powerpoint presentation...the sign that indicated computer was cancelled today. students laughed and...

6/5/2018

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Evidence-Based Practices

Influences on Learning

LEARNED BEHAVIOR(SKILL)

PERSONALInfluences

(unique to the student)

ENVIRONMENTALInfluences

(unique to the setting)

© Vanderbilt TRIAD

6/5/2018

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Personal Influences

Diagnostic Characteristics

Medications/Medical Conditions

Previous Experiences

Life Outside of School

Challenges with following directions, taking turns,

transitioning between activities

C

Consequence

Events that occur immediately

AFTER the behavior

Can increase or decrease the

likelihood that the person will display

the behavior again

B

Behavior

Measurable and

observable response to the things and events

around us at any given

time

Environmental Influences

Events that occur immediately BEFORE the

behaviorCan be altered to

increase or decrease the

occurrence of the behavior

A

Antecedent

Wolery, M., Bailey, D.B., & Sugai, G.M. (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional students. Boston, MA: Allyn and Bacon, Inc.

Consider Personal Influences + ABC’s

B

Behavior

Jeremy breaks his writing

utensils and throws his

paper on the floor.

A

Antecedent

Jeremy is given a math

assignment he doesn’t know

how to complete.

C

Consequence

Staff lets Jeremy take a break to “cool down” while they find him

another pencil.

Jeremy reads on a 2nd grade level and is

given a 4th grade level book for guided

reading groups. He has a history of anxiety around

making mistakes.

Setting Events/Personal

Influences

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Maria is a 10th

grade student with ASD. She

has been involved in Chess club for 2

years. She struggles with

depression.

A

Antecedent

B

Behavior

C

Consequence

Maria complains that her

stomach hurts.

During Chess Club after

school, the teacher

instructs Maria to practice with a partner for the

next hour.

Maria is sent to the nurse’s

office until her mother can pick

her up.

Setting Event/ Personal

Influences


Jamal struggles w/unexpected

changes, has strong interest in

computers, likes attention, doesn’t

know how to initiate social interactions

A

Antecedent

B

Behavior

C

Consequence

Jamal yells and curses.

Jamal went to the computer room and read

the sign that indicated

computer was cancelled today.

Students laughed and the

assistant principal was

called.

Setting Event/ Personal

Influences

TEACH!!

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Decrease in challenging

behavior

Increase in functional

skills

Teach brand

new skills

Promote generalization

and maintenance

Increase learned

skills

Set the Stage for Success: Antecedent Strategies

Clarify expectations

Establish predictability

Reduce Distractions

☐ Environmental Arrangement☐ Schedules ☐Task Analysis

Stop talking so much!

• Provide extra cues like pointing or modeling

• Keep language simple, clear, and concrete

• Minimize length of your directions- “telegram speech”

• Give one direction at a time; break down multiple step directions

• Do not repeat your directions over and over, but be willing to rephrase or restate if needed

• Give student time to comply/respond

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Using Environmental Arrangement to Provide Predictability

Refers to the way we set up and organize each area in the classroom to systematically use the environment as a learning

tool

Environmental Arrangement• Reduce wall art/décor

• Separate adult-directed and child-directed materials

• Limit accessibility to materials

• Strategically arrange areas of classroom based on what will be in line of vision

• Visually define expectations

• Provide organizational structure/boundaries

Environmental ArrangementWhat expectations or rules are unclear or not explicitly stated in your classroom?

