Transcript "Back to School Night" PowerPoint

Class Website
www.monroe.k12.nj.us
 “Select a School”
pull down menu at the
top of the page  Mill
Lake Elementary
School  “Staff
Webpages” tab 
Biddick, Jennifer
Classroom Team
Teacher:
Miss Jen
Paraprofessionals:
Ms. Epstein, Ms. Manhary, Ms. Lori W., Ms. Granda
Related Services & Specials
Speech Therapist:
Stacey Liebross
Occupational Therapist:
Jim Bowe
Physical Therapist:
Annette Harduby
Library:
Brant Lutska
Gym:
Charlene Lombard
Important People
Behavior Specialist:
Karitssa Barry
Intern – Ms. Celia
Case Manager:
Kim Wasnesky
Principal:
Dr. Lynn Barberi
Director of Pupil Personnel Services:
Marietta Ruella
Supervisor of Pupil Personnel Services:
Marie Pepe
Food Allergies
Peanuts
Eggs
Chicken
Seafood
Shrimp
Green peas
Mustard
*These foods are not banned, we ask you simply be mindful when making food
choices (e.g., if substitutes are available or other choices are available). Parents
of children with allergies will be notified prior to parties or cooking activities to
approve foods and/or send in alternatives. Please contact me with any
questions or concerns.
ABA Terminology
Applied Behavior Analysis (ABA). ABA is the practical application of
the foundations of behaviorism. The formal definition is:
"The science in which procedures derived from the principles of
behavior are systematically applied to improve socially significant
behavior to a meaningful degree and to demonstrate
experimentally that the procedures employed were responsible for
the improvement in behavior.“ (Cooper, Heron, Howard, 1987)
In layman's terms, changes in behavior are measured and shown to
be the result of procedures used by the teacher or parent.
Discrete Trial Instruction
DTI. Discrete Trial Instruction. This is a type of teaching in
which each learning opportunity is a separate event
consisting of three to four parts. Typically, the parts are the
SD, response, and consequence (reinforcement, error
correction, etc.). Other parts that may be mentioned are
prompts and inter-trial interval (time between trials).
Natural Environment Training
NET. Natural Environment Training. This is a type of
teaching in which the focus is on the child's immediate
interests. It is less structured than DTI and conducted in the
child's typical daily environment at a generalized level from
the start. This allows the instructor to capitalize on naturally
occurring events. Stimuli and reinforcers are kept natural in
this teaching style.
Verbal Behavior
VB. Verbal Behavior. This involves a classification system of
verbal language including mand, tact, intraverbal, etc.
Words serve different functions and each function must be
taught individually. Some classes may be taught
simultaneously, such as mand and echoic.
“In defining verbal behavior as behavior reinforced
through the mediation of other persons, we do not, and
cannot, specify any one form, mode, or medium. Any
movement capable of affecting another organism may be
verbal.” (from Verbal Behavior, pg. 14)
Verbal Operants
 Mand. A request. "I want ____."
 Echoic. Vocal imitation of a word. You say, "eat" and the child repeats
"eat."
 Receptive Language. Language that requires following a direction to
do a task. This demonstrates a child's comprehension of language.
You say "touch dog" and the child touches a picture of a dog.
 Tact. Label. You hold up a picture of a dog and say, "What is it?" - the
child says, "dog."
 RFFC. Receptive Identification by Feature, Function, and Class. A child
receptively identifies a picture or object based on a description of the
object without the label. For example, a car's features are wheels,
doors, and windows. A car's functions are driving and riding. The class
of a car is vehicle.
 Intraverbal. A verbal exchange with someone. You say, " What's your
name?" and the child responds "Sam."
Picture Exchange Communication System
PECS. Picture Exchange Communication System.
http://www.pecsusa.com/pecs.php
Program Terms
 Program. A written record of how to teach a particular skill.
 Daily/Data sheet. Printout of a student’s current programs on
which staff collects data.
 Baseline. The collection of data on a particular behavior or skill
prior to implementing an intervention or program.
 Target skill. An untrained skill.
 Mastered skill. A skill that has already achieved met criteria for
acquisition and generalization. May be included in “Monthly
Maintenance.”
 Interspersals. The mixing of mastered and target skills within a
session.
 Generalization. Demonstration of a target skill using untrained
materials, instructors, SD’s, settings, etc.
Other Helpful Terms & Acronyms
GMI. Gross Motor Imitation.
IG. Ignore.
Agg. Aggression.
SIB. Self-injurious behavior.
IPP/IEP. Individualized Program Plan/Individualized
Education Plan – The list of goals and objectives that
comprise each student’s curriculum for the current year.
Each program represents an IEP objective.
 AM/PM. Morning/Afternoon work session.
 BM. Bowel movement.
