Transcript Teaching Sequential Tasks

Teaching
Sequential Tasks
Companion PowerPoint to the Teaching
Sequential Skills DVD and Coach’s Manual
Utah Personnel Development Center
Cathy Longstroth – Patti Haning – Cindy Myers
February 5, 2010 revision
Two Types of Task Analysis
Discrete Trial
Chained Activities
Discrete Trial Examples
Each trial is separate and distinct from
other trials
Learning numbers 0-20
Coin identification
Learning functional words and phrases
Sequential Tasks (Behavioral Chains)
Steps are performed in sequence such that each
step acts as the cue for the next one (skills are
taught on 2 dimensions)
Dressing skills
Leisure skills
Self-Care skills
Classroom and family routines
Adult
Younger students may spend more time in discrete
trial training and link the skills learned to functional
activities. Older students may spend more time in
routines and activities and work on discrete trial tasks
that originate from those activities.
Do we need a formal program for
all the sequential tasks we teach?
Steps to Teaching Sequential Skills
Step 1. Perform a task analysis
Step 2. Take baseline data
Step 3. Determine whether you will use a
forward chain, backward chain or total
task presentation.
Steps to Teaching Sequential Skills
Step 4. Determine a plan for fading
prompts
Step 5. Set up the data collection system
and schedule
Step 6. Use evidence based instructional
strategies to teach the skills
Step 7. Use the data for problem solving
When do we need a Task Analysis?
Most students with autism or significant
disabilities can learn most classroom
routines by the SHOW - TELL - HELP
method
If the student cannot do this- Do a Task
Analysis
Step 1
The Task
Analysis
Step 1. The Task Analysis
1. Perform the activity or have
another person perform the activity.
2. Record the steps of the activity.
3.Customize the steps for the
student.
Step 2
Baseline Data
Step 2. Baseline Data
Determine the present levels of performance
of all steps by following the task analysis and
providing least to most assistance.
At this point you will not be providing
instruction, just seeing what the student can
and cannot do and how much assistance is
necessary for correct performance.
Step 3
Determine the
Chaining Type
Step 3: Determine if the skill will be
taught in a forward, backward, or total
task presentation.
The difference depends on where
you focus the “point of instruction”
Total Task Chain
All steps in the chain are taught
simultaneously, as compared to one step
at a time to criterion in forward and
backward chaining.
Most often used when the student has
mastered most of the steps in the chain. This
type is most often used in vocation/community
instruction.
Examples: Clearing table, making sandwich,
brushing teeth, shopping for groceries,
vacuuming carpets, sweeping floors, washing
and drying clothes, riding the bus
Forward Chain
The Point of Instruction and reward
begins with the FIRST unmastered
step and progresses to the LAST
unmastered step
Examples: Writing first name, saying
full name, counting, learning a poem,
navigating to a site on the computer
Learning to Make Peanut Butter
Sandwich without Visual Guide
Forward Chain
Forward Chain
•Examples: Writing first name, saying
full name, counting, navigating to a site
on the computer
Backwards Chain
Point of instruction and reward begins
with the LAST unmastered step in the
chain and progresses to the FIRST
unmastered step.
After the last step is mastered, instruction
begins at the second to last step
The student still does the skill from the
first to last step, but the emphasis of
instruction is on the last step, then last
two steps, then last three steps, etc.
Backwards Chain
Backward Chain
Examples: Zipping zipper, buttoning, putting
on shirt, putting on socks, eating with a
spoon, drinking from cup or glass, drinking
with a straw, tying shoelaces, putting on a
jacket, operating a CD player, moving object
from one container to another, washing and
drying hands, saying telephone number,
putting together a puzzle, counting
backwards
Backwards Chain
Backwards chains are generally preferred
because the end of the routine is always the
same and more clearly signals the
opportunity for the reward.
e.g. After hands are dry, the task is done (and
rewarded)
However, different learners may be more or
less successful with difference methods
Is this a forward, backward, or
total task chain?
