?
Target S3mulus à Target Response à Consequence
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Promp&ng the Target Response
How can we ensure that the student emits the target response so he/she can be reinforced?
Promp3ng decreases the likelihood that
students will prac3ce errors
Promp3ng involves many different procedures and forms
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Response Promp&ng vs. Antecedent Promp&ng
• Antecedent Promp3ng –manipula3on of the target s3mulus or instruc3onal materials
• Response Promp3ng – insert a prompt between the target s3mulus and the response
Collins (2007)
Target s3mulus Target Response Consequence
Prompt
Target s3mulus Target Response Consequence
Prompt
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Antecedent promp&ng
• S3mulus shaping:
• S3mulus fading: highlight a physical dimension of a s3mulus to increase the likelihood of a correct response and then fade
ball
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Response Promp&ng
Inser3on of extra s3muli to increase the likelihood that the students will respond
correctly
Extensive research supports its use across individuals with and without disabili3es
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Types of Prompts
Spoken or Signed Prompts Pictorial or WriPen Prompts
Gestural Prompts Model Prompts
Par&al Physical Prompts Physical Prompts
Snell & Brown 2010
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Using prompts
Consider the least intrusive prompts first (Intrusiveness of prompt may vary across
contexts)
Consider student characteris3cs
Always insert prompts with a plan to fade them
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Consequence
Instructors must plan how to respond to every possible student response
Correct
Errors
No responses
Instructors must determine the most effec&ve consequence
Deliver reinforcement
Use error correc3on
Ex3nc3on
Target S3mulus à Target Response à Consequence
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Consequence
In general, reinforce all correct responses (make sure your prepared reinforcer has value,
remember preference assessment) Use consequences consistently
Consider student characteris3cs when deciding between the use of error correc3on or ex3nc3on
Target S3mulus à Target Response à Consequence
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Using Error Correc&on Error Correc3on is technically response promp3ng that occurs
aQer the student’s response
Several forms can be used
Ignore the error and deliver another trial with increased assistance
A verbal correc3on “not quite” and the opportunity to try it
again
Interrup3on of the student’s response
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Teaching Responses
Does the response require a single response or mul$ple individual responses?
Discrete Behaviors vs. Chained Behaviors
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GeVng Started: Teaching Discrete Tasks
• Basic unit of instruc3on consists of: – Delivering an a9en3onal cue (if needed) – Presen3ng the target s3mulus – Promp3ng the response (if needed) – Students emits response – Correct responses or a9empts are reinforced – Inter-‐trial interval
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Teaching Chained Tasks
• Basic Instruc3on consists of: – Delivering an a9en3onal cue (if needed) – Presen3ng the target s3mulus – Promp3ng the response (if needed) – Students emits first or last response in chain – Correct responses or a9empts are reinforced – Promp3ng the next response (if needed) – Students emits next response in chain – Correct responses or a9empts are reinforced – So on…………….
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Response Promp&ng Strategies
• Graduated Guidance • Most to Least Promp3ng • System of Least Prompts • Simultaneous promp3ng • Progressive 3me delay • Constant Time delay
Wolery, Ault, & Doyle (1992)
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Why Constant Time Delay? A near errorless procedure in which a controlling
prompt is faded across an interval of 3me
A controlling prompt is a prompt that ensures a correct response
Since CTD only uses one prompt, it has to work!
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Constant Time Delay
During the ini3al 3me delay trials, the task direc3on/target s3mulus and controlling prompt are presented simultaneously
These are called zero-‐second delay trials
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Constant Time Delay
Target Stimulus Target Response Prompt
0 sec.
Consequence
“What is it? Ball.” “Ball”. Praise + Treat
Instructor Student
Zero Second Delay Trial
Wolery, Ault, & Doyle (1992)
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Constant Time Delay
AQer a specified number of 0-‐second delay trials, a specified 3me interval is inserted between the target s3mulus and the
controlling prompt
These are called constant delay trials
Wolery, Ault, & Doyle (1992)
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Constant Time Delay
Target Stimulus Target Response Prompt
3 sec.
Consequence
“What is it?” “Ball”. Praise + Treat
Instructor Student
Pause “Ball”.
