Transcript Designing Instruction for Students with ASD

Designing Instruction for
Students with ASD
Autism Cadre: Module 4
Instruction for Students with ASD
Where do we begin this journey?
Planning a program for students with ASD involves
knowing the appropriate curriculum for each
student and the evidence-based practices to
teach it.
This session will focus on the knowledge necessary
to design instruction and implement some of the
EBPs for teaching children with ASD
What is Instruction?
An active and conscious effort attempt to
facilitate learning and thus to change behavior
(Wolery, Bailey, & Sugai, 1988)
The arrangement of contingencies that facilitate
learning (Vargas, 2009)
How do we know we are teaching?
When learning has been demonstrated
It is important to remind ourselves that
presenting is not synonymous with teaching!
Teaching must be accompanied by data
collection
Data Collection
Data lets us know if our training is successful or
not
Without data, we may continue an ineffective
instructional method or discontinue effective
instruction!
Value for Students with ASD
The characteristics of learners with ASD may
present challenges to teachers in accurately
assessing student performance
“Zero degree of Inference”
If you do not have data demonstrating that a
student can perform a response in a context,
then never assume that they can do it
Instruction and Data Collection
Continuous data collection
The frequent and repeated measurement of
student performance
Graphing and visual analysis
Data-based decision making
Graphing
Helps in the organization of data
Provides a detailed numerical summary and description
of a student’s behavior which allows the readers to
analyze the relation between instruction and skill
acquisition
Communication of student progress to
Team members
Administrators
Parents
Activity: Visual Analysis
1. Review the attached data sheets and report
to your partner “how the student is doing”
2. Then have the partner graph the data and
report back to you “how the student is doing”
Helpful Hints
Graph daily: Add the data point before putting away
your data sheets
Keep your graph close to your data
(consider placing it behind your raw data in a folder
or binder)
Use a percentage key or when appropriate, present
a number of trials that will make it easier to
determine percentages or
Data-based Decisions for Instruction
After reviewing the data, the teacher is given three
broad options
Keep on truckin’
Change instruction
Change the instructional target
These choices should be made using
decision rules
Decision-making Tools: Using Aim Lines
A visual aid to assist in progress monitoring
A line is drawn through the intersection of the middate and the mid-performance of the first 3
training days and the intersection of the
criterion performance with the goal date of
accomplishment
Student performance can be then measured
against this line
Using Aim Lines
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
10 + 20 + 15 =45/3 =15
Setting Aim dates
Consider…..
Student acquisition of similar skills
Difference between student performance and
criterion
Do not set dates too far in the future
Data Based Decision Rules
Should we…?
• Make no change
– Student’s progress approximates or exceeds aim
line
• Change the goal or aim date
– Student is making steady progress but well belwo
aim line
• Move back to easier version of skill
– Data shows student is performing some, but not
all of the task
Wolery, Bailey, & Sugai (1988)
What should we do?
What should we do?
What should we do?
Data-based Decision rules
Should we…?
• Step back and teach prerequisite skill
– Data show that the student is not performing any
part of the task correctly
• Try a different instructional procedure
– Data indicate high rate of errors but with some
correct
Wolery, Bailey, & Sugai (1988)
Data-based Decision rules
Should we…?
• Move on to new phase of learning
– Data indicate high proportion of correct response
• Move on to new skill
– Student has met criteria for accuracy and fluency
Wolery, Bailey, & Sugai (1988)
Data-based Decision Rules (Browder ,1986)
• Teacher reviews students’ progress once every
2 school weeks (10 possible data points)
• Needs at least 6 data points for a review
• Visual inspection of the data allows to make
decisions
– When patterns are not clear, the teacher can use
phase means
• Phase means (total value of data points/number of data
points within a phase)
Browder (2001)
Data-based Decision Rules (Browder ,1986)
• Reaches criterion in 2 weeks
– Develop plan to maintain and extend performance
• No progress, all data points are at 0.