Response
Pick up the spoon
Scoop the food
Lift the spoon to mouth
Clear food from spoon with lip closure
Chew and swallow food
Put the spoon down
Instructional Step
Untaught Steps
Mastered Step
Response
Pick up the spoon
Scoop the food
Lift the spoon to mouth
Clear food from spoon with lip closure
Chew and swallow food
Put the spoon down
Instructional Step
Untaught Steps
Mastered Step
Response
Turn on the water
Wet hands
Put soap on hands
Put hands under the water
Rub hands together
Rinse hands
Dry hands
Instructional Step
Untaught Steps
Mastered Step
Response
Turn on the water
Wet hands
Pick up the soap
Put hands under the water
Rub hands together
Rinse hands
Dry hands
Instructional Step
Untaught Steps
Mastered Step
Total Task Chain
• All steps in the chain are taught
simultaneously, as compared to one step
at a time to criterion in forward and
backward chaining.
• Most often used when the student has
mastered most of the steps in the chain. This
type is most often used in
vocational/community instruction.
Total Task Chain
Total Task Chain
– Examples: Clearing table, making sandwich,
brushing teeth, shopping for groceries,
vacuuming carpets, sweeping floors, washing
and drying clothes, riding the bus
Check for Understanding
• Practice with a peer as a student
– Teach saying the alphabet as a forward chain begin to withdraw verbal prompts using a time
delay* on the A, (help student say B through Z),
then AB (help student say the whole alphabet C
through Z), then ABC (help the student say D
through Z)
*See information on “Time Delay” in this
PowerPoint
Check for Understanding
• Practice with a peer as a student
– Teach saying the alphabet as backward chain begin to withdraw verbal prompts using a time
delay* on the Z, (help student say A through Y),
then YZ (help student say the whole alphabet A
through X), then XYZ (help the student say A
through W)
*See information on “Time Delay” in this
PowerPoint
Check for Understanding
• Practice with a peer as a student
– Teach saying the alphabet using a total task
approach. Only give verbal prompts on letters the
student is having difficulty stating correctly. For
instance, the student may say “elemeno” instead
of L,M, N, O. Have the student say the alphabet A
to Z, but verbally prompt the correct letters
before the error occurs. Gradually withdraw the
verbal prompts.
Step 4
Prompts and
Prompt Fading
Step 4: Determine the most
effective prompts and outline a
strategy for fading prompts out.
PLAN the fading out of added
help.
Prompts Enable Errorless Learning
Full physical prompts
Partial physical prompts
Gesture
Verbal prompts
Indirect prompts
Visual prompts
• A prompt is extra information that you
provide to a student that helps them
learn some skill.
• It is also meant to be temporary.
• The goal of prompting should be to help
the student learn some skill so that they
can then perform that skill independently.
Amy Peters
• At some point, all students will need
some form of prompting
• Careful prompting is most important
with students with moderate, severe
or profound disabilities
• This is because these students are
more at risk for becoming dependent
on the assistance provided
Amy Peters
• There are lots of different types
of prompting. Different methods
are appropriate for different
situations and students.
Amy Peters
• Verbal prompting is when
• Spoken cues are given to a student that
instruct a student to perform a certain
activity
–Verbal prompts are usually paired with
other types of prompting
– and it can be difficult to fade
• The student must be able to understand
and follow verbal directions
Amy Peters
• Verbal Prompts can be helpful for:
• Teaching the labeling of actions (e.g.,
“check schedule”)
• Creating a verbal “chain” so that a child
can self-talk the steps of the chain (e.g.,
Annie can learn the letters of her name are
“A…n….n…i…e”)
• Modeling is when
The student copies the action(s)
of another person performing the
desired behavior
The student must be able to
imitate and
Modeling is usually paired with
other types of prompting
Amy Peters
• Manual guidance is
physical prompting from another person
It is most effective when the prompter cues
the learner from behind
Types of manual guidance include
• Hand over hand
• Forearm and
• Shoulder
It can be used in the absence of other
types of prompting and it is the easiest to
fade.