Instructor
Three Second Delay
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay (Wolery, Ault, & Doyle 1992)
Step 1 Iden3fy a s&mulus that cues the student to
respond Task direc$ve
Environmental manipula$on Naturally occurring events
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Using Constant Time Delay (Wolery, Ault, & Doyle 1992)
Step 2 Iden3fy the Controlling prompt (a prompt that
ensures a correct response)
Consider the least amount of assistance that will consistently result in the student making the
correct response
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay (Wolery, Ault, & Doyle 1992)
Step 3 Assessing the wait response
Present a real or nonsense task that the
students cannot perform and wait the prompt delay interval before delivering a prompt
Wolery, Ault, & Doyle (1992)
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Wait Training Present the student with a task that is impossible
for him/her to respond to correctly
Prompt first at a 0-‐second delay interval
Gradually increase the interval
If the student does not wait for the prompt. Say “Wait and I will tell you” and withhold
reinforcement
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay
Step 4 Iden3fy number of 0-‐second delay trials needed
Consider using 2-‐ 10 trials per s3mulus or conduc3ng full 0-‐second delay sessions
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Using Constant Time Delay
Step 5 Determine the length of the Prompt Delay
Interval
Most common 4-‐s Consider length of 3me to complete the task
Consider student characteris3cs (expected response, motor skills)
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Using Constant Time Delay
Step 6 Determine the consequences for each response
Unprompted corrects (an3cipa3ons): correct
response before the controlling prompt
Prompted corrects (correct waits): correct responses aQer the controlling prompts
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay Step 6
Determine the consequences for each response
Unprompted errors (non-‐wait errors): errors made before the delivery of the controlling prompt
Prompted errors (wait errors): errors made aQer the
delivery of the controlling prompt
No response errors: student does not respond aQer the delivery of the controlling prompt
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay
Step 6 Determine the consequences for each response
Reinforce Corrects (unprompted and
prompted) Consider differen3al reinforcement
Wolery, Ault, & Doyle (1992)
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Using Constant Time Delay
Step 6 Determine the consequences for each response
Errors:
Consider the least aversive but most effec&ve Remove s3mulus and provide next trial
Prompt a correct response Instruct to wait for a prompt
Wolery, Ault, & Doyle (1992)
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Constant Time Delay Data Sheet
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Using Constant Time Delay
Step 7: Implement the Program and Collect Data
Record the student’s first response B A
Red +
Blue +
Green -‐
Blue -‐
Red 0
Green +
Green +
Blue +
Red +
Total Corrects 3 3
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Scoring Example (5 s CTD) Student Response Says “Red” within the 5 s interval Waits 5 s interval and says “Blue” aQer the prompt Says “Blue” within the 5 s interval Waits 5 s interval and says “Blue” aQer the Prompt Does not respond before or aQer the prompt
B A Red +
Blue +
Green -‐
Blue -‐
Red 0
Green +
Green +
Blue +
Red +
Total Corrects 3 3
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Guidelines Student should not make more than 25% or more
of errors
Unprompted errors Use shorter delay interval Conduct wait training Prompted errors
Examine controlling prompt Check reinforcer value Decrease session length
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Guidelines
Student should not make more than 25% or more of errors
No response errors
Examine controlling prompt Check reinforcer value Decrease session length Reconsider task difficulty
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Fidelity Data Collec&on Form
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Where do we go next!
Developing a systema&c instruc&on plan (SIP) (Remember the ABA principle: Technological)
If I know it, why do I have to write it down? It will help staff remember individualized
instruc3onal programs It will assist in promo3ng consistency across
staff members
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Example SIP
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Components of SIP Name
Program Name
Serng Informa3on Materials
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Components of SIP How many things are you teaching at once?
How many 3mes will you present each s3mulus/task
In the presence of this, the student should respond In SLP or MLP, what order
will you deliver prompts? What prompt will ensure a correct response?
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Components of SIP
What does instruc3on actually look like?
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Components of SIP
What strategies will you use to promote maintenance and generaliza3on?
How will you respond to every possible student response
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A quick word or two about
• Maintenance – When skills persist over3me aQer training has ended
• Generaliza3on – Correct responding in situa3ons other than the training situa3on (e.g. new people, new areas)
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Tips for Promo&ng Maintenance Use Over-‐learning
Rou$nely, present trials of mastered s$muli Teach skills that maPer
Func$onal skills will be more likely reinforced in natural contexts
Gradually fade reinforcement AQer acquisi3on shiQ to intermi9ent schedules of
reinforcement Use natural reinforcers
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Tips for Promo&ng Generaliza&on
Teach sufficient exemplars Use mul$ple exemplars that sample the range of
possible s$muli Program Common S&muli
During instruc$on, consider keeping familiar elements
Train in natural seVngs