dc. 95 - ericstudents with severe disabilities. for other module., in this series, see ec 304...

DOCUMENT RESUME

ED 391 314 EC 304 563

AUTHOR Campbell, Patti C.; Campbell, Charles RobertTITLE Instructional Teaming, Part B: Skills for Delivering

Instruction. Trainee Workbook. Building InclusiveSchools, Module 4.

INSTITUTION Kansas Univ., Parsons. Schiefelbusch Inst. for LifeSpan Studies.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,DC.

PUB DATE 95

CONTRACT H086U10015NOTE 107p.; Developed by the Kansas Project for the

Utilization of Full Inclusion Innovations forStudents with Severe Disabilities. For other module.,in this series, see EC 304 560-565. For relatedvideotapes, see EC 304 566.

PUB TYPE Guides ClassrJom Use Teaching Guides (ForTeacher) (052) Guides Classroom UseInstructional Materials (For Learner) (051)Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Classroom Techniques; Decision Making; *Disabilities;

Elementary Secondary Education; *Inclusive Schools;Inservice Teacher Education; *InstructionalDevelopment; Instructional Improvement; PositiveReinforcement; Regular and Special EducationRelationship; *Teaching Methods; *Team Teaching;Teamwork

ABSTRACTThis manual presents the trainee's workbook and the

trainer's guidelines for the fourth of six modules in a teacherinservice series developed to promote the unified effort of bothregular and special education personnel in understanding and applyingnationally recognized practices to implement fully inclusiveeducation for students with diverse learning abilities anddisabilities. Module 4 is on skills for delivering instruction on theinstructional team. The trainee workbook is in the form of: (1) 37

transparency masters which provide information on using performanceassessment, applying reinforcement, identifying potentialreinforcers, instructional delivery techniques, time delay,prompting, graduated guidance, and instructional decision making; and(2) 3 activities applying the principles covered by thetransparencies. The manual for trainers offers specific objectivesand suggested comments keyed to each of the transparencies,addressing the topics of delivering instruction, performance andproduct, instructional intervention, instructional modifications,performance data, and data-based instructional decisions. Apre/posttest is also included. (DB)

**********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original do,:ument.

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An Instructional SeriesInnovative Practices that SupportStudents with Diverse LearningAbilities in Neighborhood Schools

BuildingInclusiveSchoolshu

CI

U S. DEPARTMENT OP EDUCATIONOffice of Educational Research and impapaament

EDU ATIONAL RESOURCES INFORMATIONCENTER IERICI

This document has been reprOducer eareceived from the betson or ofganizationoriginating it

0 Minor chenges have been ma00 10 0110,0v.reproduction guibty

Points of view Of opinions $tated I n this doctrment do not necessarily represent officialOE RI position or pocy

Instructional Teamingmniu Part B: Delivering Instruction

11111

NMIvt

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**14141:111University of Kansas 4-** it IISchiefelbusch Institutefor Life Span Studies

,L)Kansas UniversityAffiliated Program

vtitytt itymimiamIt** voltilitlioitio0 it$ Lincoln 1. WISEV/ILMNIIIrrilli

1111111111111' BEST COPY AVAILABLIIIIINIIIIIMENNESIENE.

AModule

Instructional Teaming Part BSkills for Delivering

Instruction

Trainee Workbook

Developed by:

Patti C. Campbell, Ed.D.Charles Robert Campbell, Ed.D.

ContributorsKristi Dulek, M.S.Kelly SpellmanKristen Forbes, M.S.Margaret M. Denny, M.S.

3

Developed by the

Kansas Project for the Utilization of Full Inclusion Innovationsfor Students with Severe Disabilities

The Purpose of this SeriesThis series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education forstudents with diverse learning abilities in their neighborhood schools,and 2) provide an instructional package that promotes these promisingpractices through the unified effort of both regular and special educationpersonnel.

University of KansasSchiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program2601 Gabriel

Parsons, Kansas 67357

Project Co-DirectorsCharles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant #H086U10015). The Information and viewpoints presented herein do notnecessarily reflect the position or policy of the Office of Special Education, and no official endorsement can beInferred.

ContentsTransparencyNumber Page

#1 Instructional Teaming Part B: Delivering Instruction Objectives 1

#2 Using Performance Assessment Part A 2#3 Using Performance Assessment Part B 3#4 Delivering Instruction 4#5 Delivering Instruction- Section -I 5#6 Postive reinforcement 6#7 Schedules of Reinforcement 7#8 Continuous reinforcement 8#9 Intermittent reinforcement 9

#10 Continuous renforcement schedules 10#11 Maintaining a Performance/Product 11#12 Types of Reinforcers 13#13 Primary reinforcers 14#14 Secondary reinforcers 15#15 Reinforcers can be 16#16 How to Identify Potential Reinforcers 17#17 Points to Remember When Choosing Reinforcers 18#18 A Reinforcer Hierarchy 19#19 Delivering Instruction- Section -II 20#20 Instructional Delivery Techniques 21#21 Antecedent Prompt and Test 22#22 Antecedent Prompt and Fade 23#23 Time Delay 24#24 Graduated Guidance 25#25 Most-to-Least Prompting 26#26 Least-to-Most Prompting 27#27 System of Least Prompts 28#28 Delivering Instruction - Section III 29#29 Delivering Instruction - Section IV 30#30 Delivering Instruction - Section -V 32#31 Preliminary Analysis Rules 33#32 Delivering Instruction - Example I 34

Instructional 'framing: Part B Trainee Workbook

ii 1

TransparencyNumber Page

#33 Instructional Decision Making 35#34 Delivering Instruction- Example II 36#35 Delivering Instruction- V.iraphing Example 37#36 Lehigh Decision Rules 38#37 Delivering Instruction - Activity #3 Answers 40

ActivityNumber Page

#1 Determine the Reinforcement Schedule 12#2 Delivering Instruction 31#3 Delivering Instruction Activity 39

Appendix A 41References 42Pre/Post Test 43

Instructional Teaming: Part B Trainee Workbook

Instructional Teaming Part B:Delivering Instruction

Objectives

The trainee will:

design instruction based on performance assessmentdata that includes an identified performance/product, an instructional sequence!, and modificationsfor a student with diverse learning abilities.

collect and graph instructional data to makeinstructional decisions for a student with diverselearning abilities.


=11111MME16.1

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Using Performance AssessmentPart A: Reforming Assessment

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Define performance/ product

Delineate instructional sequence

Indicate instructional modification

Collect/graph performance data

Make data-based instructional decisions


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Positive reinforcement . .

increases the chances of a behavior or performanceoccuring again or being maintained.

Examples:Receiving a paycheck

Earning stars

Being told "Good job"

Being recognized

Instructional Teaming: Pae B Trainee Workilook

r#7 i

Schedules of Reinforcement

Continuous reinforcement

Intermittent reinforcement


15

8

Continuous reinforcement . .

means that the target behavior is reinforced eachtime it occurs.

Example:1/:.vid is told "good job" each time he correctlyperforms each step of the handwashingperformance.

16


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Intermittent reinforcement . . .

means that the target behavior is reinforcedon a predetermined schedule.

Example:David is told "good job" every other time hecorrectly performs a.ich step of the handwashingperformance.

Instructional Teaming: Part B 'frainee Workbook

9

#10 imp

Continuous reinforcement schedules. .

can be unrealistic

may cause dependence

may result in satiation

10


1 8

Maintaining a Performance/Product

ratio

Intermittment Reinforcement

Fixed Variable

interval ratio interval

Instructional Teaming: Part 13 Trainee Workbook

1 9

12

Determine the Reinforcement Schedule

Directions: Read each example and determine if it is continuous (C) or intermittent reinforce-ment (I). If it is intermittemnt reinforcement, determine if it is a fixed interval (FI), fixedratio(FR), variable interval (VI), or variable ratio (VR) schedule.

1. Each time John picks up his fork,he is reinforced.

2. For each 5 minutes Sue is quiet(not talking to herself or others)she receives a token.

3. For evely 5 math problems Cindycorrectly solves, she receives 2minutes of free time.

4. Matk receives praise every time hecorrectly idenfifies a vocabularyword on a flash card.

5. Bryan is reinforced for every 2nd,8th, 12th, 16 th, and 19th correctresponse or an average of every10th response.

6. Joe is reinforced on the followingschedule: 7 minutes, 6 minutes,5 minutes, 6 minutes, 6 minutes,and 7 minutes or an average of6 minutes.

CR FI FR VI VR


20

Types of Reinforcers

Primary reinforcers

Secondary reinforcers

Instructional Teaming: Part B Trainee Workbook2 i

Primary reinforcers . . .

do not rely on previous learning to havereinforcing value.