Amy Peters
• Gestural prompting is usually
Used in combination with other types of
prompting
It is using some action to cue the learner
like
•Pointing
•Nodding
•Motioning
•Approving or disapproving looks
This form of prompting may be difficult to
fade
Amy Peters
Textual prompts are
• Written forms of information or
instructions
• They include things like
–Checklists
–Scripts
–And pictures
Amy Peters
Spatial prompting is
• Arranging the materials to highlight the
correct response
• An example in classroom might be saying to a
student to “get out your blue folder” and the
blue folder is on top of the other materials
inside of the students desk
Amy Peters
• When choosing the right prompt there are
several things to consider.
• The teacher must think about the
environment and the type of learner that the
student is.
• It is important to not only think the process
through, but to also write the process down
on paper.
Amy Peters
• Writing it down will facilitate several important
things.
• First it will help all staff implement prompting
procedures consistently and with fidelity.
• It will also help the teacher determine if the
prompting procedure being used is working.
• Most importantly, it will help the teacher determine
what the steps will be to fading the prompt that is
being used.
Amy Peters
• Prompting is only effective if it can be faded and
eliminated over time.
• If it is necessary to continue to prompt a student to
get them to complete some task, then it is additional
support, not a prompt.
• Additional support is okay, and some students will
need additional support to complete some tasks.
• But, if it is a prompt there must be a plan in place to
get fade it.
Amy Peters
• Prompting should be designed to
help students learn to respond to
cues that occur in their natural
environment.
• We answer the phone when it rings.
Amy Peters
• Cues students need to respond to in the
school environment include lining up from
recess when the bell rings. Instead of hearing
the bell and only lining up when told to do so
by a staff member.
• Another example would be having a timer set
in a classroom to cue the student when some
activity is ending. However, sometimes what
happens is that the timer only cues the
teacher to tell the student to turn off the
timer and transition to a different activity
Amy Peters
• Basically, the goal of all prompting is to add just
enough information that the student can learn to do
some skill independently.
• It is also to prompt a student in a manner that the
prompt can then be faded.
• This is beneficial to everyone because the student is
not as dependent on the teacher or staff and gains
independence for new skills.
Amy Peters
Fading Prompts by
Using Time Delay
Time Delay is a prompt fading strategy that
involves inserting a delay between giving an cue
and delivering a prompt. To start, there is a 0
second delay. The teacher helps the student
immediately. After the student starts to
understand and perform the response, the
teacher adds a fixed (constant) delay –perhaps 4
or 5 seconds- before helping the student. The
teacher may decide to use time delay that gets
progressively longer (progressive time delay).
Staff may wait 3, 4, and then 5 seconds before
providing assistance.
Remember with Prompting If you put it in....
You have to take it out. . .
Step 5
Data Collection
and Scheduling
Step 5. Set up the Data Collection System and
Schedule
Information you need
The sequence of the steps
Forward, backward or total task chain
If forward or backward, where is the point of
instruction
Whether the student performed or did not
perform the step
Level of prompts given
Comments: adjustments, shaping, modifications,
etc
Step 6
Teach the Skill
Step 6. Use Evidence Based
Practices to Teach the Skill
Reinforcement
Error Correction
Shaping
Reinforcement
• Conduct a reinforcement survey
• Fade out the reinforcement to verbal praise
and naturally occurring reinforcement
Error Correction
STOP the student as soon as possible
BACKSTEP to last correctly performed
step and provide enough help for success
Provide sufficient HELP for correct performance
of the step that was performed incorrectly (
increase support by one level ) Help from behind if
possible
Avoid verbal prompts - Prompt from behind if possible
Error Correction
• Sometimes when we backstep, we need to
replace the cues that are normally there for
the step we are repeating. For example, if a
student is working on the leaving school
routine and drops his backpack, BACKSTEP
and replace the backpack.
