Week 3: ABCs of Responding to Communicationvkc.mc.vanderbilt.edu/assets/files/triad/webinar/webinar...
Transcript of Week 3: ABCs of Responding to Communicationvkc.mc.vanderbilt.edu/assets/files/triad/webinar/webinar...
Today’s topics:
Antecedent- Behavior – Consequence of Responding
Keys to Teaching Your Students to Respond to Communication
Week 3:ABCs of Responding to Communication
A: Adult or peer initiates to student
B: How the student responds to initiation
C: How the student is reinforced for responding
ABCs of Responding to Communication
Answer questions
Follow directions
Respond to comments
Return greeting
Making a choice
No response
Possible Responding Behaviors
‘Great answer! High five!’
‘Great work walking to snack, here is your juice’
‘Nice waiting your turn, give yourself a token’
‘You cleaned up all the blocks! You can take a break’
‘Cool sitting with your hands in your lap, here’s your favorite toy to hold’
‘You shared with your friend! Here is one for you too!’
Responding Consequences
Keys to teaching students to respond to communication
Determine motivators
Create learning opportunities
Prompt as needed
Reinforce
__________________________
Determine motivators
DillonGummy bears
Sensory play box
Playdoh
Juice
Long objects (e.g. drumsticks)
Light up spinner
Swinging
CREATE LEARNING OPPORTUNITIES
Planning for Communication Learning Opportunities
Student: Dillon
Center Learning Opps for initiating (target in parentheses)
Learning Opps for responding (with reinforcement)
Circle/ story time Request light up spinner to
continue (giving object to
teacher)
‘give’ to friends when named
then can hold long object
Sitting for increasing periods of
time = tokens to swing
Snack Request help to open juice
container (give help symbol to
teacher)
Request gummy bears/ more
gummy bears (exchange
picture of color + gummy
bear)
pass snack items to friends
when named
put items in trash when
directed + gummy bear
wipe down the table = playdoh
time
Playground
Request swing/ more swing
(vocalize)
Respond to name and ‘come
here’ + swing
Centers
Request a turn with playdoh
(gesture)
Choose a color of playdoh
(visual cues)
Respond when a peer asks for a
turn = playdoh
Identifies colors when named =
playdoh + rolling pin
responds to clean up without
fussing = sensory box play
When to use Visual Supports
For directions you give frequently
When you need to show a student his reinforcement
When a student doesn’t have another way to respond
At the same time as the antecedent
For more complex antecedents
Visual Cues/ Prompts
Visual supports for responding
Pictures, symbols, print
Token boards
_____________
First- then boards
Mini task schedules
Physical Prompts
- Have I tried other prompts?- Do I have a plan to fade the PP?- Have I motivated the student to
perform?- _____________________?- Can I make this more fun?- Am I teaching or enforcing?- Am I giving too many directions?- Am I reinforcing attempts and hard
work?
Consider the following when using Physical Prompts:
When to use a physical prompt?
If other prompts aren’t appropriate or effective
After instruction is given
After enough time for the student to process
________________________________________
Reinforce!!
Reinforcement is the key to most teaching and learningDifferentially reinforce more independent respondingBe aware of what is reinforcing in the momentUse visuals to show expectations and reinforcement
Improving Language Understanding
“…..caregivers of children with autism who showed higher levels of synchronization during initial play interactions had children who developed superior joint attention and language over a period of 1, 10, and 16 years than did children of caregivers who showed lower levels of synchronization initially”
Journal of Autism and Developmental Disorders, Vol. 32, No. 2, April 2002 (©2002)
Michael Siller and Marian Sigman
Non Obligatory Descriptive Talk
Talk about child’s current focus of attention
__________________________
Without demands
Research supported strategy
Parent friendly strategy
Descriptive Talk
Stack the
block
Determine Motivators What is motivating to your students right now Update motivators frequently
Create Learning Opportunities Plan for opportunities for your students to respond to a
variety of antecedents
Prompt as Needed Visual Physical
Reinforce Immediately Differentially
for teaching students
to respond