Examples:foodwarmthwater

14


22

Secondary reinforcers . . .

do rely on previous learning to havereinforcing value.

Examples:moneytokengames


23

Reinforcers can be . .

naturally occuring

Examples:

socialevents

or contrived

Examples:tokensactivities/objects

2 4

16


#16

How To IdentifyPotential Reinforcers

-41:011k2

Observe in natural settings

Ask caregiver/significant other

Observe in structured settings

Ask student

2 a

Instruntional Teaming: Part B Trainee Workbook

17

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Points to RememberWhen Choosing Reinforcers

Use the philosophy of "least intrusive"reinforcement.

Move to naturally occurring reinforcement assoon as possible.

Use chronologically age appropriate reinforcers.

26


A Reinforcer Hierarchy

Food

Toys and Activities

Tokens

Approval

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Instructional Delivery Techniques

antecedent prompt and test

antecedent prompt and fade

time delay

graduated guidance

most-to-least prompting

least-to-most prompting


3 0

21

Antecedent Prompt and Test

Teacher provides the correct response and asks fora response without benefit of the prompt.

Example:The teacher points to a nickel in a group of mixedcoins and says, "This is a nickel, point to thenickel."

The student points to the nickel without furtherprompting.

31

22


Antecedent Prompt and Fade

Teacher provides the correct response and thengradually fades it out.

Example:The letter "R" is written for the student to trace,then a broken line "R" is provided for the studentto trace.

Gradually broken lines are faded out and thestudent writes the letter "R" without benefit of aprompt.

3 2 23


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Time Delay

Teacher systematically increases the amount oftime between the task direction and the assistancegiven to the student.

Example:When teaching tire student to "wash hands" theteacher first gives assistance to the student (0second delay).

Subsequent trials increase the number of secondsbefore a prompt is given.

.33


Graduated Guidance

Teacher provides full physical assistancedecreasing to partial physical assistance, andfinally to shadowing.

Assistance is then withdrawn or provided asneeded.

Example:When teaching the student to "wash hands" theteacher first gives full physical assistance to movethe student through the performance.

3 425

Instructional Teaming: Part B Tr ainee Workbook

26

Most-to-Least Prompting

A hierarchiacal prompting system where theteacher begins with the most assistance deliveredinitially and gradually decreases assistance.

Example:When providing instruction in "washing hands,"the teacher begins by physically 3uiding thestudent through the entire instructional sequence.

35


It%Least-to-Most Prompting

A hierarchiacal prompting system where theteacher begins with the least assistance deliveredinitially.

More assistance is provided as needed.

Example: .

When providing instruction in "washing hands,"the teacher begins by saying, "It's time to getready for lunch" and gives an opportunity for anindependent response.

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,4)

) pi

ck u

p so

ap10

VIIV

VIV

I11

113)

) tu

rn o

n w

ater

PV

VG

GV

GV

VI

II

2) h

and

CW

- ta

p H

W)

go to

the

bath

room

sin

k-

PP

13P

GV

VV

II

II

1).

.W

I 9/8

W9

W10

W13

W14

W15

W16

W17

W20

9/2

1 9/

22 9

/23

9124

V. I

nstr

uctio

nal D

ecis

ions

Dat

e9/

17/9

49/

22/9

4

Tre

nd/M

ean

acce

lera

tincj

/38%

Mas

tery

/80%

Dec

isio

nN

o ch

ange

Ext

end

perio

nnan

ce (

gene

raliz

atio

n)

Sou

rce:

Ada

pted

from

Ass

essm

ent o

f ind

ivid

uals

with

Sev

ere

Han

dica

ps (

p. 2

72)

by D

. Bro

wde

r, 1

987,

Bal

timor

e, M

D:

Pau

l H. B

rook

es. C

opyr

ight

198

7 by

Pau

i H. B

rook

s P

ublis

hing

Com

pany

8

Sco

ring

Key

1=

Inde

pend

ent

VV

erba

l/Vis

ual

G =

Ges

ture

P =

Phy

sica

l Ass

ist

3 9

co

1. In

stru

ctio

nal O

bjec

tive

Stu

dent

:D

avid

Tea

cher

:Jo

nes

Ses

sion

Len

gth:

Mid

:1a

Per

form

ance

/Pro

duct

/Goa

ls:

hand

was

hing

Del

iver

ing

Intr

uctio

n

Per

forr

man

ce o

bjec

tive.

Giv

en th

e cu

e, "

Tim

eB

ehav

iorjr

ldeD

. was

h ha

nds

Con

ditio

n:to

aet

rea

dy fo

r lu

nch"

Crit

eria

80%

3 c

onse

cutiv

e da

ys

Set

ting(

s).

bath

room

sin

kR

einf

orce

r(s)

:"g

ood

job"

H. C

ompo

n.m

ts

20 19 18 1 16 15 14 13 12 11 10 9 8 7 6 5 3

* 2 1

Sch

edul

e:co

ntin

uous

R+

for

each

com

pone

nt

IV. P

rfor

mar

zce

Dat

a.

Mod

ifica

tions

100

1 20

)

19)

I

9018

)

1

8017

)

116

)

1

7015

)

1I

i ;)

160

13)

I

1111

12)

I50

11)

) ha

ng u

p to

wel

GG

GV

VV

IV

II

II

I10

)

) dr

y ha

nds

40V

VV

II

VV

V9)

) pi

ck u

p tQ

wel

PP

GA

VV

VV

VI

II

8)

) tu

m o

ff w

ater

30P

PG

GG

GG

GV

VV

I b)

dose

off

hand

sV

VIII

IIIIII

II6)

) pu

t soa

p in

dis

h20

GG

GG

VIII

IIIII

5))

rub

soap

bet

wee

n ha

nds

GV

IliI

II

II

II

I4)

) pi

ck u

p so

ap10

VIIV

VIV

IIIII

3)).

!um

on

wat

erP

VV

GG

VG

VV

II

I I

2) h

and

CW

- ta

p H

W

1))

go to

the

bath

room

sin

kP

PP

PG

VV

VI

II

V. I

nstr

uctio

nal D

ecis

ions

9Ib

W/

Dat

eT

rend

/Mea

nD

ecis

ion

9/17

/94

acce

lera

ting/

38%

No

chan

ge

Sou

rce:

Ada

pted

from

Ass

essm

ent o

f ind

ivid

uals

with

Sev

ere

Han

dica

ps (

p. 2

72)

by D

. Bro

wde

r,19

87, B

altim

ore,

MD

:P

aul H

. Bro

okes

, Cop

yrig

ht 1

987

by P

aul H

. Bro

oks

Pub

lishi

ng C

ompa

ny

Sco

ring

Key

1=

Inde

pend

ent

V =

Ver

bal/V

isua

l=

Ges

ture

= P

hysi

calA

ssis

t)

4 0

4 1

0.)

I. In

stru

ctio

nalO

bjec

tive

Stud

ent

Tea

cher

Del

iver

ing

Intr

uctio

nSe

ssio

n L

engt

h:1°

inin

Perf

orm

ance

/Pro

duct

/Goa

ls.

PB c

rack

er m

akin

g

Perf

orrm

ance

obj

ectiv

e:G

iven

a ja

r of

pea

nut b

utte

r,cr

acke

rs, a

nd k

nife

Cri

teri

a80%

inde

pend

ent r

espo

nses

; 3 c

ons.

days

Beh

avio

r m

ake

a PB

cr'k

erC

ondi

tion:

Setti

ngs)

. kitc

hen

Rei

nfor

cer(

s).

Dat

a"gpo

d jo

b"Sc

hedu

le.co

ntin

uous

R+

for

eac

h st

epII.

Com

pone

nts

N. P

etfo

rman

ceII

I.M

odif

icat

ions

20)

100

20)

19)

19)

18)

9018

)

17)

8417

)

16)

16)

15)

7011

)

14)

14)

13)

6013

)

12)

12)

11)

5011

)

10)ea

t the

cra

cker

10)

9uou

t the

lid

on th

eja

r_A

O9)

8)D

ut d

own

the

knife

8)7)

spre

ad th

e P

B o

n th

e c'

ke30

7)6)

pic

k up

the

crac

ker

6)5)

sco

opso

me

PB

205)

4) p

ut th

e kn

ife in

the

jar

4)3)

pic

k up

the

knife

10 -

3)2)

ope

n th

e ja

r2)

1) g

et th

e ja

r of

PB

01)

V. I

nstr

uctio

nal D

ecis

ions

Dat

eT

rend

/Mea

nD

ecis

ion

Sour

ce.

Ada

pted

fro

m A

sses

smen

t of

indi

vidu

als

with

Sev

ere

Han

dica

ps (

p. 2

72)

by D

. Bro

wde

r,19

87, B

altim

ore.

