natasha khoo and chua anne may assignment 3

8/17/2019 Natasha Khoo and Chua Anne May Assignment 3

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Natasha Khoo Yi Ying 2139664Chua Anne May 210054

Assignment 3: Instructional Program

Literature Review

According to research, acquiring ada ti!e s"i##s is a "ey to inde endence $or indi!idua#s %ith autis&

s ectru& disorder' (hese s"i##s are crucia# $or dai#y #i!ing, $or )etter qua#ity o$ #i$e and $or greater ersona#

inde endence' *+ erts $urther stated that indi!idua#s on the autis& s ectru& need to )e e+ #icit#y taught

ada ti!e s"i##s %hich inc#ude toi#eting, %ashing and drying o$ hands, and dressing as these are i& erati!e to

adu#thood -arris, 2014.' /ennett and u"es 2014., stated that &any e+ erts in s ecia# education

recogni ed the i& ortance o$ teaching $unctiona# s"i##s to indi!idua#s %ith disa)i#ities, in order that they )e

as inde endent as ossi)#e and success$u# in their current and $uture en!iron&ents in e& #oy&ent and

co&&unity settings' -torey and Miner 2011. si&i#ar#y %rote that #earning $unctiona# s"i##s a##o% &a+i&u&

er$or&ance in e& #oy&ent, co&&unity and inde endent #i!ing s"i##s re#ated to the criterion o$ u#ti&ate

$unctioning'

(oi#eting, %ashing and drying o$ hands, dressing are co& #e+ se#$ care s"i##s $or chi#dren articu#ar#y $or

those %ith autis& s ectru& disorder and other disa)i#ities' Chi#dren %ith A- are o)ser!ed to dis #ay a

de#ay in ada ti!e s"i##s such as )asic se#$ care and hygiene ractices and )eha!iours' ence toi#eting, hand

%ashing and drying, and dressing can )e di$$icu#t $or these chi#dren due to a sensiti!ity in their sensory

syste& or incidenta# #earning o$ these s"i##s do not ha en easi#y' t is $unda&enta# to teach and su ort

young chi#dren %ith A- in their de!e#o &ent o$ ada ti!e s"i##s and )eha!iours to encourage inde endenceand se#$ con$idence (e+as -tate%ide eadershi $or Autis& (raining, 2012.' Achie!ing ersona#

inde endence in these s"i##s a##o%s indi!idua#s %ith disa)i#ities to artici ate in co&&unity acti!ities and to

de!e#o a sense o$ se#$ con$idence and res onsi)i#ity Cicero 7 8$adt, 2002.' n other %ords, o ortunities

$or socia# interaction %ith others and artici ation in a %ider range o$ acti!ities are created Cicero 7 8$adt,

2002.' t is a#so i& ortant to note that chi#dren %ith A- ha!e core de$icits due to autis& s ectru& disorder

and they are una)#e to #earn or re$ine dai#y se#$ care s"i##s easi#y through artici ation in their en!iron&ent'

n addition, their di$$icu#ties %ith genera#i ing s"i##s and )eha!iours &a"es it i& ortant to encourage the& to&a"e use o$ these s"i##s across en!iron&ents (e+as -tate%ide eadershi $or Autis& (raining, 2012.'

According to Ardic and Ca!"aytar 2014., re#e!ant #iterature ha!e cited the success o$ ada ti!e s"i##s

training rogra&s using a )eha!iourist a roach, %hich inc#uded ositi!e rein$orce&ent and o erant

conditioning rinci #es %ith consequences' n the hand, :an ;agenen, Meyerson, Kerr and Mahoney n'd',

cited in Ardic 7 Ca!"aytar, 2014. de!e#o ed the teaching o$ inde endent toi#eting a)i#ities to chi#dren using

ositi!e rein$orce&ent and $or%ard chaining rocedures %hich resu#ts ha!e ro!en to )e e$$ecti!e'

Additiona##y, &any researchers ha!e identi$ied core e#e&ents o$ e$$ecti!e inter!entions $or chi#dren %ith

A- ' ndi!idua#i ed educationa# #an to su ort and &eet the needs o$ the indi!idua# chi#d %ith A- '