– Make no change for 2 weeks. After 2 weeks,
rewrite instructional plan to address simpler skill
• Trend is accelerating by 5% (phase mean has
increased by 5% from baseline or last 2 week
period)
– Make no changes
Data-based Decision Rules (Browder ,1986)
• Trend is flat or accelerating by less than 5%
– Improve antecedents (e.g. prompting strategies) it
increase independent responses
• Trend is decelerating
– Consider reinforcement (student may be losing
motivation)
Activity: What to do?
Graph the following data and determine a
general course of action
Baseline performance
(10%, 20%, 10%)
2 week decision period
(10%, 20%, 30%, 10%, 20%, 30%)
Systematic Instruction
Based on the principles of Applied Behavior
Analysis
Systematic presentation of instructional stimuli
Involves continuous data collection
ABC’s of Behavior
When discussing instruction we focus on the
same three-term contingency as when
addressing problem behavior
Antecedent = Target Stimulus
Behavior = Target Response
Consequence = Consequence
Three Term Contingency Revisited
Target Stimulus  Target Response  Consequence
Remember that behavior is controlled by
what happens before and after it
Every part of this sequence is important!
Three Term Contingency Revisited
Target Stimulus  Target Response  Consequence
“What is the capitol of KY?”  “Frankfort”  “Nice Job, it is Frankfort!”
2 x 2 presented on a flashcard  Student says “4”  Teacher, “Correct”
A preferred edible  Student hands a picture card Receives edible
Increased proximity of a peer Student greets Peer attention
Target Stimulus
Target Stimulus  Target Response  Consequence
In the presence of “what” is the student expected to respond?
For example;
Teacher directive
“sit”
Teacher directive + stimulus
“Touch the____” + picture of a cow
Presentation of a stimulus (Contrived or naturally occurring)
Teacher holds up the letter “c” or the Student sees a dirty sink
Target Stimulus
Target Stimulus  Target Response  Consequence
Also, referred to as the discriminative stimulus or
SD
It signals that reinforcement is available for a
particular response
Target Stimulus
Target Stimulus  Target Response  Consequence
When the student responds consistently in the
presence of the target stimulus we say that it we
have stimulus control
Definition of Stimulus Control
The reliable or predictable performance of a behavior
when particular stimuli are present and the absence
of that behavior when those stimuli are absent
The Target Stimulus
It acquires this the ability to momentarily
increase a response through differential
reinforcement
Point to Fox
Good work,
That is a Fox
Target Response
Target Stimulus  Target Response  Consequence
What does the target response look like?
When describing the response, avoid words like
initiate, understand, & attend
Is this response in the student’s current repertoire?
Does the response require a reasonable degree of
effort?
Prompting the Target Response
How can we ensure that the student emits the
target response so he/she can be reinforced?
Prompting decreases the likelihood that
students will practice errors
Prompting involves many different procedures
and forms
Response Prompting vs. Antecedent
Prompting
• Antecedent Prompting –manipulation of the
target stimulus or instructional materials
Target stimulus
Target Response
Consequence
Prompt
• Response Prompting – insert a prompt
between the target stimulus and the response
Target stimulus
Target Response
Prompt
Consequence
Collins (2007)
Antecedent prompting
• Stimulus shaping:
ball
• Stimulus fading: highlight a physical dimension
of a stimulus to increase the likelihood of a
correct response and then fade
Response Prompting
Insertion of extra stimuli to increase the
likelihood that the students will respond
correctly
Extensive research supports its use across
individuals with and without disabilities
Has been used to teach a variety of skills
Types of Prompts
Spoken or Signed Prompts
Pros
Can be given to a group and from a distance
May not require visual attention
No physical contact
Cons
Must be heard
Student must have listener/receptive skills
May be difficult to fade
Snell & Brown 2010
Pictorial or Written Prompts
Pros
Can be less intrusive
Can promote independence even when used as
permanent prompts
Cons