MD

:Pa

ul H

. Bro

okes

, Cop

yrig

ht 1

987

by P

aul H

. Bro

oks

Publ

ishi

ng C

ompa

ny

4 2

Scor

ing

Key

= I

ndep

ende

ntV

= V

erba

l/Vis

ual

G =

Gm

ture

P =

Phy

sica

l Ass

ist

4 3

0.1

1. I

nstr

uctio

nal O

bjec

tive

stud

ent.

Dav

id-

Del

iver

ing

Intr

uctio

nT

each

er:

Jone

sS

essi

on L

engt

ha0

_031

11 P

erfo

rman

ce/P

rodu

ct/G

oals

:ha

ndw

ashi

ng

Per

fonm

ance

obj

ectiv

e:G

iven

the

cue,

"T

ime

Beh

avio

r: ln

dep.

was

h ha

nds

Con

ditio

n:to

get

rea

dy fo

r lu

nch"

Crit

eria

: 80%

3 co

nsec

utiv

e da

ys

setti

ngs)

. bat

hroo

msi

nkR

einf

orce

r(s)

:

II.C

ompo

nent

sIV

. Per

form

ance

Dat

a

20 19 18 1 16 1 14 13 12 11 10 9 8 7 6 5 4 3

* 2

"goo

d jo

b"S

ched

ule:

cont

inuo

us R

+ fo

r ea

ch c

ompo

nent

III.

Mod

ific

atio

nstiA

/20

)

19)

,

9018

)

,

8017

)

16)

1

7015

)

i14

)

160

(13

)

112

)

111

)

i han

g up

tow

el50

GG

GV

VV

IV

II

II

I10

)

) dr

y ha

nds

40V

VV

II

II

VV

V9)

) pi

ck u

p to

wel

PP

GV

VV

VV

II

I8)

) tu

rn o

ff w

ater

PP

GG

GG

GG

VV

V7)

) rin

se o

ff ha

nds

30V

VIII

IIIIII

II6)

) pu

t soa

p in

dis

h20

GG

GG

VII

IIIIII

5))

rub

soap

bet

wee

n ha

nds

GV

IIIIII

IIIII

4))

pick

up

soap

10V

IIVV

IVI

III

I3)

) tu

rn o

n w

ater

PV

VG

GV

rIV

VI

II

2) h

and

CW

- ta

p H

W)

go to

the

bath

room

sin

ke

P 9t7

P AS

P 919

P 9110

G 9/13

V 9114

V91

15

V91

18

I

9/17

I

9/29

I

9/21

_9/2

2I

9/23

9124

I )

Dat

eT

rend

/Mea

n9/

17/9

4ac

cele

ratin

g/38

%Il

4..

:0

Dec

isio

nN

o ch

ange

I1 s

'101

1111

IS

ourc

e:ap

tcro

rnss

cssm

cnt o

invi

ua

s w

itve

rean

icap

sP

aul H

. Bro

okes

, Cop

yrig

ht 1

987

by P

aul H

. Bro

oks

Pub

lishi

ng C

ompa

nyP

.

4 4

py:

OW

:.

timor

e,

Sco

ring

Key

I=

Inde

pend

ent

V =

Ver

bal/V

isua

l; =

Ges

ture

P =

Phy

sica

l Ass

ist

4 5

Preliminary Analysis Rules

At least 8 and no more than 20 opportunitiesto respond.

A least 6 data points.

No more than 4 days break in instruction.

Source: Adapted Fim Browder, D. (1991) Assessment of individuals with severe disabilities: An applied behavior approachto life skills assessment, 2nd Edition. Baltimore: Paul H. Brookes Publishing Co.

33


4 6

CA

)

I. In

stru

ctio

nal O

bjec

tive

stud

ent:

Dav

idT

each

er:

Jone

sS

essi

on L

engt

h. 1

0 m

in, P

erfo

rman

ce/P

rodu

ct/G

oals

:ha

ndw

ashi

ng

Del

iver

ing

Intr

uctio

n

Per

form

ance

obj

ectiv

e.G

iven

the

cue,

"T

ime

Beh

avio

r: In

deo.

was

h ha

nds

Con

ditio

n:to

aet

rea

dy fo

r lu

nch"

setti

ngs)

.ba

thro

om s

ink

Rei

nfor

cer(

s):

"goo

d jo

b"

II. C

ompo

nent

s

20 19 18 1 16 15 14 13 12 0 9 8 7 6 5 4 3 1

IV. P

erfo

rman

ce D

ata

Crit

eria

.80

% 3

con

secu

tive

days

sche

dule

.co

ntin

uous

R+

for

each

com

pone

nt

III. M

odifi

catio

ns1

AA

)

20)

1

19)

1

9018

)

1

8017

)

i16

)

1

7015

)

J14

)

i60

-13

)

l0

V11

)

j han

g up

tow

elG

GG

VV

VI

11

I1

I10

)

) dr

y ha

nds

,!

VV

V1

11

IV

VV

9)

j pic

k up

tow

elP

PG

VV

VV

VI

11

R)

j tur

n of

f wat

erP

PG

GG

GG

GV

VV

7))

rinse

off

hand

s30

VV

III

II

II

II

II

6)

) pu

t soa

p in

dish

tG

GG

GV

II11

11I

5)

)ru

b so

ap b

etw

een

hand

sG

VII

II

II

I1

1I

I4)

) pi

ck u

p so

ap0

VJ

IIVV

IVI

1111

3)

)tu

rn o

n w

ater

P1G

VV

GG

VG

VV

II

I2)

han

d C

W -

tap

HW

Kgo

to th

e ba

thro

om s

ink

nP

PP

GV

VV

II

II

1)9/

791

8 9/

9 W

10 9

/139

/14

9/15

9/1

6 9/

17 9

/20

9/21

si2

2 9/

23 9

124

V. I

nsct

iona

l Dec

isio

nsD

ate

Tre

nd/M

ean

9/17

/94

acce

lera

ting/

38%

9/22

/24

mag

enar

kE

xten

sizt

erfa

rman

calg

ener

aliz

alio

n)

Dec

isio

nN

o ch

ange

Sou

rce:

Ada

pted

from

Ass

essm

ent o

f ind

ivid

uals

with

Sev

ere

Han

dica

ps (

p. 2

72)

by D

. Bro

wde

r,19

87, B

altim

ore,

MD

:P

aul H

. Bro

okes

, Cop

yrig

ht 1

987

by P

aul H

. Bro

oks

Pub

lishi

ng C

ompa

ny

4 7

Sco

ring

Key

= In

depe

nden

tV

= V

erba

l/Vis

ual

G =

Ges

ture

P =

Phy

sica

l Ass

ist

4 8

Instructional Decision Making

Analyze VisuallyMasteryNo Progress

Determine ProgressDraw slopeCalculate mean

Make DecisionRefer to Decision Rules

Source: Adapted From Browder, D. (1991) Assessment of individuals with severe disabilities: An applied behavior approach

to life skills assessment, 2nd Edition. Baltimore: Paul H. Brookes Publishing Co.

35


4 9

cr)

1.In

st..

'twtio

nal O

bjec

tive

Stu

dent

:_na

.VA

Tea

cher

:Jo

nes

Ses

sion

Len

gth:

10

f111

11,P

erfo

rman

ce/P

rodu

ct/G

oals

.ha

ndw

asi l

ing

Per

forr

man

ce o

bjec

tive:

Del

iver

ing

Intr

uctio

n

Giv

en th

e cu

e, "

Tim

eB

ehav

ior:

Inde

p. w

ash

hand

sC

ondi

tion.

to a

et r

eady

for

lunc

h""g

ood

job"

setti

ngs)

: bat

hroo

msi

nk

II. C

ompo

nent

s

20 19 18 1 16 1 14 13 12 10 9 8 7 6 5 4 3

* 2 1

Rei

nfor

cer(

s).

IV. P

etfo

rman

ce D

ata

Crit

ia. 8

0% 3

con

secu

tive

days

Sch

edul

e:co

ntin

uous

R+

for

each

com

pone

nt

III. M

odifi

catio

nsro

u20

)

,19

)

1

9018

)

1

8017

)

1

I---

-16

)

170

15)

14)

1 I60

13)

I

7GG

G?)