-choo#s ha!e the res onsi)i#ity to &atch inter!ention strategies, ser!ices and su ort to the chi#d


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acti!ities and &ateria#s, the intensity o$ instruction and #earning o ortunities' -yste&atic nstruction - . is

another core e#e&ent' - is )ased on the rinci #es o$ A #ied /eha!iour Ana#ysis A/A. and is an

e$$ecti!e, e!idenced )ased teaching &ethod (he Cha#")oard 8ro=ect, 200>.' According to o!annone,

un#a , u)er and Kincaid 2003, cited in (he Cha#")oard 8ro=ect, 200>., - inc#udes the identi$ication o$

authentic educationa# goa#s $or instruction, instructiona# rocedures $or teaching, i& #e&entation, e!a#uation

and the ad=ust&ent o$ instructiona# rocedures )ased on data' o!annone et' a# 2003, cited in (he

Cha#")oard 8ro=ect, 200>. a#so reiterated that - ensures that s"i##s taught %i## )e genera#i ed and

&aintained, and in!o#!ed high #e!e#s o$ student engage&ent /ro%der 7 - ooner, 2011 cited in /ri=, 2015

#ecture notes.' (he syste&atic i& #e&entation o$ A/A rinci #es is to change the student


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At the ?ain)o% Centre, the Assess&ent *!a#uation 8rogra&&ing -yste& A*8-. Chi#d )ser!ation ata

?ecording or& C ? . $ro& )irth to three years is the &ain assess&ent too# used to target goa#s $or

-tudent e!ery year' According to the A*8-, in the $ine and gross &otor do&ain, -tudent 0B, %hich is equi!a#ent to the de!e#o &enta# age o$ a 3 years chi#d' n the ada ti!e do&ain, he is a)#e to

s%a##o% #iquids, )rings $ood to &outh using utensi# and a#so ic"s $ood %ith $ingers' e sho%ed e&erging

s"i##s in this do&ain such as %ashing and drying hands, trans$erring $ood and #iquid )et%een containers,

)iting and che%ing hard on che%y and cris $oods and to ut on shirt and ants' n the cogniti!e do&ain, he

is a)#e to #ocate o)=ects in &ore than t%o hiding #aces and is a)#e to acti!ate &echanica# toys' e

de&onstrated e&erging s"i##s such as retaining o)=ects %ith ne% o)=ects are o)tained, so#!ing co&&on

ro)#e&s eg' ta"ing a chair to stand on %hen reaching an o)=ect that is too high $or hi&., &atching o$

ictures and or o)=ects and using $unctiona##y a ro riate actions %ith o)=ects eg' using a s oon $or

$eeding, using a chair $or sitting, using a &ar"er $or %riting.' -tudent is current#y using the 8icture*+change -yste& 8*C-. during snac" ti&e, $ree #ay and %or" ti&e that %ou#d target his socia#

co&&unication do&ain' n the socia# do&ain, he dis #ayed e&erging s"i##s in res onding a ro riate#y to

adu#ts eg' res onding %ith hi $i!e %hen arents initiate., initiates co&&unication %ith adu#ts eg' gras

hand #eading to %hat he %ants., uses a ro riate strategies to se#$ soothe eg' going to a corner or con$ined

s ace %hen u set. and artici ates in esta)#ished socia# routines %ith transitiona# ro& t eg' gi!ing !isua#

card $or %or" ti&e a$ter $ree #ay.'

Current i!ing *n!iron&ent and *ducationa# -etting

-tudent #i!e %ith his arents and aterna# grand arents in a three roo& a art&ent' (he a art&ent has a

#i!ing roo&, t%o )edroo&s, a "itchen and t%o toi#ets' D on entering the a art&ent, is the dining ta)#e' A

%a#"ing s ace se arates the ta)#e $ro& the couch and the co$$ee ta)#e' A te#e!ision is #aced in $ront o$ the

co$$ee ta)#e and is near the %indo%' (he )edroo&s are situated to the #e$t o$ the #i!ing roo&, one o$ %hich is

the &aster )edroo& has an attached toi#et' (he other toi#et is #ocated in the "itchen area' (he &aster