Pictures must be understood by learner
Some actions are difficult to illustrate
Development and maintenance of materials
Snell & Brown 2010
Gestural Prompts
Pros
Unobtrusive
More Natural
Can be given to a group and from a distance
Cons
Must be seen and understood by learner
Snell & Brown 2010
Model prompts
Pros
Can be used with a group and from a distance
Versatile
Complexity of model can be adjusted
Modeling can be unobtrusive
Cons
Requires students to attend
Students must be able to imitate
Snell & Brown 2010
Partial Physical Prompts
Pros
Gives student some control over response
Useful when vision is limited
Cons
Can be intrusive
Cannot be used at a distance
Must take care not to injure student
Snell & Brown 2010
Full physical
Pros
Allows total control over the response
Reduces opportunities to make errors
Cons
High intrusive and unnatrual
Can’t be used at a distance
Safety concerns
Snell & Brown 2010
Using prompts
Consider the least intrusive prompts first
(Intrusiveness of prompt may vary across
contexts)
Consider student characteristics
Always insert prompts with a plan to fade them
Consequence
Target Stimulus  Target Response  Consequence
Instructors must plan how to respond to every possible student response
Correct
Errors
No responses
Instructors must determine the most effective consequence
Deliver reinforcement
Use error correction
Extinction
Consequence
Target Stimulus  Target Response  Consequence
In general, reinforce all correct responses
(make sure your prepared reinforcer has value,
remember preference assessment)
Use consequences consistently
Consider student characteristics when deciding
between the use of error correction or extinction
Using Error Correction
Error Correction is technically response prompting that occurs
after the student’s response
Several forms can be used
Ignore the error and deliver another trial with increased
assistance
A verbal correction “not quite” and the opportunity to try it
again
Interruption of the student’s response
Teaching Responses
Does the response require a single response or
multiple individual responses?
Discrete Behaviors vs. Chained Behaviors
Discrete Behaviors vs. Chained
Behaviors
Discrete or Chained?
-Making a bed
-Tying Shoes
-Raising hand
-Putting back-pack away
-Saying the correct answer to a question
-Matching picture cards
-Making a sandwich
-Drawing a circle
-Washing Hands
Discrete or Chained?
-
Making a bed  Chained
Tying Shoes  Chained
Raising hand  Discrete
Putting back-pack away  Chained
Saying the correct answer to a question 
Discrete
Matching picture cards  Discrete
Making a sandwich  Chained
Drawing a circle Discrete
Washing Hands  Chained
Many simple tasks are actually many individual responses!
Getting Started: Teaching Discrete
Tasks
• Basic unit of instruction consists of:
– Delivering an attentional cue (if needed)
– Presenting the target stimulus
– Prompting the response (if needed)
– Students emits response
– Correct responses or attempts are reinforced
– Inter-trial interval
Teaching Discrete Tasks
Trials can be massed, spaced, or distributed but a key
factor contributing to skill acquisition the number of
opportunities to respond.
Massed – instructor delivers repeated instruction on a
single behavior (xxxxxxx)
Spaced – instructor delivers instruction on a single
behavior then allows student to have a break before
next trial (x x x x)
Distributed – instructor delivers instruction throughout
the day within the natural context (xyzxyzxyz)
Teaching Chained Tasks
Teacher develops a Task Analysis
Breaking complex skills into smaller, teachable
units
Steps are presented sequentially and in detail to
complete the tasks successfully
Griffen & Schuster, 1993
Task Analysis Activity
• Divide your table into two groups and a
student.
• Each group will write a task analysis for
putting on a jacket or a laced shoe.
• Let each group take turns reading the task
analysis to the student and observe whether
or not the student can complete the task with
no additional prompts
Teaching Chained Tasks
Forward chaining
Steps in the task analysis are taught in their natural
order
Student is taught to complete first step in the chain
Teacher reinforces correct first response and
completes the remaining steps
Teaching Chained Tasks
Forward Chaining cont.
