Skill training ppT

İZMİR ÖZEL EĞİTİM İŞ UYGULAMA MERKEZİ

SKILL TRAINIG AT SPECIAL NEEDS EDUCATION

SKILL TRAINIG OF INTELLECTUALLY DISABLED

STUDENTS

At Special Education skill is defined as; the things that a person can or might be able to do according to her/his capability

BASIC SELF-CARE SKILLSToilet training Eating training Dressing & undressing training

OTHER SELF-CARE SKILLS Hand &face washing Brushing teeth Cleaning nose Taking shower Nail care Skin care and using cosmetics Hair care

OTHER SELF-CARE SKILLSBuying clothes (choosing the right

colour, size etc. ) and care of clothes (simple repairing skills, ironing, cleaning and care)

Dressing properly according to weather and age

Proper usage of medicine Improving and growing habit of

eating healthy food

SELF-CARE SKILLS TRAINING

Analysis and definition of the skill /behaviour which will be taught

A constant and direct/instant measurement of achievements of the student

Provide the student with opportunities to be active all the time

Giving instant and systematic feedbacks to the student’s behaviour

SELF-CARE SKILLS TRAINING

In the control process with the stimulus of student behavior tips or aids for teaching, to ensure the transition to the naturally occurring stimulus.

Implementation of strategies to generalize the newly learnt skills to new situations and environments to ensure the fulfillment.

APPROACHES AT SKILL TRAININGForward chaining method

Back chaining method

Overall skill training method

FORWARD CHAINING METHOD

Training starts with the first step of chain behaviour which is a part of skill analysis

At each trial only one step is taughtIn other words; after displaying the desired behaviour,

student is taught the second step and then asked to move forward until all steps are taught and achieved according to skill analysis scale

BACK CHAINING

It is starting from the last skill step (lining up from the easiest to the most difficult) to the previous steps of a skill analysis

OVERALL SKILL TRAINING METHOD

It can be defined as; instead of teaching a step from

chain behaviour at every trial, teaching all steps at once.

PREREQUISIT BEHAVIOURS

To define the students’ real performance level by using the skill scale,first it must be defined whether the student has acquired the prerequisit of the skill. If the student has acquired these prerequisit behaviours then the performance analysis step comes.

PREREQUISITE BEHAVIOURSIf the student hasn’t acquired the

prerequisit behaviours first these behaviours are given and then performance analyses is applied.

For example:to realize “tying shoe laces” , first the

student should be able hold the shoe laces. After this step the performance analysis step comes.

ORDER OF SKILL TRAININGA) First to gain the desired skill to the

student; analysing and cascading is doneB) Criterion referenced measure tool is

preparedC) Performance assesment is done.D)The first skill level which cannot be done

ındependently by the student is considered to be performance of the student.

E) And then teaching/training sessions start.

SKILL ANALYSIS

Skill analysis is ordering a set of behaviours in detail and logically to realize a certain aim (skill)

Or; Description of the behaviour chain.

SKILL ANALYSISWhile defining lower steps of skill

anaylsis there are different ways to follow

Such as; 1-Direct realization of the skill2- Analysing from memory3- Observing another person and

consulting an expert

CONTRIBUTION OF SKILL ANALYSIS TO EDUCATION

Enhances knowledgeIndividualization of educationMakes learning easierHelps objective evaluationRepeatability

EDUCATIONAL CONTRIBUTIONS OF SKILL ANALYSIS

At skill analysis the teaching material can be presented bit by bit which helps the teacher have a good knowledge of the subject.

.It helps to individualize education. In other words; provides appropriate education according to the students’ level.

.Steps help us to understand student’s level and which step to start teaching from.

EDUCATIONAL CONTRIBUTIONS OF SKILL ANALYSIS

It helps to see the progress of the student and keep a record. Thus; in case of a teacher change, the new teacher can easily understand the student’s level.

.These skill analyses can be applied to other students by different teachers over again.

DRINKING LIQUIDS BY PIPETTEPREREQUISITE SKILLSThe student should;

1. have visual/aural perception2. know which hand to use 3. know thumb and forefinger 4. know what a pipette is 6. know what a glass is 7. have grasping ability 8. have eye-hand coordination 9. sufficient fine motor skills

FORWARD CHAINING Analysis of drinking liquid by pipetteThe student;1.Holds the glass filled with liquid

a.extends the hand s/he uses to the glass b.grasps the middle of the glass with her/his palm c.pulls the glass towards herself/himself

d.takes her/his hand off the glass

Analysis of drinking liquid by pipette

2.holds the pipette a.extends the hand s/he uses to the pipette b.holds the pipette from middle with thumb and forefingers c.lifts the pipette d.puts the pipette into the glass

e.takes his/her hand off the glass


3.inserts the pipette between her/his lips a.extends the hand s/he uses to the

middle of the glass b. grasps the middle of the glass with her/his hand

c.lifts the glass till her/his shoulder level

d.inserts the pipette between her/his lips


4.drinks the liquid by pipette a.draws the liquid through the pipette b.takes the liquid into her/his mouth

c.swallows the liquid

d.from step C the process is repeated till the liquid is finished.