)edroo& is occu ied )y student and his arents' is aterna# grand arents occu y the other )edroo&'

(he )edroo&s are $urnished %ith a queen si ed )ed, %ardro)e and dressing ta)#e %ith the e+ce tion o$ an

e+tra &attress on the $#oor near the %indo% in the &aster )edroo&' According, to student


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-tudent


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3' (urns around, )ac" to the toi#et

4' -it on toi#et

5' Drinate and re&ain seated unti# urine sto s co& #ete#y

6' -tand u

F' Get toi#et a er

>' ;i e o$$ urine %ith toi#et a er

9' (hro% toi#et a er in the toi#et

10' 8u## u ants %ith )oth hands

11' #ush toi#et

Wash and dry his hands A!!lied "rom #ri(& )*+,'

12' Go to sin"12' *+tend the a#& o$ one hand in $ront o$ soa u&

12' Dse other hand to u& out one squirt o$ soa into e+tended hand

12' ?u) hands together

12' (urn on ta

12' 8ut )oth hands together and ru) hands under the %ater

12' ?u) hands unti# a## soa has rinsed o$$

12' (urn o$$ ta12' ;a#" to to%e# rac"

12' ?u) hands together %ith the to%e#

Dressing A!!lied "rom #ri(& )*+,'

22' 8ic" u ants %ith )oth hands, ho#ding ants )y the %aist)and

22' -it do%n on chi#d si ed chair or on the $#oor

22' (urn ants so that the )ac" side o$ the %aist)and %ith the #a)e# is c#ose to their )e##y

22' o#d the %aist)and %ith ar&s e+tended out%ards

22' /end and ut $oot into ant #eg $or sa&e side o$ the #eg

22' Continue to ho#d %aist)and %hi#e other $oot goes into the other ant #eg $or the sa&e side

22' *+tend #egs to the end o$ )oth ant #egs %hi#e ho#ding the %aist)and

22' -tand u

22' 8u## %aist)and o$ ants u to %aist

/' Location o" Instruction


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(he en!iron&ent %hen %i## )e instructed in %i## )e his ho&e toi#et and the schoo# toi#et'

-. #aseline Pro/e Procedures

isted )e#o% is the assess&ent chec"#ist %here arents and teachers %i## use to ro)e student during his

&orning and night routine' ;hen student has entered the toi#et, teacher arent %i## ro!ide a !er)a#

instruction once, %ait 2 seconds and o)ser!e student


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LEARNING OBJECTIVE/GOAL HE WILL BE ABLE TO…

At home and in the school toilets, when given his !ll ! dia e"s, "o!nd nec# shi"t and antswith elastic waist$and, %t!dent L will inde endentl& e"'o"m his toileting "o!tine, wash andd"& his hands, and !t on his ants and shi"t "es ectivel& ( o!t o' ) times a wee#*

#1 Home Toilet #2 School Toilet

Trial #1 Trial #2 Trial #1 Trial #2

+* Ente"s the $ath"oom +

* -!lls ants down $elow #nee level +

(* T!"ns a"o!nd, $ac# 'acing the toilet +

.* %it on toilet +

)* "inate and "emain seated !ntil !"ine sto scom letel&

+

0* %tand ! +

1* Get toilet a e" +

2* 3i e o4 !"ine with toilet a e" +

5* Th"ow toilet a e" in the toilet +

+6* -!ll ! ants with $oth hands +

++* 7l!sh toilet +

+ * Go to sin# +

+(* E8tend alm o' one hand in '"ont o' soa!m

+

+.* se othe" hand to !m o!t one s9!i"t o'soa into e8tended hand

+

+)* R!$ hands togethe" +

+0* T!"n on ta +

+1* -!t $oth ands togethe" and "!$ hands !nde"the wate"

+

+2* R!$ hands !ntil all soa has "insed o4 +

+5* T!"n o4 ta +

6* 3al# to towel "ac# +

+* R!$ hands togethe" with the towel +

* -ic# ! ants with $oth hands, holding ants$& the waist$and

+

(* %it down on child si:ed chai" o" on the ;oo" +

+


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)*


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D ' #ehaviour -hange Procedures