./()I

VIII

I!12

)

150

I I)

) ha

ng u

p to

wel

10)

) dr

y ha

nds

40V

VV

11

I1

VV

V9)

) pi

ck u

p to

wel

,P

GV

VV

VV

III8)

) tu

rn o

ff w

ater

PP

30G

GG

GG

VV

7)

) rin

se o

ff ha

nds

VV

II

II

II

II

II

I6)

) pu

t soa

p in

dis

hG

GG

G20

\GV

IV

II

II

II

II

5))

rub

soap

bet

wee

n ha

nds

11

11

11

11

I4)

) pi

ck u

p so

ap10

VII

VIV

IIIII

3))

turn

on

wat

erP

VV

G&

-VG

VI

12)

han

d C

W -

tap

HW

) go

to th

e ba

thro

om s

ink

PP

GV

VV

II

II

1)

V. I

nstr

uctio

nal D

ecis

ions

Dat

eT

rend

/Me

9/17

/94

acce

lera

tin9/

22/.2

4

9/7

9/8

9/9

9/10

9/1

39/1

415

9/16

9/1

7 9/

21)9

/21

9/22

8%c

V

9t24

sion

N. c

hang

e:1

11 8

^111

11/1

.1Z

1S

ourc

e.A

dapt

ed fr

om A

sses

smen

t of i

ndiv

idua

ls w

ith S

ever

end

icap

s (p

. 272

) by

D. B

der,

198

7, B

altim

ore,

MD

:

Pau

l H. B

rook

es, C

opyr

ight

198

7 by

Pau

l H. B

rook

s P

ubli

Cor

n an

5 0

Sco

ring

Key

I=

Inde

pend

ent

V =

Ver

bal/V

isua

lG

= G

estu

reP

= P

hysi

cal A

ssis

t

r 1

I. I

nstr

uctio

nal O

bjec

tive

Stu

dent

:D

avid

Del

iver

ing

Intr

uctio

nT

each

er:

Jone

sSe

ssio

nLe

ngth

. 1 0

min

, Per

form

ance

/Pro

duct

/Goa

ls:

hand

was

hing

Per

forn

nanc

e ob

ject

ive:

Giv

en th

e cu

e, "

Tim

eB

ehav

ior

Inde

p. w

ash

hand

sC

ondi

tion:

to a

et r

eady

for

lunc

h"

Set

ting(

s)-

bath

room

sin

kR

einf

orce

r(s)

:"g

ood

job"

IV. P

erfo

rman

ce D

ata

II. C

ompo

nent

s

20 19 18 1 16 1 14 13 12 11 10 9 8 7 6 5 4 3

* 2 1

Crit

eria

- 80

%3

cons

ecut

ive

days

Sch

edul

e.co

ntin

uous

R+

for

each

com

pone

nt

III. M

odifi

catio

ns

20

1N

I19

1W

M18

MI

1

IN

M16

IM

IIn

=W

A1

111

1.11

DIR

AC

)11

/111

%W

AIL

)M

IA

IIPM

E11

1)

11ff

ill11

1111

1r1

I.,.

sI,.

MilliGGGvENEZEI

II

II

10)

) d

hand

sN

MV

V01

1111

1/1M

11

vPv

v.

)pic

k (J

. w-I

MN

PP

POE

ME

IDIC

EIB

II

:

) tu

rn o

ff w

ater

1111

111K

Pra

ring

nair

av

v)

rinse

off

hand

sIF

INLV

Vra

rann

Illill

.

)ut

soa

8in

dis

hW

riG

Gm

av

1I

II

II

II

) ru

b so

as b

etw

een

hand

sIN

NG

Viri

lliI

II

II

II

II

,

) pi

ck u

p so

apgp

igru

ivvI

vIII

II)

turn

on

wat

er11

1111

11W

IEU

GG

VG

VV

II

Iha

nd C

W -

ta H

W)

go to

the

bath

room

sin

klif

filkW

alja

PG

VV

VI

II

I

V. I

nstr

uctio

nal D

ecis

ions

Dat

e9/

17/9

4

917

9/9

9110

9/1

3 9/

14 9

/15

9/16

911

17 K

O 9

/21

9122

912

3 91

24

Tre

nd/M

ean

acce

lera

tird3

8%to

:I :I

Dec

isio

nN

o ch

ange

1:1-

.el

Sou

rce:

Ada

pted

from

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Lehigh Decision Rules for Data AnalysisPart 1. Biweekly Reviews

Category

1. Mastery

2. No progress

3. Adequate progress

4. Inadequate progress

5. Motivation problem

Data Pattern

Criteria achievedduring decision phase

Same mean as baselineorNo independentresponses

Trend is accelerating orflat, and mean is higherby 5% or more.

Trend is accelerating orflat, and mean is higherby less than 5%.orTrend is flat, same mean.

Trend is deceleratingregardless of meanchange.orTrend ie accelerating orflat, and mean is lower.

Decision Rule

Extend performance(fluency, generaliza-tion)

aIirst period of review,wait 2 more weeks -changeb. After 4 weeks,simplify skill

Make no changes

Improve antecedents(e.g. promptingstrategies)

Improve motivation

Source. Adapted From Browder, D. (1991) Assessment of individuals with severe disabilities: An applied behavior approachto life skills assessment, 2nd (p. 124) Edition. Baltimore: Paul H. Brookes Publishing Co. ; Reprinted withpermission.38


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References

Alberto, P.A. & Troutman, A.C. (1995). Applied behavior analysis for teachers (4th ed.).New Jersey: Pentice-Hall.

Browder, D.M. (1991). Assessment of individuals with severe disabilities (2nd ed.).Maryland: Brookes Publishing Co.

Snell, M.E. (1993). Instruction of students with severe disabilities (4th ed.). New York:Macmillan.

Snell, M.E. & Grigg, N.C. (1987). Systematic instruction of persons with severe handi-caps (3rd ed.). Ohio: Merrill.

Wolery, M., Bailey, D. B. , Jr., Sugai, G.M. (1988). Applied behavior analysis withexceptional students. Massachusetts: Allyn and Bacon.

Wolery, M., & Gast, D.L. (1984). Effective and efficient procedures for the transferof stimulus control. Topics in Early Childhood Special Education, 4(3), 52-77.

42


61

Pre/Post Test

T F 1) The system of least prompts requires a prompt hierarchy of at least 4prompts.

T F 2) An interval schedule of reinforcement is recommended for teachingnew skills.

T F 3) Praise is considered a primary reinforcer.

T F 4) If a student has poor communcation skills, it is extremely difficult todetermine consequences of reinforcing value.

T F 5) A teacher needs only to be concerned with teaching a new skill tocriterion because a student will maintain the new behavior indefinitelyonce it has been developed to that level.

T F 6) Verbal prompts are more intrusive than physical prompts.

T F 7) Bounce data refer to data which are highly variable.

T F 8) An accelerating trend line would require that the teacher analyze stepsin the task analysis for difficulty and simplify the task analysis.

T F 9) Data must be collected a minimum of 6 times in a 2 week period if theteacher is to make instructional decison based on this data.

T F 10) Trend estimation suggests to teachers the general direction of learnerprogress.

4311111


62

Trainee Notes ***'-\%.

63

ModuleInstructional

TeamingPart B

BuildingInclusive

SchoolsInnovative Practices

that Support Students withDiverse Learning Abilities

in Neighborhood Schools

64

Developed by the

Kansas Project for the Utilization of Full Inclusion Innovationsfor Students with Severe Disabilities

The Purpose of this SeriesThis series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education forstudents with diverse learning abilities in their neighborhood schools,and 2) provide an instructional package that promotes these promisingpractices through the unified effort of both regular and special educationpersonnel.

University of KansasSchiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program2601 Gabriel

Parsons, Kansas 67357

Project Co-DirectorsCharles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, US.Department of Education (Grant #1-1086U1C,015). The Information and viewpoints presented herein do notnecessarily reflect the position or policy of the Office of Special Education, and no official endorsement can beInferred.

65

ModuleInstructional Teaming Part B

Shills for DeliveringInstruction

Trainer Guidelines

Developed by:

Patti C. Campbell, Ed.D.Charles Robert Campbell, Ed.D.

ContributorsKristi Dulek, M.S.Kelly SpellmanKristen Forbes, M.S.Margaret M. Denny, M.S.

86

Contents

Section Page

1.0 Overview 1

2.0 Delivering Instruction 2

3.0 Performance/Product 5

4.0 Instructional Intervention 19

5.0 Instructional Modifications 26

6.0 Performance Data 27

7.0 Data-based Instructional Decisions 31

Instructional Teaming Part B Trainer Guidelines

6 7

i

Trainer Guidelines Trainee Workbook

1.0 Overview

1.1 Objectives

Instructional Teaming Part B:Delivering Instruction ObjectivesPage 1 Trainee Workbook

CI The trainee

design instruction based on perfor-mance assessement data that incl-udes an identified performance/ pro-duct, an instructional sequence,andmodifications for a student with di-verse learning abilities .

collect and graph instructional datato make instructional decsisions fora student with diverse learning abili-ties.

1.2 Pretest

Optional - see Pre/Posttest Section

T#1

Instructional Teaming Part B:Delivering Instruction

Objectives

!The trainee

I design instruction &Ned oi petformance

assessment data that inclules an identified

performancelproduct, an instructioanl

sequence, and modifications for a student

with diverse learning abilities.

collect and graph instructional data

to make instructional decisions for a

student with diverse learning abilities.