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Catchphrases
 Make it worthwhile
Reinforcement & Motivation
 Wait for it
Learning to Learn
 Hands off
Prompting
Reinforcement
Systematic use of reinforcement is the most
powerful tool in strengthening/teaching a
new behavior.
Reinforcement
 Consequence to a behavior which maintains
that behavior or increases the frequency with
which it occurs.
 A reward is not a reinforcer.
 May not be planned.
 Tip: If a consequence is used contingently,
consistently and immediately and it does not
increase the frequency of the behavior it
follows, it is not a reinforcer.
Reinforcement
 Primary Reinforcers
 Secondary Reinforcers
 Different stimuli may (or may not) serve as
reinforcers to different individuals across different
situations!
 Focus on:
 Positive Reinforcement!
 A stimulus that occurs immediately following a behavior, results in
that behavior occurring more often or with greater intensity.
Pairing
“The main purpose of pairing is to associate the instructor
as a form of conditioned reinforcement for the child. That
is, the child should learn to like the instructor, before the
instructor begins requiring work from the child.”
-Sundberg and Partington, 1998
“The learner has to want to be in the instructional
environment for effective and efficient learning to take
place.”
-Fabrizio, 2007 International Precision Teaching Conference
Prompts
 Additional assistance, presented during or
immediately after a stimulus, that increases the
likelihood that a particular behavior will occur.
 Techniques that can be used across a wide
range of settings and can facilitate expressive,
receptive, imitative, motoric, and matching
responses.
Prompts
 Additional assistance, presented during or
immediately after a stimulus, that increases the
likelihood that a particular behavior will occur.
 Techniques that can be used across a wide
range of settings and can facilitate expressive,
receptive, imitative, motoric, and matching
responses.
Prompts
Many types of prompts!
 Physical (P) – Hand-over-hand
 Faded Physical (FP) – Light touch
 Gesture (G) – Point
 Model (M) – Model response
 Vocal instructions – Step-by-step guidance
Prompts
Many types of prompts!
 Verbal Model (VM) – Model entire vocal
response
 Faded Verbal Model (FVM) – Model
part/beginning of vocal response
Prompts
In general, mastery criterion will require
independence, that is, no prompts or assistance
provided to respond correctly.
“Learning to Learn”
from Leaf & MacEachin’s A Work in Progress
 Attending
 Returning reinforcers
 Hands still
 Waiting
 Responding to instructions
 Changing behavior based upon feedback
 Learning from prompts
 Remaining calm
 Persistence
 Staying on task
 Leaving materials alone
Catchphrases
 Make it worthwhile
Reinforcement & Motivation
 Wait for it
Learning to Learn
 Hands off
Prompting
Assessment Tools
 The Behavioral Language Assessment (BLA)
 Assessment of Basic Language and Learning Skills –
Revised (ABLLS-R)
 Verbal Behavior – Milestones Assessment and Placement
Program
The Behavioral Language Assessment (BLA)
Allows evaluators to determine a starting point for language programming.
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Cooperation with Adults
Requests (Mands)
Motor Imitation
Vocal Play
Vocal Imitation (Echoic)
Matching-to-Sample
Receptive
Labeling (Tacts)
Receptive by Feature,
Function, and Class
Conversational Skills
(Intraverbals)
Letters and Numbers
Social Interaction
Assessment of Basic Language and
Learning Skills – Revised (ABLLS-R)
476 skills in a task analysis
 Cooperation &
Reinforcer
Effectiveness
 Visual Performance
 Receptive
Language
 Motor Imitation
 Vocal Imitation
 Requests
 Labeling
 Intraverbals
 Spontaneous
Vocalizations
 Syntax & Grammar
 Play & Leisure
 Group Instruction
 Classroom Routines
 Generalized
Responding
 Reading
 Math
 Writing
 Spelling
 Dressing
 Eating
 Grooming
 Toileting
 Gross Motor
 Fine Motor
Verbal Behavior – Milestones Assessment
and Placement Program
Level 1: 0-18 months, Level 2: 18-30 months, Level 3: 30-48 months
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Mand
Tact
Echoic
Intraverbal
Listener
Motor Imitation
Independent Play
Social & Social
Play
 Visual Perceptual &
Matching-to-Sample
 Linguistic Structure
 Group & Classroom
Skills
 Mathematics
 Reading
 Writing
 EESA (Early Echoic Skills
Assessment)
Your Child’s Program
Assessment results are compiled and analyzed to
determine appropriate IEP goals for your child. IEP
goals will translate to programs and be the
individualized curriculum for your child for that IEP year.
Thank you for coming!
We hope that you found Back to School Night fun and
informative.
Please let me know if you have any general questions
or comments.
Questions specific to your child can be addressed by scheduling a time to meet with
Miss Jen by phone or in person. Please let me know if this would be helpful for you!