(he &ost to #east M( . ro& ting hierarchy strategy is chosen $or )eha!iour change rocedures' A t%o

second ti&e de#ay %i## )e gi!en at the artia# hysica# ro& t #e!e# right u to indirect !er)a# ro& t #e!e#'

(his &eans that the teacher %i## gi!e t%o seconds ti&e de#ay rior to gi!ing the ro& t to a##o% the student

to engage in the targeted ste ' (he $u## &ode# ro& t #e!e# is o&itted as it is not ractica# during the training

o$ toi#eting and dressing' (he )eha!iour change rocedures are as $o##o%sE

0rder o"

Prom !ts

Prom!ting

Level

Descri!tion -riterion "or 1oving to

Less Intrusive Prom!t1 u## hysica# (eacher #aces hand o!er student


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- toi#eting %ith artia# &ode# ro& t o!er

three days- hand %ashing and drying %ith artia#

&ode# ro& t o!er three days'- utting on ants %ith artia# &ode#

ro& ts4 Gesture (eacher %i## gi!e t%o seconds ti&e de#ay rior to

gesturing ste s to student )y E

- ointing to signi$icant sti&u#i during

toi#eting- hand %ashing and drying- change o$ ants

n the )athroo&, the student %i## er$or&

- toi#eting gesture ro& ts o!er three days- hand %ashing and drying %ith gesture

ro& ts o!er three days'- utting on ants %ith gesture ro& ts'

!er three days %ith t%o

correct res onding using

gestures

5 irect :er)a# (eacher %i## gi!e t%o seconds ti&e de#ay rior to

!er)a##y ro& ting the student to er$or& the

$o##o%ingE

- ste s to toi#eting- ste s to %ashing and drying o$ hands- ste s to utting on ants-


- toi#eting %ith direct !er)a# ro& ts o!er

three days- hand %ashing and drying %ith direct

!er)a# ro& ts o!er three days'- utting on ants %ith direct !er)a#

ro& ts

!er 3 days %ith t%o

correct res onses to

direct !er)a# ro& ts

6 ndirect

:er)a#

(eacher %i## gi!e t%o seconds ti&e de#ay rior to

indirect !er)a# ro& t' (he teacher %i## say to the

student

- Jit ti&e $or toi#eting- J%ash your hands and then dry the&- J ut on your ants


- toi#eting %ith indirect !er)a# ro& ts o!er

!er three days %ith t%o

correct res onses to

indirect !er)a# ro& ts


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three days- hand %ashing and drying %ith indirect

!er)a# ro& ts o!er three days'- utting on ants %ith indirect !er)a#

ro& tsF nde endent (eacher )rings #earner to the )athroo& No ro& ts'

*' Rein"orcement

(eacher has identi$ied rein$orcers that %i## )e used during the instructiona# rogra&&e' (oy cars o$ !arious

ty es, so$t )a##s, a s&a## i##o%, and dodd#e )oard' ?ein$orce&ent acts as a &oti!ator $or the student to

#earn' uring the instructiona# rogra&&e, the teacher %i## !ary the use o$ the identi$ied rein$orcers' (he

student %i## )e gi!en a rein$orcer %hen he has correct#y co& #eted the trained ste '

;hen the student has correct#y er$or&ed each target )eha!iour correct#y during $u## and artia# hysica# ro& t, rein$orce&ent s&a## cars. %i## )e gi!en to hi& to #ay %ith it $or a s eci$ied ti&e' At the artia#

&ode# and gesture ro& t #e!e#s, $or each correct res onse the rein$orce&ent so$t )a##s. %i## )e used as a

&oti!ator' At !er)a# ro& ts stage, the rein$orce&ent his $a!ourite i##o%. %i## )e used as his &oti!ator $or

each )eha!iour er$or&ed correct#y' ;hen the student is a)#e to inde endent#y er$or& the target s"i##

)eha!iours the rein$orce&ent %i## )e the dood#e )oard'


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2. Data -ollection and Documentation