68


Trainee Workbook Trainer Guidelines

T#2

Using Performance AssessmentPart A: Reforming Assessment

Rethink

Reorganize

Rewrite

Redefine

Redetermine

Restructure

2.0 Delivering Instruction

2.1 Using Performance Assessment toA I I

Using Performance Assessment1 Page 2 - Trainee Workbook

CI The first step in deliveringappropriate instruction isappropriate assessment. (This topicis addressed Instructional Teaming:Part A, Designing Instruction).

0 To review, appropriate assessmentrequires the instructional team to

Rethink the student's currentcurriculum (IEP goals andobjectives).

Reorganize IEP goals into real-life,functional performance and/orproducts.

Rewrite goals that do not lead tofunctional and/or age appropriateperformance and products.

Redefine the components (instr-uctional objectives) of each real-lifeperformance or product.

Redetermine the criterion of suc-cessful performance (or acceptableproduct).

Restructure conditions thattypically evoke the performance.


6 9


CI What students know and do notknow about the tasks they are askedto perform and products they pro-duce is important in designing ap-propriate instruction.

CI What to teach and how to design anappropriate delivery strategy is fa-cilitated when the assessment pro-cess is reformed to provides instruc-tional information

2.2 Using Performance Assessmentto Develop InstructionalInterventions

UsingPerformance AssessmentPart B: Reforming InstructionPage 3 - Trainee Workbook

Ca The following module describeshow to use information gleened

from performance assessment to or-ganize and deliver appropriate in-structional interventions.

First, the performance or product toresult from the instruction is de-fined.

0 Second, the intsructional sequenceis delinated.

CI Third, any instructional modifica-tions are indicated.

T#3 '

Using Performance AssessementPart B: Reforming Instruction

Define performance/product

Delineate instructional sequence

Indkate intructional modification

Collect/graph performance data

Make data -based instructionaldecisions

70


3


CI Fourth, performance data are col-lected and graphed.

O Finally, data based instructionaldecisions are made regarding stu-dent progress towards the targetperformance or product.

Delivering InstructionPage 4 - Trainee Workbook

O The remaining sections of this mo-dule describe how to use the fivesection "Delivering Instruction"form to deliver instruction to astudent with diverse lear ning needs.

The five sections include:I. Instructional ObjectiveII. ComponentsIII. ModificationsIV. Peiformance DataV. Instructional Decision

71



3.0 Performance/Product

3.1 Identifying the target perfor-mance/product

T#5 Delivering Instruction - Section IPage - 5 I:ainee Workbook

LJ Section I-Instructional ObjectiveBased on the information obtainedfrom the performance assessment,the instructional team targets per-formance or a product for instruc-tion.

For example : David's team target-ed " handwashing" (based on per-formance assessment results) asrequiring instruction.

His instructional objective is:

Given the prompt "Time to getready to eat," David will indepen-dently wash his hands at the bath-room sink with 80% accuracy for3 consecutive days.

LJ An important part of any successfulinstructional sequence is a soundand carefully planned reinforcementstrategy.

For example: David's instructionalteam thought that letting David dospecial chores would be reinforcingto David.

C

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72


5

Trainee Workbook

\Na%0

T#6

Positive reinforcement ...

increases the chances of abehavior or performance occuringagain or being maintained.

Examples:Receiving a paycheCk

Earning stars

Being told "Good job"

Being recognized

Trainer Guidelines

David's performance, howcver, ac-tually decreased.

The team found out later that DavidthougH he was being punished because he was not doing a good job.

0 The next section suggests strategiesfor choosing and using appropriatereinforcement strategies to acquireand maintain student performance.

3.2 Acquiring and Maintaining aPerformance or Product

Positive reinforcement.. .

Page 6 - Trainee Workbook

ZI Positive reinforcement increases thechances of a behavior or perform-ance occurring again or beingmaintained.

0 People respond to a variety ofpositivereinforcers daily.

Adults go to work everyday with theknowledge they will receive pay-checks at the end of the payperiod.

Chances are that many peoplewould find something else to do withtheir time if they did not receivethisform of "positive reinforcement."

Children also seek forms of "positivereinforcement."



Those who finish their class workon time may earn a star or commen-dation for a "job well done."

Even seemingly negative thingscould be postively reinforcing tosome children.

Cl Things that increase the chancesthat an individual will repeat a per-formance (behavior) are positivereinforcers.

If a student continues to disrupt theclass after being told he is the "classclown"(recognition) by the teacherthen he is being "positively reinforc-ed" by the teacher.

1:1 The type of reinforcement theteam uses and the delivery scheduleused will depend on what is reinforc-ing to the student and the instructional level (acquisition, mainte-nance, fluency, or generalization)the student is "learning the task."

Schedules of ReinforcementPage 7- Trainee Workbook

There are two basic reinforcementschedules, continuous and inter-mittent.

Schedules of Reinforcement

Continuous reinforcement

Intermittent reinforcement

7 4


8


`°\.°\11:4(

T#8

continuous reinforcement. ..

means that the target behavior isreinforced each time it occurs.

Example:

David is told "good job" each timehe correctly performs each step ofthe handwashing performance.

T#9

Intermittent reinforcement.. .

means that the target behavior isreinforced on a predetermined schedule.

Example:

David is told "good job" every othertime he correctly performs each stepof the handwashing performance.

_y

T#811.112:1

Continuous reinforcement ...Page 8 - Trainee Workbook

Continuous reinforcement. Eachtime the targeted behavior is exhi-bited, reinforcement is provided.

When the student is first learninga performance, (acquisition level)it is best to reinforce (strengthen)the behavior each time it occurs.

ID Only after the behavior is rein-forced continuously for a periodof time will it become habitual.

For example: David is told "goodjob" each time he correctly per-forms each step of the handwash-ing performance.

This schedule is typically usedduring the acquisition level oflearning (when the student is ac-quiring a new performance).

Intermittent reinforcement .Page 9 - Trainee Workbook

ID Intermittent reinforcement meansthe targeted behavior is reinforc-ed on a predetermined schedule.

For example: David is told "goodjob"eveny other time he correctlyperforms each step of the hand-washing performance.



This schedule is used after the behavior has been "acquired" tomaintain or strengthen a behavioror performance.

C.1 At the point where the studenthas met criterion for acquisition,continuous reinforcement is fadedto an intermittent schedule of re-inforcement.

Continuous reinforcementT#10 schedules . . .


CI Continuous reinforcement isunrealistic.

In the "real world" people are notreinforced for every correct perfor-mance or every acceptable product.

For example: In the workforce,workers typically receive a paycheck(an example of positive reinforce-ment) only at the end of the payperiod (biweekly, ,weekly or monthly).

CI If continuous reinforcement is notfaded, the behavior may becometoo closely associated with the rein-forcer.

F01 example: The student learns toexpect the reinforcement and maynot perform unless immediate

Continuous reinforcementschedules. ..

can be unrealistic

may cause dependence

may result in satiation

7 6


10


T#11

Maintaining a Performance/Product

Intermittment Reinforcement

Fixed Variable

ratio interval ratio interval

reinforcement is provided.

0 The student may become satiatedwith too much reinforcement.

For example: If the student receivesreinforcment for every occurance ofa performance, the reinforcer maylose its motivating effect.

0 Continuous reinforcement is usefulduring the acquisition of a new taskor performance.

After a task or performance is ac-quired, intermittent schedules ofreinforcement are used to maintain(or strengthen the occurance) of thetask or performance across time.

Maintaining a Performance/T#11 Product


0 To promote maintenance of a newlyacquired skill or performance, theteacher moves to an intermittent,or less than continuous, scheduleof reinforcement.

0 Possible intermittent reiforcementschedules include fixed and variableschedules.

Cl Fixed ratio schedules require that thestudent exhibit a behavior or perfor-mance a specified number of limes

1111111


7 7


before reinforcement is given.

For example: David is reinforcedevery third time he cleans thetable correctly.

Fixed interval schedules requirethat a specified amount of time pass-es before reinforcement occurs.

For example: David works at thecomputer for 10 minutes before hegets a break.

O Variable ratio schedules require thatthe student exhibit a behavior or per-formance a varying number of timesbefore reinforcement is given.

For example: David is reinforced forthe first, third, and sixth table hecleans correctly.

Variable interval schedules requirethat a varying amount of timepasses before reinforcemnt occurs.

For example: David is reinforced at2 minutes, 6 minutes, 10 minutesfor on task work at the computer.

(An average of 6 minutes or VI:6)

CI Variable schedules are useful in main-taining high rates of responding.