When the student meets criterion on the first
step, the teacher instructs the student on
completing the second step in the chain.
and so on
Teaching Chained Tasks
Total Task Chaining
Similar to forward chaining
Student receives training on each step of the
task analysis during every session
Teacher provides assistance on any step that the
student cannot perform independently
Reinforcement is delivered after completion of
the task, regardless of teacher assistance
Teaching Chained Tasks
Backward Chaining
Same task analysis as would be used in forward
chaining
Teacher performs all steps in the task analysis
except last step
Teacher instructs student to complete last step
and delivers reinforcement
Teaching Chained Tasks
Backward Chaining cont.
Next trial, teacher performs all but last two
steps in chain and instructs student to
complete last two steps.
Reinforcement is delivered after criterion is met.
Progressively, the student is instructed to
complete receding steps in the chain.
Getting to it!
Prompting Strategies: Time Delay
Evidenced based practice which can be used to
teach discrete and chained tasks
A brief pause is inserted after the presentation
of the target stimulus and before the prompt
Time Delay
• Progressive time delay
– Prompt delay interval is gradual increased from 0
to 8 seconds
• Constant Time delay
– After initial 0-second delay interval a constant
prompt delay interval is used
Why Constant Time Delay?
A near errorless procedure in which a controlling
prompt is faded across an interval of time
A controlling prompt is a prompt that ensures a
correct response
Since CTD only uses one prompt, it has to work!
Constant Time Delay
Two types of trials are presented
0-s delay trials
Constant delay trials
Constant Time Delay
During the initial time delay trials, the task
direction/target stimulus and controlling
prompt are presented simultaneously
These are called zero-second delay trials
Constant Time Delay
Zero Second Delay Trial
0 sec.
Target Stimulus
Prompt
“What is it?
Ball.”
Instructor
Target Response
“Ball”.
Student
Consequence
Praise + Treat
Constant Time Delay
After a specified number of 0-second delay
trials, a specified time interval is inserted
between the target stimulus and the
controlling prompt
These are called constant delay trials
Constant Time Delay
Three Second Delay
3 sec.
Target Stimulus
“What is
it?”
Instructor
Pause
Prompt
“Ball”.
Instructor
Target Response
“Ball”.
Student
Consequence
Praise + Treat
Check, check is the microphone
working?
What is a controlling prompt?
is a prompt that ensures a correct response
What are the two types of trials when using
CTD?
0-s delay trials & Constant delay trials
Using Constant Time Delay
(Wolery, Ault, & Doyle 1992)
Step 1
Identify a stimulus that cues the student to
respond
Task directive
Environmental manipulation
Naturally occurring events
Using Constant Time Delay
(Wolery, Ault, & Doyle 1992)
Step 2
Identify 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
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
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
Using Constant Time Delay
Step 4
Identify number of 0-second delay trials needed
Consider using 2- 10 trials per stimulus or
conducting full 0-second delay sessions
What are some considerations?
