Transcript 中央輔助心理服務 (混合幼兒中心)

Social Welfare Department
Clinical Psychological Service Branch
Central Psychological Support Service
Staff Training for ICCC
Topic: Training Strategies (1)
Training Strategies (28.1.05)
Content Outline
Theoretical Framework
Environmental Strategies
Instructional Strategies
Implementation
Training Strategies (28.1.05)
Theoretical Framework
Many factors influence children’s learning &
development
Genetic endowment, temperament
Mothers’ prenatal health, Circumstances &
complication of birth
Health of child
Support & resources of family
Social & physical environment
Training Strategies (28.1.05)
Theoretical Framework
Child initiated interactions are particularly
beneficial
Such interactions are relevant & appropriate
to children’s ability levels
Children will learn more if actively engaged
School provide support with toys, materials,
activities, peers, teachers and opportunities
for interaction within the physical & social
environment.
Training Strategies (28.1.05)
Training Strategies
Environmental Strategies

Strategies that facilitate child-initiated behavior
Instructional Strategies
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Strategies that aim at producing specific child behavior
These strategies used in combination with one
another, depend on child’s current abilities, the
skills need to be promoted and the situation (i.e.
activities, schedule, the peers and adult present)
Training Strategies (28.1.05)
Examples
Goal
Strategies
Increase duration
of play
Structuring physical space,
making interesting toys available
Increase social
play
Provide toys with high interactive
potential, peer-mediated
strategies
Increase use of
sentence
Naturalistic teaching strategies
Increase
compliance
Differential reinforcement
Increase self-care
skills
Prompting
Environmental Strategies
Structuring space & materials (課室環境建構)
Structuring social dimensions (社交環境建構)
Using child’s preferences (學童喜好材料及活
動使用)
Structuring routines (建立日常生活作息)
Structuring play activities (有組織的遊戲活動)
Training Strategies (28.1.05)
Instructional Strategies
Positive reinforcement (正面增強法)
Naturalistic teaching strategies (自然情
境教學策略)
Peer-mediated strategies (朋輩介入策略)
Prompting strategies (提示策略)
Training Strategies (28.1.05)
Environmental Strategy 1
Structuring physical space & materials
General consideration
Provide necessary assistance
Select toys by preferences & stimulation
Special strategies
Training Strategies (28.1.05)
Environmental Strategy 2
Structuring social dimensions
Observing & identifying peers
Encouraging and supporting interaction
Providing opportunities for interaction
Training Strategies (28.1.05)
Facilitating Interaction
Answer children’s questions
Invite & encourage participation
Add meaningful content on behalf of
the child
Teach children to interact directly with
their classmate with a disability
Allow spontaneous interactions among
the children to occur
Training Strategies (28.1.05)
Environmental Strategy 3
Using child’s preferences
Identifying preferences
Using preferred materials
Encouraging non-preferred activities
Providing defined range of choices
Training Strategies (28.1.05)
Environmental Strategy 4
Structuring routines
Transition routines

Arriving and leaving classroom; Going from
play to cleanup time etc.

Require a couple of minutes to complete

Can involve interaction & communication

Teacher can provide necessary assistance or
learning opportunities during the transition
routines
Training Strategies (28.1.05)
Naturalistic Time Delay
Use a time delay & look at he child
expectantly or questioningly for 5
seconds.
The delay gives child time to respond
before adult provides a model of
appropriate lang.
May repeat the model twice, each time
waiting for the child to talk before giving
child what he/she wants.
Training Strategies (28.1.05)
Transition-based Teaching
Requires a few seconds at the beginning of
transition and often results in rapid learning.
Similar to naturalistic time delay
1. During transition, teacher gives the child an
opportunity to respond.
2. Provide model or prompt if child is unsure.
3. Praise if child responds and transition
continues.
Example