(his section inc#udes the docu&entation $or&s that arents and teachers %i## $i## u dai#y' 8ro& ts used %i## )e $i##ed u in the squares according to the #egend

needed to he# student achie!e the s"i##' -te s are arranged $ro& the )otto& u so that at the end o$ the ter&, a gra h can )e dra%n ho&e and schoo#. to

deter&ine i$ student has i& ro!ed in the #e!e# o$ ro& ts and #e!e# o$ inde endence $or each o$ the s"i##s'

LEARNING GOAL & OBJECTIVE/s

At home and in the school toilets, when given his !ll ! dia e"s, "o!nd nec# shi"t and ants with elastic waist$and, %t!dent L willinde endentl& e"'o"m his toileting "o!tine, wash and d"& his hands, and !t on his ants and shi"t "es ectivel& ( o!t o' ) times a wee#*

Steps

SE T T I N G

Setting 1: Home Setting 2: School

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week Week 1! Week 11 Week 12

" W # " W # " W # " W # " W # " W # " W # " W # " W # " W # " W # " W #

2

(6* -!ll waist$and o' ants ! towaist

1

2

5* %tand ! 1

2

2* E8tend legs to the end o' $othant legs whi le holding the

waist$and

1

2

1* Contin!e to hold waist$andwhile othe" 'oot goes into the othe"

ant leg 'o" the same side

1

2

0* Bend and !t 'oot into ant leg'o" the same side o' the leg

1

2

)*


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(* %it down on child si:ed chai" o"on the ;oo"

1

2

* -ic# ! ants with $oth hands,holding ants $& the waist$and

1

2

+* R!$ hands togethe" with thetowel

1

2

6* 3al# to towel "ac# 1

2

+5* T!"n o4 ta 12

+2* R!$ hands !ntil all soa has"insed o4

1

2

+1* -!t $oth ands togethe" and "!$hands !nde" the wate"

1

2

+0* T!"n on ta 1

2

+)* R!$ hands togethe" 1

2

+.* se othe" hand to !m o!tone s9!i"t o' soa i nto e8tendedhand

1

2

+(* E8tend alm o' one hand in'"ont o' soa !m

1

2

+ * Go to sin# 1

2

++* 7l!sh toilet 1

2

+6* -!ll ! ants with $oth hands 1

2

5* Th"ow toilet a e" in the toilet 1


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2

2* 3i e o4 !"ine with toilet a e" 1

2

1* Get toilet a e" 1

2

0* %tand ! 1

2

)* "inate and "emain seated !ntil!"ine sto s com letel&

1

2

.* %it on toilet 1

2

(* T!"ns a"o!nd, $ac# 'acing thetoilet

1

2

* -!lls ants down $elow #neelevel

1

2

+* Ente"s the $ath"oom 1

REMARKS

Systematic Instruction Graduated Guidance

Most – to – Least

System of Least Prompts

Simultaneous Prompting

Constant Time Delay

Progressive Time DelayPrompts : ( ! ndependent ("! "er#al (G! Gestural (M! Modeling (PP! Partial P$ysical : (%&S! $and at s$oulder (%&'! $and at el#o (%&)! $and over rist (*P! *ull P$ysical : (%&%! $and over $and


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%. 1aintenance and %enerali ation

(he teacher %i## ha!e a schedu#e $or de#i!ering the rein$orce&ent during &aintenance training' n order to

ensure that the s"i##s #earned are &aintained, %hen each s"i## is er$or&ed correct#y, a rein$orce&ent %i## )e

de#i!ered' (he teacher %i## resent t%o rein$orce&ent ite&s and the student %i## )e as"ed to &a"e a choice'

(he schedu#e o$ rein$orce&ent %i## )e thinned gradua##y' (he teacher %i## de#i!erer the rein$orcer %ithin the

natura# en!iron&ent the c#assroo&'

Genera#i ation %i## occur %ith at ho&e and in the co&&unity %ith the in!o#!e&ent o$ the student.' (he M( ro& ting technique a#so ensures the

student %i## acquire the s"i## gradua##y and syste&atica##y at each ro& t #e!e#' ;hen any error occurs on

the training ste or re!ious #earned ste , the student %i## i&&ediate#y )e corrected' (he student &ay a#so

)e required to )e retrained on the current training ste and a## re!ious acquired ste s i$ t%o consecuti!e

errors occur during training i))y, ;eiss, /ancro$t 7 Ahearn, 200>.'


