REDUCTIVE INTERVENTIONS AND SYSTEMATIC INSTRUCTION PROMPTING, & PREFERENCE ASSESSMENT

DESCRIBE YOUR GRAPH IN WORDS On-task is consistently

between 30% -40% during baseline

The baseline data increases from 20% to 80% steadily

Te baseline data consistently decreases from 5 to 2 attempts correct

The data is stable The data is variable The data is consistent The data decreases The data increases

REDUCTIVE VS. INCREASING DESIRED BEHAVIOR STRATEGIES

Hierarchical Non- Hierarchical

DIFFERENTIALLY REINFORCING

DRL-lower level DRA-alterative behavior DRI- incompatible behavior DRO or Zero Rate/Level DRC- communication

DRL

DRA

DRI

DRO-ZERO

DRC

Or any communication

GENERAL PROMPTING STRATEGIES

Stimulus Prompts- that come before the desired behavior

Response prompts- Prompts that come after an initial cue or request to perform a desired behavior

yellow highlighter to read a specific word

student is asked to pull out their assignment- students sits- teacher then gives an indirect verbal prompt “ what are supposed to do next Jamalia”

Prompting Method Example

TIME DELAY PROMPTING STRATEGEIS

Constant Time Delay

Progressive Time Delay

A set wait time after the teacher asks the student the answer to the multiplication card before a prompt is initiated

A gradually increasing wait time after the teacher asks the student the answer to the multiplication card before a prompt is initiated

Time Delay Type Example

SPECIFIC PROMPTING STRATEGIES

Most to least –(Decreasing Assistance) start with the most intensive prompt and move to least intensive prompt- decreasing assistance slowly

Graduated Guidance- (Decreasing Assistance)- start with the most intensive prompt and move to least intensive prompt- decreasing assistance slowly; however this is not systematic. It is done by shadowing a student.

Least to most (Increasing Assistance)- start with the least intensive prompt move to the most intensive

CONSTANT TIME DELAY (CTD)

Step 1 Attention cue “are you ready” Step 2 Task Direction (verbal, written, or non-

verbal) Step 3 A pre-set standard delay (4-5 sec) Step 4 Controlling stimulus or prompt that will

insure the targeted behavior is completed Step 5 always provide a reinforcement for

successes

THINGS YOU NEED FOR CTD

Standard interval of time is for student to respond before prompt is initiated

Must identify initial prompt intensity Controlling prompt Prompt intensity (What level of prompting) What to do if the student fails to respond Error Correction

CTD EXAMPLE: TARGET BEHAVIOR- START MATH WORK ON TIME

Teacher “let’s get ready to do math” Student pulls out workbook Teacher “Start problem set 1” Teacher waits 4 seconds for students to start work Students starts work with 4 seconds Teacher “Great Job!” you earn 1 point toward a pizza party When student fails to start work within 4 seconds teacher

delivers controlling prompts of point to work, after student starts teacher says “thank you good job.”

PROGRESSIVE TIME DELAY (PTD)

Same as previous except time is gradually increased

Must consider how much you are time you are going to increase after how many trials

Prompting intensity, initial prompt, failure to respond, error correction are also issues that need to be determined

PTD EXAMPLE: TARGET BEHAVIOR- CHECK PICTURE SCHEDULE BEFORE TRANSITION

Step 1 Teacher gets student attention by ringing bellStep 2 Teacher “Check your schedule”Step 3 Teacher allows Sally two seconds to respondStep 4 Sally checks responds within two secondsStep 5 Great work! And Sally gets a sticker –or-Step 5A Sally did not check her schedule and the teacher

delivers the controlling prompt (points to the picture schedule) sally then responds correctly- thank you good job

Each week the teacher adds time before she delivers the controlling prompt. This is what makes it progressive.

PRACTICE ACTIVITY

Teach your assigned task incorporating the prompting procedures and instructional procedures- Write a “step by step procedure” for the following:

Group A- Least to Most Prompts Group B-Progressive Time Delay Group C-Constant time Delay Group D- Most to least Group E-Stimulus (Antecedent) Prompt and a fading procedure In all instruction consider the types of prompts and explain how, when,

and why you will deliver them You can pick an example learner someone is familiar with from your

group- explain any special accommodations the learner might need Also- how might assistive/ instructional technology be used in your lesson

APPLICATIONS OF PREFERENCE ASSESSMENT

Planning for context and curriculum Planning for life style enhancement Panning for instruction and interventions (e.g.,

selecting reinforcers)

YOU CAN ASSESS PREFERENCE BY:

Asking the student questions Observing the student Asking the family or others familiar with the student

-and- You must allow for new options And preference assessment is ongoing

KEY ISSUES IN PREFERENCE ASSESSMENT

Provide a diversity of opportunities Consider preferences that have are not

currently known Consider many types of preferences Find out what typical peers like Consider preferences that can be easily

provided as a reinforcerExamples: high status activities, borrowing

valued items, peer attention, teacher attention, games, access to special equipment, awards that carry high status, extra classroom privileges

ISSUES WHEN STUDENTS CAN NOT COMMUNICATE WITH US WELL

Display 4 items Keep items near you Keep items equidistant Allow time to reach Consider eye gaze Do not lead with items/mix them up Allow opportunities for new items Replicate

ACTIVITY Develop a preference assessment a student that

one of the members of your group is using for their applied project based