PUTTING ON SOCKS WITH BACK CHAINING METHOD

Analysis of the skill:The student;

1.Holds the socks. a) extends towards the socks with

both hands b) with two hands’ thumbs inside and

the others out of the socks holds the socks


2.Wears the socks on her/his toesa) moves her/his toes to fit in the socks

b) wears the socks on the tip of her/his toes

c) wears the socks on the toes.


3.Puts on the socks.a) student pulls up the socks till the wrist

b) with both hands widens the socks towards both sides

c) puts on the socks on her/his heel

d) pulls up the socks.

SKILLUpon cascading the skill

(analysing) ;Criterion referenced measure tool

should be preparedBut first we should decide which

method we will use to take performance.

SINGLE OPPORTUNITYAt “Single Opportunity Method” the

teaching/training environment gets prepared.

The teacher gives the student only main instruction and without any intervention observe the student doing the task. During this time records her/his observations to the measurement tool.

DECLARATIONS

INSTRUCTIONS CRITERION% 100

INDEPENDENT

1-Holds the socks. 1-Hold the socks.

a) Extends to the socks with both hands.

a) Extend to the socks with both hands.

2-Wears the socks on the tip of her/his toes.

b) Wear the socks on the tip of her/his toes.

a) Moves her/his toes to fit in the socks. a) Move your toes to fit in the

socks.

SINGLE OPPORTUNITY METHOD

MULTIPLE OPPORTUNITIESAt “Multiple Opportunity Method”

the teaching/training environment gets prepared. The teacher prepares the measurement tool. The student is given the main instruction.

Steps where students perform independently are saved in the independent columns in the referenced test.

MULTIPLE OPPORTUNITIESIn case the student cannot do the skill

step or make mistake in the order of: -VERBAL CLUES-MODELLING-PHYSICAL SUPPORT are provided by the teacher.

DECLARATIONS INSTRUCTIONS

CRITERION

% 100

INDEPENDENT

V.C.

M. P.S.

1-Holds the socks. 1-Hold the socks.

a) Extends to the socks with both hands.

a) Extend to the socks with both hands.

2-Wears the socks on the tip of her/his toes.

b) Wear the socks on the tip of her/his toes.

a) Moves her/his toes to fit in the socks. a) Move your toes to fit

in the socks.

MULTIPLE OPPORTUNITY METHOD

SPECIFYING PERFORMANCEThe purpose of determining the

performance level of the skill is to define; whether the student achieves each step

independently or not or whether the student needs clues and if

yes which ones these are. While specifying the performance level of

the skill first the environment should be arranged.

SPECIFYING PERFORMANCE

The environment should be prepared to work one-to-one with student during performance measuring. The teacher should stand/sit by the student with the same teaching material to model when needed .

SPECIFYING PERFORMANCELong term objectiveShort term objectiveTeaching stepsEvaluation

USAGE OF PROMPTS AT SKILL TRAINING

1.Giving and/or drawing back physical prompts- clues

Physical prompts are provided by hands and used in various ways;

-to help student do a certain skill step in presence of a certain stimulus

-while doing a certain skill step with full support of teacher

-without doing the skill step- just telling what that step is and what should be done


While using physical support, physical and verbal prompts are used together. The aim is to help student make the skill step first with physical and verbal prompts and then draw back the physical support and get the student to do the task only with verbal prompt.


2. Giving and drawing back clues with Modelling

Modelling someone is learning by observing and imitating movements of another person.

To be able to use modelling, student should have imitating ability.


Modelling is used with verbal clues. However the aim is drawing back modelling and help the student do the step only with verbal prompt.


3. Giving and drawing back the verbal prompts -clues

Verbal prompts are verbal expressions used by teacher to help student realize a certain step or skill.

Verbal prompts are the least supportive way compared to other ways.


The prompts and clues should be drawn back gradually in accordance with students needs and abilities. Desired result is student’s doing the task with least support and clues.

THANKS FOR YOUR

ATTENTION…