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Child completes a puzzle and begins to move to
another activity area
Teacher,” What’s this color?”, point to a particular
color on puzzle.
Acknowledge response of child or model the correct
response and has child repeat it, then continue
Training Strategies (28.1.05)
Environmental Strategy 5
Structuring play activities
Setting rules
Identifying theme for play
Identifying roles for children
Affection training
Training Strategies (28.1.05)
Affection training
(Friendship training)
Occur in teacher-led group activities
such as singing songs, doing finger plays
and playing games
At the beginning of activity, teacher
provides a brief discussion of the value
and importance of friends
During the group activity, the games and
songs are adapted to increase physical
contact and social interaction
The nature of the songs and games are
changed by the teacher to facilitate
interaction. Training Strategies (28.1.05)
Instructional Strategy 1
Positive reinforcement
characteristics of reinforcers
rules for using reinforcers
specialised uses

differential reinforcement

correspondence training

behavioral momentum
Training Strategies (28.1.05)
Correspondence training
Involve reinforcing a “correspondence”
between what children say and what
they do
Promote children use of skills that they
can use but not often use
Ask children what they are going to do,
give encouragement and opportunity to
do it
Reinforce children for matching what
they do with what they say they will do
Training Strategies (28.1.05)
Behavior momentum
Apply to children who do not consistently
follow adult requests
Children are first reinforced for behaviors they
readily display and then ask to engage in a
behavior they are less likely to do
Example: child refuse to clean up a play area,
teacher go the child and say “Give me five”,
“touch your nose” in a rapid succession and
reinforce with enthusiastic praise when he
comply. Then say,” it is time to clean up; please
put the toys away.”
Training Strategies (28.1.05)
Instructional Strategy 2
Naturalistic teaching strategies
aim
characteristics
strategies

Mand-model procedure

incidental teaching
Training Strategies (28.1.05)
Naturalistic Teaching
Responsive Interaction (回應式互動)
Corrective echoing (糾正式回饋)
Expansion (延伸)
Expatiation (詳述)
Parallel Talk (平衡講話)
Self-talk(自述)
Training Strategies (28.1.05)
Mand-model Procedure
Identify times and low-structure activities
Ensure that the identified activity includes
toys and materials that are likely to result in
high levels of child engagement and play
Allow or help child to play with toys and
materials
Play alongside the child, following his lead &
being responsive to his communicative
initiations
Training Strategies (28.1.05)
Mand-model Procedure
When child is playing and receptive to adult
interaction:
1.
2.
3.
4.
5.
Ask a question that is related to his attention and will give
her a chance to use behaviors related to her communication
goals
After asking question, look expectantly at the child for a
response
If child uses a communication behavior that is a goal, affirm
her statement by expanding it and responding to the
content of the statement. Continue the interaction or allow
her to continue playing
If child does not use the desired communicative behavior,
provide a model of the behavior and look expectantly at her
for imitation. If she imitates, affirm her statement by
expanding it.
Repeat steps (3) and (4)
Training Strategies (28.1.05)
Incidental teaching
procedure requires that child initiate a
topic of conversation & adult converse
about the topic.
Adult follows child’s lead & only stays
with the topic as long as the child is
attentive.
By talking in short, simple sentences and
by repeating often, adults can stimulate
the language development of the child
during daily routines.
Training Strategies (28.1.05)
Instructional Strategy 3
Peer-mediated strategies
aims
characteristics
strategies

peers selection

skills training

encouraging and giving feedback
Training Strategies (28.1.05)
Instructional Strategy 4
Prompting strategies
aim
types of prompts
guidelines for using
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least amount
use before perform
when attention is engaged
supportive and instructive manner
provide reinforcement
fade out
Training Strategies (28.1.05)
Implementation
organize assessment
use purposeful interaction
principles of independence & participation
promote skills & goals from multiple
domains
distribute teaching & learning opportunities

activity / skill matrix
implement instruction in ongoing activities
Training Strategies (28.1.05)
Activity/ routine-by-skill matrix
Events
Location, time &
staff/ worker
Beh. Goal 1 Beh. Goal 2 …
Event 1
Xxx
Materials,
strategies
Event 2
Xxx
Materials,
strategies
Transition 1
Xxx
Materials,
strategies
Event 3
Xxx
Event 4
Xxx
….
Materials,
strategies
Materials,
strategies
1