78


Trainee Workbook

12

Trainer Guidelines

A#1

Determine the Reinforcement Schedule

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Types of Reinforcers

Primary reinforcers

Secondary reinforcer,

Determine the ReinforcementSchedule

L' Page 12 - Trainee Workbook

CI Ask trainees to indicate if theexample demonstrates a continu-ous or intermittent reinforcem-ent schedule.

If it demonstrates intermittentreinforcement then traineesshould indicate the type (vari-able ratio, fixed ration, vari-able interval, or fixed interval).

3.3 Selecting Appropriate Reinforcers

T#12 Types of ReinforcersPage 13 - Trainee Workbook

y

CI Once the schedule of reinforce-ment is determined, the teachermust choose appropriate reinforcersto use during instruction.

0 Remember, positive reinforce-ment is the contingent presentat-ion of a consequence that imme-diately follows a behavior or pre-formance and increases the like-lihood of the behavior or per-formance occuring again.

ID Positive reinforcers are those con-sequences that are made conting-ent upon a behavior that increasethe likelihood of the performanceof that behavior.



T#13

C3 In other words, i f a reinforcer is mo-tivating to the student, he/she willperform the desired behavior inorder to receive that reinforcement.

Two types of reinforcers are: pri-mary reinforcers and secondary re-inforcers.

Primary reinforcers...Page 14 - Trainee Workbook

LI A primary reinforcer is a consequ-ence that does not rely on previ-ous !earning to have reinforcingvalue.

For example: food, warmth, water

Secondary reinforcers.Page 15 - Trainee Workbook

Ci A secondary reinforcer is a conse-quence that relies on previous learn-ing to have reinforcing value.

For example: money, tokens, games

LI Secondary reinforcers acquire valuewhen they are paired with primaryreinforcers or with other secondaryreinforcers that have been learred.

For example: money acquires valuewhen it is used to pur-

T#13

Primary reinforcers

do not rely on previous learning tohave reinforcing value.

Examples:foodwarmthwater

T#14

Secondary reinforcers

do rely on previous learning tohave reinforcing value.

Examples:moneytokengames

Instruetional Teaming Part B Trainer Guidelines

13

14


T#15

Reinforcers can be . . .

naturally occuring

Examples:

socialevents

or contrived

Examples

tokensactivities/objects

chase something desired or valued.

Secondary reinforcers frequentlyused in school settings includestars,grades,verbal approval,tokens, andspecial activities

Secondary reinforcers have some dis-tinct advantages over primary rein-forcers.

They are typically not as affected bysatiation as primary reiforcers.

Secondary reinforcers are more eas-ily controlled and manipulated bythe teacher.

T#15 Reinforcers can be . . .142.1.11::

81


I=1 Reinforcers can be . . .

naturally occuring, that is, some-thing that already exist as a part ofthe natural environment.

For example: some naturallyoccuring social reinforcers include:smiles,praise,attention, andfriendly remarks



For example: some naturallyoccuring event reinforcers inlude:being class line leder, messenger,hall monitor, and extra minutes atrecess.

Reinforcers can also be contrived,that is, something that is added tothe environment.

For example: some contrived tokenreinforcers include:stars on a chart,colored chips, andpoints on the board

For example: some contrived activ-ity/object reinforcers include:toys,games,books, andclothing

How to Identify Potential1416 Reinforcers


CI There are a number of ways toidentifty potential reinforcers:

C.3 Observe the student in naturalsettings for a period of time (pre-ferably several days).

Through observation the teachercan establish individual preferencessuch as preferred people, games, toys,and activities that have reinforc-ing value.

T#16

How To IdentifyPotential Reinforcers

Observe in natural settings

Ask caregiver/significant other

Observe in structured settings

Ask student

Instructional Teaming Part B Trainer Guidelines15

16


Ask or interview a cc.regiver/sig-nificant other about the student'spreferences.

This technique can be particularlyuseful as the caregiver can offerinsight into student preferences.

Consider, however, that some re-inforcers used at home may notalways be feasible in the schoolEetting.

Li Observe the student in structuredsettings.

This involves setting up a struc-tured period where the studentcan sample many different poten-tial reinforcers.

Student reaction to eachpotential reinforcer is recorded.

For example A student is brieflyallowed to sample a variety ofitems (food, toys, magazines, books,n:usic, etc.) one at a time.

Then the student is given theentire group of potential reinforc-ers and the interaction time witheach is observed and recorded.

As with observations in naturalsettings, this is a good method fordetermining reinforcers forstudent's with limited languageskills.



0 Ask the student what he/she likesand dislikes.

For verbal students , this tech-nique can be very effective.

This technique can be useful forstudents with limited language ifstructured so that the student canparticipate.

Points to Remember WhenT#17 Choosing Reinforcers

1:1:31111 Page 18 - Trainee Workbook

O There are a few points to remem-ber when using reinforcers:

Q Use the philosophy of "leastintrusive" reinforcement.

Begin with the assumption thatnaturally occurring reinforcerswill be adequate to acquire andmaintain the behavior.

Naturally occurring reinforcers,reduce the likelihood of drawingunnecessary attention to thestudent.

O Move to naturally occuringreinforcers if contrived reinforcersare used.

For example: When teaching"sandwich making," a naturaloccuring reinforcer would be toeat the sandwich.

T#17

Points to Remember WhenChoosing Reinforcers

Use the philosophy of "leastintrusive" reinforcement

Move to naturally occurringreinforcement as soonas possible

Use chronologically ageappropriate reinforcers

84


17

18


T#18

A Reinforcer Hierarchy

Food

Toys and Activities

Tokens

Approval

Self-praise

CI Teaching in natural settings pro-motes use of natural reinforcers.

Li Use chronologically age appropri-ate reinforcers.

For example: Reinforcers for youngchildren should reflect the interestsand activities of young children ofthe same age who do not havedisabilities.

Reinforcers for older children andyouth should also mirror activitiesof similarly aged peers without dis-abilities.

LI Once a list of reinforcers is estab-lished, arrange a reinforcerhierarchy.

T#18 A Reinforcer HierarchyPage 19 - Trainee Workbook

OffilNIC85

CI Snell and Grigg (1987) suggestmovement down the following re-inforcer hierarchy:

food;toys and leisure activities;tokens or payment with back-upreinforcers from edibles and othertangibles; parental, peer, and teach-er approval; and self-praise


Trainer Guidelines Traine.a Workbook

4.0 Delineate the InstructionalIntervention

4.1 Choosing InstructionalInterventions

Delivering Instruction - Section IIPage 20 - Trainee Workbook

CI Steps or components identified fromthe task analysis of the pelformanceassessement are listed in Section II,Components.

Ci These components are recorded asstatements beginning with actionverbs on the far left hand column ofthe form.

For example:"go to the bathroom sink"

Note that components (steps) arelisted in the order they are performedfrom the bottom of the column up sothat the data collection form can alsoserve as a graph of studentperformance.

GI Next, the instructional team deter-mines an appropriate interventionstrategy to deliver instruction.

CI An instructional strategy is a repl-icable, systematic approach to provi-ding instruction that addresses bothantecedent and consequent events.

1.1

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19

20

Trainee Workbook

111111MIIE

Trainer Guidelines

InstructionalDeliveryTechniques

antecedent prompt and test

antecedent prompt and fade

time delay

graduated guidance

most-to-least prompting

least-to-most prompting

T#20

T#21

Antecedent Prompt and Test

Teacher provides the correct responseand asks for a response without benefitof the prompt.

Example:The teacher points to a nickel in a groupof mixed coins and says, 'This is a

nickel, point to the nickel."

The student points to the nickel withoutfurther prompting.

For example: David's instruction-al team decided to use a least -to-most prompt (least prompts) hiera-rchy for delivering instruction.

1:1 The scoring key (bottom right handcorner) shows the prompt hierarchychosen for David.

I= Independent,V=Verbal/Visual,G. Gesture, andP. PhysicalAssist

1:3 The instructional delivery sequ-ence and prompt hierarchy chosenwill depend on the needs of thestudent and the target performanceor product.

Instructional Delivery#20 Techniques


Six commonly used instructionaldelivery strategies (Wolenj, Bailey,and Sugai, 1988) include:

antecedent prompt and test,antecedent prompt and fade,time delay,graduated guidance,most-to-least prompting, andleast-to-most prompting.

Antecedent Prcrrpt and TestPage 22 - Trainee Workbook

ID When using an antecedent promptand test technique, the teacher pro

87 vides the student with the correct



response and then asks fora responsewithout benefit of a prompt.

For example: The teacher points to anickel in a group of mixed coins andsays, "This is a nickel, point to thenickel."

The student points to the nickel without frrther prompting.