• If possible and practical, repeat the entire
chain as soon as possible.
Shaping
Making the task easier
Button with large buttons, medium sized, then
small buttons
Use a larger sock when starting putting sock
on program or a larger T-shirt when getting
dressed.
Rewarding attempts that get closer, step by
step, to the end response.
Shaping
Kicking larger, then smaller balls
Putting It Together
The Lesson Plan/Cover Sheet
• Objective: Have a clear and measureable behavioral
objective. Determine what you want the child to be able to
do at the end of instruction. If you are teaching colors,
how will the student use this skill in daily activities. Detail
how the objective is functional and aligns with grade level
core standards.
Putting It Together
The Lesson Plan/Cover Sheet
• The purpose of the Lesson Plan /Cover Sheet is to provide
an opportunity for the teacher to think the process
through thoroughly before beginning instruction
• Another purpose of this document is to provide enough
information that all staff members will be “on the same
page” in all aspects of the instruction.
Putting It Together
The Lesson Plan/Cover Sheet
• Reinforcement: Use information from reinforcer survey to
establish adequate reinforcement to ensure success on the
task. Consider “establishing operations” that affect the
power of the reinforcer. For example, if a favorite food is
used, the lack of that food before the delivery of the
reinforcer will increase it’s reinforcing value.
• Schedule of Reinforcement: How much reinforcement will
be given and when.
Putting It Together
The Lesson Plan/Cover Sheet
• Program Steps : These are listed on the task analysis/data
sheet.
• Error Correction: Explain any exceptions to Stop. Backstep.
Prompt. Also consider increased reinforcement, precorrection/pre-rehearsal or additional practice outside the
chain at another time, “branching” or further refining the
task analysis, and
• Chaining type: Forward, backward, or Total Task
• Criteria for Moving to Next Step: How many times should
the student perform the independently before instruction
moves to the next step.
Putting It Together
The Lesson Plan/Cover Sheet
• Materials Needed: List any materials that need to be
available before instruction begins.
• Prompt Fading Procedure: Determine if you will use a least
to most prompt fading procedure or time delay. If using
time delay be sure to state the prompt that will used when
the time delay is up (controlling prompt). List prompts that
may be used in teaching this skill on the task analysis/data
sheet. Give a higher value to prompts where stronger
guidance is given by the teacher and a lesser value to
those in which the assistance is milder. Independent
performance receives a “0” score.
Putting It Together
The Lesson Plan/Cover Sheet
• Instructional / Cue /Discriminative Stimulus: Determine the cue that
signals the beginning of the chain of behaviors. It could be a teacher
cue, “time to line up,” or the ringing of the recess bell.
• Generalization, Stimulus Factors: Have the student perform the skill in
other settings and with other people. Consider using multiple
examples of stimuli. For example, when teaching hand washing, have
the student practice with different faucets and different ways of drying
hands.
Putting It Together
The Lesson Plan/Cover Sheet
• Generalization, Response Factors: Think of the variety of responses
that are reasonable for this skill. For example, a student may write
with a pen, pencil, chalk, and marker.
• Student Response: Student response for each step as listed on the
Task Analysis/Data Collection sheet.
• Special Considerations: List anything that might affect the
performance of the program or that all the staff may need to know.
Step 7
Problem Solving
Step 7: Use data for Problem
Solving
• Branching – adding more steps to the
task analysis
• Increased Reinforcement
• Increased Prompting
• Practice Outside the Chain
Aim Line
Extra Practice
Increases success
Reduces the need for assistance
Reduces anxiety
Examples
When working on buttoning, put buttons through
a slit in a tennis ball
When working on going through cafeteria line,
practice typing lunch number on keypad