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Re"erences

Ardi , A', 7 Ca!"aytar, A' 2014.' *$$ecti!eness o$ the &odi$ied intensi!e toi#et training &ethod

on teaching toi#et s"i##s to chi#dren %ith autis&' Education and Training in Autism and

Developmental Disabilities, 49 2., 263 2F6' ?etrie!ed $ro&

htt E search' roquest'co& doc!ie% 152612494F accountidO10910

/ennett, K' ', 7 u"es, C' 2014.' A syste&atic re!ie% o$ teaching dai#y #i!ing s"i##s to ado#escents and

adu#ts %ith autis& s ectru& disorder' Review Journal of Autism and Developmental Disorders, 1 1., 2

10' doiEhtt E d+'doi'org 10'100F s404>9 013 0004 3

/o%e##, -' 7 Gray, ' n'd'.' A #ying structured teaching rinci #es to toi#et training' (*ACC Autis&

8rogra&' ?etrie!ed $ro& 20teacch'co& ''' a #ying structured teaching rinci #es to toi#et training susan )os%e## and de))ie gray

/ri=, ?' 2015.' esigning, i& #e&enting and &onitoring using -yste&atic nstruction' ecture

notes'

Cicero, ' ?' 7 8$adt, A' 2022.' n!estigation o$ a rein$orce&ent )ased toi#et training rocedure $or

chi#dren %ith autis&' Research in developmental disabilities, !"#$, ' 319 331'

Conrad, (' 2015.' A&erican - eech anguage earing Association 2015.' Autis& a%areness &onthE

enta# care ti s $or chi#dren %ith Autis& - ectru& isorder' n A&erican - eech anguage earing

Association' ?etrie!ed $ro& htt E %%%'asha'org A)out ne%s 8ress ?e#ease 2015 Autis& A%areness

Month enta# Care (i s'ht&

*ren, /', eni , @', 7 L "antar, A' 2013.' (he e$$ecti!eness o$ e&)edded teaching through the &ost to

#east ro& ting rocedure in conce t teaching to chi#dren %ith autis& %ithin or$$ )ased &usic

acti!itiesP' %uram &e '(gulamada Egitim )ilimleri, 1! 3., 1>FF 1>>5' ?etrie!ed $ro&

htt E search' roquest'co& doc!ie% 14162F5660 accountidO10910

o!annone, ?' un#a , G' u)er, ' 7 Kincaid, ' 2003.' *$$ecti!e educationa# ractices $or students %ith

autis& s ectru& disorders' *ocus on Autism and +ther Developmental Disabilities , 1>E 150

165' ?etrie!ed $ro& ht sE %%%'sage u)'co& conent 1> 3 150

i))y, M'*', ;eiss, @'-', /ancro$t, -' and Ahearn, ;' ' 200>.' A co& arison o$ &ost to #east and #east

to &ost ro& ting on acquisition o$ so#itary #ay s"i##s' /eha!ior Ana#ysis in 8ractice, 1 1.E 3F 43' n

http://dx.doi.org/10.1007/s40489-013-0004-3http://dx.doi.org/10.1007/s40489-013-0004-3


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Association $or /eha!ior Ana#ysis nternationa#' ?etrie!ed $ro&

htt E %%%'nc)i'n#&'nih'go! &c artic#es 8MC2>465F9

?udy, '@' 2014.' (as" ana#ysisE A too# to he# your chi#d succeed' ?etrie!ed $ro&

htt E autis&'a)out'co& od i$e -"i##s $# (as" Ana#ysis A (oo# to e# Your Chi#d -ucceed'ht&

-arris, M' 2014.' ai#y #i!ing s"i##sE A "ey to inde endence $or eo #e %ith autis&' n nteractive autism

networ-. /in-ing the autism communit( and researchers ' ?etrie!ed $ro&

htt E ianco&&unity'org ssc autis& ada ti!e s"i##s'

-torey, K' 7 Miner, C' 2011.' 0(stematic instruction of functional s-ills for students and adults with

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