Antecedent Prompts and FadePage 23 - Trainee Workbook

CI The teacher provides the correct res-ponse and then gradually fades itout.

For example: The letter "R" is writ-ten for the student to trace, then abroken line "R" is provided to trace.

Gradually broken lines are fadedout and the student writes the letter"R" without benefit of a prompt.

Time DelayPage 24 - Trainee Workbook

GI In a time delay strategy the teach-er systematically increases theamount of time between the taskdirection and the assistance given.

For example: The teacher providesimmediate assistance delivering aprompt (0 sec. delay).

Subsequent trials increase the num-ber of seconds before assistance isgiven (2 seconds, 3 seconds, etc.).

T#22

Antecedent Prompt and Fade

Teacher provides the correct responseand then gradually fades it out.

Example:The letter "R" is written for the studentto trace, then a broken line "R" isprovided for the student to trace.

Gradually broken lines are faded outand the student writes the letter"R"without benefit of a prompt.

T#23

Time Delay

Teacher systematically increasesthe amount of lime between the taskdirection and the assistance given tothe student.

Example:

When teaching the student to"washhands" the teacher first givesassistance to the student (0 seconddelay).

Subsequent trials increase thenumbtr of seconds before a promptis given.

'IPa


21 410

22

Trainee Workbook

"'\1144*-

Trainer Guidelines

T#24

Graduated Guidance

Teacher provides full physicalassisstance decreasing to partialphysical assistance, and finally toshadowing.

Assistance is then withdrawn orprovided as needed.

Example:When teaching the student to"wash hands" the teacher firstgives full physical assistance tomove the student throughthe performance.

Pt25

Most-to-Least Prompting

A hierarchical prompting systemwhere the teacher begins with themost assistance delivered initiallyand gradually decreases assistance

Example:

When providing instruction in"washing hands," the teacher beginsby physically guiding the studentthrough the entire instructionalsequence.

8 9

Graduated GuidancePage 25 - Trainee Workbook

Teacher provides full physicalassisstance decreasing to partialphysical assistance, and finally toshadowing.

Assistance is then withdrawn orprovided as needed.

For example: When teaching thestudent to "wash hands" the teach-e -. first gives full physical assist-ance to move the student throughthe performance.

Gradually physical assistance is de-creased to partial physical assistance.

Finally, shadowing is substituted aspartial physical assistance isdecreased.

The teacher is always within prox-imity to intervene and insure a suc-cessfully performance.

Most-to-Least PromptingPage 26 - Trainee Workbook

0 A hierarchical prompting systemwhere the teacher begins with themost assistance deltvered initially.

Gradually, assistance is decreasedaccording to the prompting hierar-chy as the student becomes moreskilled in task performance



For example: When providing in-struction in "washing hands," theteacher begins by physically guidingthe student through the entire in-structional sequence.

Graudally less intrusive means suchas gestures, modeling, or verbalprompts are substituted as the stu-dent becomes more skilled in theperformarice.

ff T#26 Least-to-Most PromptingPage 27 - Trainee Workbook

CI A hierarchial prompting systemwhere the teacher begins with theleast assistance delivered intially.

More assistance is provided asneeded.

If the student fails to respond orresponds incorrectly, the next high-er level prompt is offered.

Students receive only the level ofassistance needed to perform.

For example: The teacher says,"It' s ,time to wash to get readyfor lunch."

If the s'udent does not respond bymoving towards the sink, the nextmore instrusive prompt is offered.

T#26 '

Least-to-Most Prompting

A hierarchial prompting systemwhere the teacher begins with theleast assistance delivered intially.

More assistance is provided asneeded.

Example:When providing instruction in"washing hands," the teacher beginsby saying, "It's time to get ready forlunch" and gives an uportimity foran independent response.


23

24


System of Least Prompts

T#27

4.2

T#27

The teacher says (a verbal prompt)" David, go to the bathroom sink."

Each time the student fails to resp-ond or responds incorrectly,, the nextmore instrusive prompt is given.

Deciding what instructional inter-vention sequence is appropriatedepends on the needs of the stud-ent and the performance or prod-uct to result from instruction

CI An excellent description of the in-structional sequences listed in thismodule can be found in Wolery,Bailey and Sugai (1988).

CI For demonstration purposes, the ex-ample in the remaining sections ofthis module will use an 'least intru-sive prompts" instructionalsequence.

I I

as an Instructional Sequence

System of Least PromptsPage 28 - Trainee Workbook

0 Delivering instruction using a least-to-most prompt (least prompts)hierarchy involves:delivering a stimulus cue;providing an opportunity for inde-pendent preformance;providing assistance as needed; andproviding positive reinforcement forcorrect responses (Wolery & Gast,1984).91

Instructional 'reaming Part B Trainer Guidelines


After getting the student's attention,a cue is given to initiate the student's performance.

For example:77w teacher announcingthat "It 's time to get ready for lunch"is David's cue "to wash his hands."

The cue is consistently used to "letDavid know" when to independentlywash his hands.

CI If the student responds correctly,reinforce and continue with the nextstep in the instructional sequence orthe next trial.

O If there is an incorrect or no responsein 3-5 seconds, the teacher uses thenext least intrusive prompt in thehierarchy to tell the student what todo (a verbal prompt is used in thisexample).

After the verbal prompt is given,wait 3-5 seconds.

If the student responds correctly,reinforce and continue with the nextstep in the sequence or the next trial.

1:1 If there is an incorrect or no responsein 3-5 seconds, the next least intru-sive prompt in the hierarchy (agesture in this example) is used toindicate what the student is to do.

If the correct response occurs, rein- 09 4force and continue with the next step


25 10

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in the sequence or the next trial.

CI If the student does not respond in 3-5 seconds, or responds incorrectly,use the next least intrusive promptin the hierarchy (a physical guidanceprompt in this example) to guide thestudent through the correct motion.

The system of least prompts easilylends itself to systematic instruc-tional data collection.

5.0 Instructional Modifications

5.1 Instructional Modifications

9 3

Delivering Instruction - Section IIIPage 29 - Trainee Workbook

CI Instructional modifications are not-ed on the far right hand column,Section III-Modifications.

Instructional modifications are typi-cally determined from performanceassessment data.

O For example: David's instructionalteam was concerned that presenceat the sink was not a sufficient cuefor David to turn the water to theproper temperture.

Results from David's performanceassessement indicated that he hypi-cally used only cold water whenwashing is hands.



An additional assist or instructionalmodification could provide a clearcue to add hot water to the cold.

David's instructional team decidedto modifiy the instruction so thatafter David turned on the coldwater the teacher would first holdDavid's left hand under the coldwater and gesture toward (the tap)the hot water knob.

0 Other instructional modificationscould include partial particpationfor students with physical or sens-ory disabilities.

For example: If a student is physi-cally unable to turn on the waterknob in the "hand washing" sequ-ence, the teacher must always do thisstep for the student.

This required assistance is noted inthe modifi cation section and notcounted as an assisted step.

The teacher always performs thisstep and instuction continues withthe next step.

6.0 Performance Data

6.1 Instructional Data Collection

T#29 Delivering Instruction - Section IVPage 30 - Trainee Workbook

0 Data are collected and graphed on thegrid, Section IV- Performance Data.

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CI The scoring key in the bottomright hand corner shows theprompt hierarchy.

For example: 1= Independent,V. Verbal, G. Gesture, andP. Physical Assistance

C:1 Effective teachers find it time effi-cient to combine data collecHonand data graphing on the sameform.

CI This technique can be used torecord prompting levels (such asthe example in this module), tasksequences, or dichotomous data(correct/incorrect).

Ci The following procedure is usedafter e.lch component or step:

indicate the prompt required for acorrect response or after each trialtotal the number of independentresponses.

For example: On the first day ofinstruction in "handwashing"David recievedphysical assistancefor 7 of the 10 steps in the perform-ance sequence.

A "P" is placed on the gria oppo-site each of these steps in thecolumn dated 9/6.

He required a gesture for 3 of thesteps and a "G" was recordedopposite those steps.



LI The teacher now has a record ofthe student's responses to inst-ruction (raw data).This raw data,however, does not provide muchinformation to the teacher.

A clearer picture is provided whenthe raw data is graphed.

6.2 Instructional Data Graphing

Ca The following procedure is usedafter two weeks of instruction:

determine the percentage of correctresponses (# independent responses/ # of steps or components in theperformance sequence).

place a large dot on the lineacross from the appropriate percent-age for the independent responsesfor each trail.

Connect dots (data points) acrossdays or trials with straight lines.

For example: On the first day ofinstruction of David s "handwash-ing" instruction there were 0 inde-pendent responses.

The percentage (0110) equals 0.A large dot (data point) is placedon the line across from the 0%.

On the second day there was 1independent response (1/10 =10%).

to

Connected data points with lines.