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Using the ABCs to Teach Environmental Arrangement

Teacher places a Stop sign in the

center that is not available and

shows the class which centers are

available

Student walks past the Stop

sign into the closed center

Teacher points to the Stop sign

saying “the house center is closed” and guides the student to their assigned center

Teacher points to the Stop sign

saying “the house center is closed” and guides the student to their assigned center

Student complies with the teacher’s prompts

Teacher praises the student for staying in their assigned center

AntecedentA

BehaviorB

ConsequenceC




Reduce Distractions

X Environmental Arrangement☐ Schedules ☐Task Analysis

Using Schedules to Support Transitions

Arrival & Dismissal

Inside & Outside of

the Classroom

© Vanderbilt, TRIAD

6/5/2018

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Using Schedules with the Whole Class• Post so that all students

can see

• Model how to use it

• Include activity and time range (if definite)

• Include a symbol/word to represent when the schedule will change

• Reference between all transitions

© Vanderbilt TRIAD

Teaching Flexibility with Schedules


Individual Daily Schedules

Individualizes for the student:• Where he/she should be• What activity he/she should be doing• What’s next


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Individual Daily Schedules

Object Schedules

PhotosLine

Drawings

Words Apps

© Vanderbilt TRIAD

Using the ABCs to Teach a Schedule

A B C

Teacher cues the student

“check schedule”

Student does not respond

Teacher physically guides the student to

the schedule and gestures for the

student to remove the next picture and transition to a new

activityTeacher physically guides the student to

the schedule and gestures for the student

to remove the next picture and transition to

a new activity

Student complies with the

prompt and transitions

Teacher provides specific praise

and high five to reinforce

© Vanderbilt TRIAD

“Post-it Versions”

© Vanderbilt TRIAD

6/5/2018

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Reduce Distractions

X Environmental ArrangementX Schedules ☐Task Analysis

Using Task Analysis to Promote Understanding and Independence•Breaks activities into manageable steps

•Clarifies expectations

•Provides organization

•Increases predictability


When to Use a Task Analysis•Task has multiple steps•Activity is particularly long•Task is repeated frequently•Students require multiple

prompts to complete task successfully•Student is intended to

complete task independently

© Vanderbilt TRIAD

6/5/2018

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Using the ABCs to Teach a Task Analysis

A B C

Teacher cues the student “time to do your math”

Student does not respond

Teacher gestures to the task analysis,

pointing to the next step in the

sequence

Teacher gestures to the task analysis,

pointing to the next step in the

sequence

Student complies with the prompt

and begins work

Teacher provides

specific praise and a token on reinforcement

board

Antecedent Strategies: Common Mistakes• Absence of clear boundaries

• Access to too many items/distractors

• Quiet spaces too close to loud spaces

• Visual supports not visible/accessible

• Visual supports not explicitly taught or regularly referenced

• Use of visual supports is “faded” out

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Types of Reinforcement Systems

Group

The reinforcement of the group is based on the behavior of the group as a whole

Individual

The reinforcement of the individuals is based on the behavior of the individual

Response vs. Time

Setting Up a Reinforcement System

Identify and Define

Appropriate Behaviors

Identify Motivating

Items for Students

Determine How Many “Tokens”

1 2 3

Teaching a Reinforcement System

Pair social praise with the tokens

Model how the system

works

Provide immediate

access at first

1 2 3

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“Post-it Versions”

Day Four

Goals: 1.

2.

3.

Time Activity

Points Total

11:30

Arrive at Zoo

Free Time with Julie or

Alone

Lunch

Free Time Alone

Leave Zoo

Arrive at School

Free time with Arthur and

John

Recess

Movie

GO HOME

When I earn __20____ points

I get to look up Weird Al on You Tube

when I get home

0 points= did not try to work on goals, even when reminded 1 point=tried to work on goals when reminded by others 2 points=worked on goals without being reminded by others 3 points=doing great, achieving goals!

Greet friends when they arrive

Ask for a break if needed

Use good table manners during lunch and dinner

Field Trip

Overall Concepts to Remember • Abstract make it concrete

• Unspoken/assumed make it clear

• Verbal only make it visual

• Environment unstructured provide structure

• Environment overwhelming make it calm/more predictable

• Focus on • prevention rather than only reaction.• what you want your students to do, rather than what you want

them to stop doing.

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