Using Constant Time Delay
Step 5
Determine the length of the Prompt Delay
Interval
Most common 4-s
Consider length of time to complete the task
Consider student characteristics
(expected response, motor skills)
Using Constant Time Delay
Step 6
Determine the consequences for each response
Unprompted corrects (anticipations): correct
response before the controlling prompt
Prompted corrects (correct waits): correct
responses after the controlling prompts
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 after the
delivery of the controlling prompt
No response errors: student does not respond after the
delivery of the controlling prompt
Using Constant Time Delay
Step 6
Determine the consequences for each response
Reinforce Corrects (unprompted and
prompted)
Consider differential reinforcement
Using Constant Time Delay
Step 6
Determine the consequences for each response
Errors:
Consider the least aversive but most effective
Remove stimulus and provide next trial
Prompt a correct response
Instruct to wait for a prompt
Constant Time Delay Data Sheet
Using Constant Time Delay
Step 7: Implement the Program and Collect
Data
Record the student’s first response
B
Red
+
Blue
Green
A
+
-
Blue
-
Red
0
Green
+
Green
+
Blue
+
Red
+
Total Corrects
3
3
Scoring Example (5 s CTD)
Student Response
Says “Red” within the 5 s interval
Waits 5 s interval and says “Blue” after the prompt
B
Says “Blue” within the 5 s interval
Waits 5 s interval and says “Blue” after the
Prompt
Does not respond before or after the prompt
Red
+
Blue
Green
A
+
-
Blue
-
Red
0
Green
+
Green
+
Blue
+
Red
+
Total Corrects
3
3
Constant Time Delay Data Sheet
Wolery, Ault, & Doyle (1992)
Using Constant Time Delay
Graph Correct Responses
100
90
percent correct
80
Prompted corrects
70
60
50
40
Unprompted corrects
30
20
10
0
1
2
3
4
5
6
7
Sessions
8
9
10
11
12
Using Constant Time Delay
Consider these data
100
90
Percent correct
80
Prompted corrects
70
60
50
40
30
Unprompted corrects
20
10
0
1
2
3
4
5
6
sessions
7
8
9
10
11
Using Constant Time Delay
Consider these data
100
90
80
70
60
Prompted corrects
50
40
30
20
Unprompted corrects
10
0
1
2
3
4
5
6
7
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
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
CTD example: 0- Second Delay Trials
Stevens & Lingo, 2005
CTD example: Prompt Delay Trials
Stevens & Lingo, 2005
Let’s practice Constant Time Delay!
• In groups of three, implement a CTD program
using the cards
• Assign one person as the instructor
• Assign one person as the students
• And one the fidelity data collector
Each person must rotate through the instructor
position and meet 100% fidelity
System of Least Prompts
Step 1
Teacher determines an appropriate response
interval and selects 2-4 prompts arranged
from least to most assistance
Step 2
Student is presented with the target stimulus
and then is given the response interval to
respond independently
Snell & Brown 2010
System of Least Prompts
Step 3a
If the student completes the task/step independently, the
teacher delivers reinforcement and the student
proceeds to the next trial or step
Step 3b
Student makes an error or gives no response, the first
prompt in the hierarchy is given and the student is
allowed the response interval to respond.
And so on until the final (controlling prompt is used)
Snell & Brown 2010
System of Least Prompts
Consequences
Reinforce all correct responses, prompted and
unprompted
Interrupt errors and deliver the next prompt
System of Least Prompts
Review the Parameters
Uses a prompt hierarchy
At least 3 levels
Arranged least to most intrusive
A target stimulus is provided at the first level
Final level is a controlling prompt
Prompts
Not the same as a cue or a target stimulus
Consider using the fewest number of levels
necessary for student to demonstrate
progress
(Remember the more levels, the longer the student has to wait for the
controlling prompt)
Match prompts to student characteristics
Verbal Prompts
Should certainly be considered for use on the
prompt hierarchy but
Consider students ability to understand
language
Challenges transferring SC from verbal prompt
to natural stimuli
(West & Billingsley, 2005)
System of Least Prompts
Data collection
Record prompted and unprompted responses
Wolery, Ault, & Doyle (1992)
System of Least Prompts
Wolery, Ault, & Doyle (1992)
System of Least Prompts
Wolery, Ault, & Doyle (1992)
Graphing
• Prompted and unprompted correct
• Prompt levels
System of Least Prompts
Advantages
Versatile
Can show progress as students move through
hierarchy
Strong research-based
Disadvantages
Can be intrusive
Laborious
Requires lots of practice
Increased time between SD and response
System of Least Prompts Data Sheet
Wolery, Ault, & Doyle (1992)
Let’s practice system of least prompts!
-
Get a partner
Select target response (chained)
Select target stimulus
Select reinforcer
Establish prompting hierarchy
Remember, provide no prompt on first trial to assess if
they can do it independently!!
Homework!
Run a response prompting program. Bring back
your graphed data to the group and describe
any changes that you made.
Help a teacher start a response prompting
program or evaluate their data using decisionmaking rules. Share your experience with the
group.