29

Instructional Teaming Part B Trainer Guidelines96

1

30


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6.3 Implementing Instructional DataCollection and Graphing

1Delivering Instruction - Activity

A#2 Page 31 - Trainee Workbook-4,---4-.,...

la Each team will teach the perform-ance, making a peanut buttercracker, using a "least prompts"instructional sequence.

One team member will take inst-ructional data as another teachesthe skill to a teammate who role

1 plays a student with diverselearning needs.

Record the data from each train-ing session on the Designing Ins-truction form.

Remember to start at the bottomand move up.

Enter the letter that correspondsto the prompt (amount of assistancedelivered) in the appropriate box.

Each training session is enteredin a different column.

ID Optional: Video tape each teamduring the practice.

Have each group present theirvideotape and data collectionexample for review.



7.0 Data-based Instructional Decisions

7.1 Analyzing Instruction

T#30 Delivering Instruction - Section V1 Page 32 - Trainee Workbook

1:1 Section V is used to record dataand instructional decisions.

13 It includes space to record the date,the response trend and mean of in-dependent responses ,and the instru-ctional decision.

There are a number of decision mak-ing models that can be used to makeinstructional decisons.

U Typically these models require thatthe teacher provide instuction for aspecified amount of time, record thestudent's responses, plot or graphthe data points, and make a decisonto change (or retain) teaching tacticsdepending on the students peform-ance during instruction.

The Lehigh model for data evaluation(Browder, 1991) is a particularlyuseful model and is used in thismodule for demonstration purposes.

Additional models for instructionaldecision making are summarized inSnell (1993), and Alberto andTroutman (1995).

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31


Trainee Workbook

32

Trainer Guidelines

T#31 \N.

Preliminary Analysis Rules

At least 8 and no more than 20opportunities to respond

At least 6 data points

No more than 4 days break ininstruction

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Preliminary Analysis RulesPage 33 - Trainee Workbook

TT#32

Borrowing heavily from Browder(1991) the following data analysisrules are followed before makingan instructional decision:

The instructional sequence has atleast 8 and no more that 20 oppor-tunities to respond.

Six data points with no more than4 days break in instruction arerecorded.

Delivering Instruction - Example IPage 34 - Trainee Workbook

Preliminary analysis of David's"handwashing" instuction shows:

There are 10 opportunities torespond (10 components).

Ten days (two instructional weeks)of data are recorded.

U As minimum specifications are metan instructional decision can bemade based on David's peformance.

Instructional Decision MakingPage 35 - Trainee Workbook

U Analyze VisuallyFirst visuallyanalyze the graph.

Was mastery achieved (criterionreached) or was there no progress

99 (flat line)?


Trainer Guidelines

If the answer to both questions isNO, then progress must bedetermined.

CI Determine Progress--To make anestimation of progress the slope ofthe data (accelerating, deceleratingor flat) is determined.

After determining the slope themean of the data points iscalculated.

Make Decision--After drawing theslope and calculating the mean, aninstructional decision is made.

In this example, the instructionaldecision is made based on thedecision rules from the LehighUniversity model.

O The following sections of thismodule describe this process inmore detail.

7.2 Visual Analysis

Delivering Instruction-Example IIPage 36 - Trainee Workbook

O The first decision is based on avisual analysis of the data.

CI The teacher asks, "Has masterybeen achieved?

For example: In David's"handwashing instuction," thecriterion for mastery is 80% for 3consecutive days.

Trainee Workbook

***011\04.111\0%

T#33

Instructional Decision Making

Analyzc VisuallyMasteryNo progress

Determine ProgressDraw slopeCalculate mean

Make DecisionRefer to Decison Rules

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T#34

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Trainee Workbook

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Trainer Guidelines

For Example: Visual analysis ofDavid's data shows mastery has notbeen achieved.

David achieved 70% masiery on thelast recorded day of instruction.

CI The teacher then asks, "Does thedata indicate no progress (0independent responses)?

For example: In David's "hand-washing," instruction shows thereare some independent responses.

Independent responses are recordedexcept on the first day of instruction.

If the answer to one of the ques-tions was YES, the teacher willrefer to the Decision Rules for the

T#35 appropriate decision.

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LI As the answer to both questions wasNO, the teacher needs to furtheranalyze the data to determine thenature of the student's progress.

A more detailed description of usingthe Decision Rules is covered in afollowing section of this module.

7.3 Determining Progress

Delivering Instruction-Graphing,t7r#3g Example


Cl To futher analyze the data the


101


teacher will need to determine theslope of the progress and the meannumber of independent responses.

The slope of progress can be accele-rating (going up), decelerating(going down), or flat (no change).

CI The following process is used todetermine the slope of thestudent's progress:

Begin with the first two weeks ofdata (10 data points).

Find the midpoint of the first threedata points by making a 1 a rge X atthe intersection of the second high-est data point at day two (as onT#35; Page 37).

Repeat this procedure for the lastthree data poin ts (as on T#35; Page37).

CI Draw a line (the slope) that inter-sects the two Xs and continues tothe point where it crosses the criter-ion line (as on T#35; Page 37),

CI Record the direction of the slopeon the first line of Section V of theDelivering Instruction Form (ason T#35; Page 37).

Use the date where the last datapoint was made (as on T#35; Page37). 1 2

35


36


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Calculate the mean number ofindependent responses using allof the data points in the twoweek period.

Add all percentage points anddivide by the total number of per-centage points.

For example:9/6 0%9/7 10%9/8 30%9/9 40%9/10 no data9/13 40%9/14 60%9/15 40%9/16 60%9/17 zoleTotal = 350/9 data points

T#36 38.8%Lehigh Decision RulesPart 1. Biweekly Reviews

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Record the mean number of inde-pendent responses (the magnitudeof change) on the first line of Sect-ion V of the Delivering lastruct-ion Form (as on T#35; Page 37).

7.4 Making Instructional Decisons

1 3

Lehigh Decision Rules Part 1.Biweekly ReviewsPage 38 - Trainee Workbook

Once the slope and mean is deter-mined, the teacher uses "decis-ion making rules" to make aninstructional decision that



matches the student's perfor-mance (data pattern).

For example: For David's hand-washing peifomance (data pattern),the slope for the first two weeks ofinstruction is accelerating and themean is 38.8%.

Refering to the Lehigh DecisionRules, David's data pattern mostclosely matche, Category 3, Adeq-uate Progress.

LI The decision rule is "make nochanges."

O This is recorded on the first line ofSection V of the Delivering Inst-ruction Form (as on T#35; Page37).

O The teacher will make anotherdecision after two additional weeksof instruction or until criterion ismet.

For a thorough description of theLehigh Model for instructionaldecision making see Assessmentof Individuals with SevereDisabilities (Browder, 1991).

7.5 Graphing Data and Making anInstructional Decison

1 Delivering Instruction-ActivityA#3 Page 39 - Trainee Workbook

MMMMMM OEIZiJOE.13:72MMMMMMMMMM Gt.7:iaJzit20.2:1

MMMMMMMMMMMMMMM qt.20.1JMElki:1,2

MMMMMMMM Ot.,144:77CIDA.1MMMMMMMMMM

MMMMM C17:11.2.770D3JM MMMMMMMM OF:1:2:1;170:0.33

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. I

A#3

1 6.4_

37 4110


38


T#37

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mum MMMMMM moo:,:.aolaaamm MMMMMMM MMU'rJ400.33J

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Using the data provided on theDelivering Instruction Form A#3each team will:

indicate the percentage of correctresponses for each day by putting a:arge dot on the appropriate line foreach instructional day,

draw lines to connect each datapoint,

determine the slope for the first tendays of instruction,

determine the mean for the firstten data poilts,

make an instructional decision us-ing the LeHigh Decision Rules forthe first 10 days (two weeks) of ins-truction, and

repeat the process for the last tendays (two weeks) of instruction).

Delivering Instniction - ActivityT#37 #3 Answers


U The correct answers to Activity #3are listed beloth.

For example:First two weeks9/2 = 10%9/3 = 20%9/4 = 0%

! 105 9/5 = 20%


Trainer Guidelines

9/69/109/119/129/139/10Total

no data30%20%30%10%

170/9 datapoints

MeanSlopeDecision

Second two weeks

18.8%acceleratingNo change

9/16 30%9/17 30%9/18 30%9/19 20%9/20 20%9/23 20%9/24 30%9/25 20%9/26 20%9/27 10%Total 230/10 data

points

MeanSlopeDecision

7.6 Postest

23%deceleratingImprovemotivation

Optional - see Pre/Posttest Section

106

Trainee Workbook

_A*1101rk


Trainer Notes ***°N%

dc. 95 - ericstudents with severe disabilities. for other module., in this series, see ec 304...

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