reconnec&ng(with(an(old(friend:(( new(applica&ons(of...

Reconnec&ng with an Old Friend: New Applica&ons of Response-‐

Promp&ng Procedures

Monica Delano PhD Robert Pennington PhD

What is Instruc&on?

An ac3ve and conscious effort a9empt to

facilitate learning and thus to change behavior (Wolery, Bailey, & Sugai, 1988)

The arrangement of con3ngencies that facilitate

learning (Vargas, 2009)

How do we know we are teaching?

When learning has been demonstrated

It is important to remind ourselves that

presen3ng is not synonymous with teaching!

Teaching must be accompanied by data collec)on

Data Collec&on

Data lets us know if our training is successful or not

Without data, we may con$nue an ineffec$ve instruc3onal method or discon$nue effec$ve

instruc3on!

Systema&c Instruc&on

Based on the principles of Applied Behavior Analysis

Systema3c presenta3on of instruc3onal s3muli

Involves con3nuous data collec3on

ABC’s of Behavior

When discussing instruc3on we focus on the same three-‐term con3ngency as when

addressing problem behavior

Antecedent = Target S$mulus Behavior = Target Response Consequence = Consequence

Three Term Con&ngency Revisited

Remember that behavior is controlled by

what happens before and aQer it

Every part of this sequence is important!

Target S3mulus à Target Response à Consequence A B C

Three Term Con&ngency Revisited

“What is the capitol of KY?” à “Frankfort” à “Nice Job, it is Frankfort!”

2 x 2 presented on a flashcard à Student says “4” à Teacher, “Correct”

A preferred edible à Student hands a picture cardà Receives edible

Increased proximity of a peerà Student greetsà Peer a9en3on

Target S3mulus à Target Response à Consequence A B C

Target S&mulus

In the presence of “what” is the student expected to respond? For example;

Teacher direc&ve

“sit” Teacher direc&ve + s&mulus

“Touch the____” + picture of a cow Presenta&on of a s&mulus (Contrived or naturally occurring)

Teacher holds up the le9er “c” or the Student sees a dirty sink

Target S&mulus à Target Response à Consequence A

Target S&mulus

Also, referred to as the discrimina&ve s&mulus or SD

It signals that reinforcement is available for a par3cular response

Target S&mulus à Target Response à Consequence A

The Target S&mulus

It acquires this the ability to momentarily increase a response through differen&al

reinforcement

Point to Fox Good work, That is a Fox

Target Response

What does the target response look like? When describing the response, avoid words like

ini$ate, understand, & aFend Is this response in the student’s current repertoire? Does the response require a reasonable degree of

effort?

Target S3mulus à Target Response à Consequence

Promp&ng the Target Response

How can we ensure that the student emits the target response so he/she can be reinforced?

Promp3ng decreases the likelihood that

students will prac3ce errors

Promp3ng involves many different procedures and forms

Response Promp&ng vs. Antecedent Promp&ng

•  Antecedent Promp3ng –manipula3on of the target s3mulus or instruc3onal materials

•  Response Promp3ng – insert a prompt between the target s3mulus and the response

Collins (2007)

Target s3mulus Target Response Consequence

Prompt

Target s3mulus Target Response Consequence

Prompt

Antecedent promp&ng

•  S3mulus shaping:

•  S3mulus fading: highlight a physical dimension of a s3mulus to increase the likelihood of a correct response and then fade

ball

Response Promp&ng

Inser3on of extra s3muli to increase the likelihood that the students will respond

correctly

Extensive research supports its use across individuals with and without disabili3es

Types of Prompts

Spoken or Signed Prompts Pictorial or WriPen Prompts

Gestural Prompts Model Prompts

Par&al Physical Prompts Physical Prompts

Snell & Brown 2010

Using prompts

Consider the least intrusive prompts first (Intrusiveness of prompt may vary across

contexts)

Consider student characteris3cs

Always insert prompts with a plan to fade them

Consequence

Instructors must plan how to respond to every possible student response

Correct

Errors

No responses

Instructors must determine the most effec&ve consequence

Deliver reinforcement

Use error correc3on

Ex3nc3on


Consequence

In general, reinforce all correct responses (make sure your prepared reinforcer has value,

remember preference assessment) Use consequences consistently

Consider student characteris3cs when deciding between the use of error correc3on or ex3nc3on


Using Error Correc&on Error Correc3on is technically response promp3ng that occurs

aQer the student’s response

Several forms can be used

Ignore the error and deliver another trial with increased assistance

A verbal correc3on “not quite” and the opportunity to try it

again

Interrup3on of the student’s response

Teaching Responses

Does the response require a single response or mul$ple individual responses?

Discrete Behaviors vs. Chained Behaviors

GeVng Started: Teaching Discrete Tasks

•  Basic unit of instruc3on consists of: – Delivering an a9en3onal cue (if needed) – Presen3ng the target s3mulus – Promp3ng the response (if needed) – Students emits response – Correct responses or a9empts are reinforced –  Inter-‐trial interval

Teaching Chained Tasks

•  Basic Instruc3on consists of: – Delivering an a9en3onal cue (if needed) –  Presen3ng the target s3mulus –  Promp3ng the response (if needed) –  Students emits first or last response in chain –  Correct responses or a9empts are reinforced –  Promp3ng the next response (if needed) –  Students emits next response in chain –  Correct responses or a9empts are reinforced –  So on…………….

Response Promp&ng Strategies

•  Graduated Guidance •  Most to Least Promp3ng •  System of Least Prompts •  Simultaneous promp3ng •  Progressive 3me delay •  Constant Time delay

Wolery, Ault, & Doyle (1992)

Why Constant Time Delay? A near errorless procedure in which a controlling

prompt is faded across an interval of 3me

A controlling prompt is a prompt that ensures a correct response

Since CTD only uses one prompt, it has to work!

Constant Time Delay

During the ini3al 3me delay trials, the task direc3on/target s3mulus and controlling prompt are presented simultaneously

These are called zero-‐second delay trials

Constant Time Delay

Target Stimulus Target Response Prompt

0 sec.

Consequence

“What is it? Ball.” “Ball”. Praise + Treat

Instructor Student

Zero Second Delay Trial


Constant Time Delay

AQer a specified number of 0-‐second delay trials, a specified 3me interval is inserted between the target s3mulus and the

controlling prompt

These are called constant delay trials


Constant Time Delay

Target Stimulus Target Response Prompt

3 sec.

Consequence

“What is it?” “Ball”. Praise + Treat

Instructor Student

Pause “Ball”.

Instructor

Three Second Delay


Using Constant Time Delay (Wolery, Ault, & Doyle 1992)

Step 1 Iden3fy a s&mulus that cues the student to

respond Task direc$ve

Environmental manipula$on Naturally occurring events


Step 2 Iden3fy the Controlling prompt (a prompt that

ensures a correct response)

Consider the least amount of assistance that will consistently result in the student making the

correct response



Step 3 Assessing the wait response

Present a real or nonsense task that the

students cannot perform and wait the prompt delay interval before delivering a prompt


Wait Training Present the student with a task that is impossible

for him/her to respond to correctly

Prompt first at a 0-‐second delay interval

Gradually increase the interval

If the student does not wait for the prompt. Say “Wait and I will tell you” and withhold

reinforcement


Using Constant Time Delay

Step 4 Iden3fy number of 0-‐second delay trials needed

Consider using 2-‐ 10 trials per s3mulus or conduc3ng full 0-‐second delay sessions


Step 5 Determine the length of the Prompt Delay

Interval

Most common 4-‐s Consider length of 3me to complete the task

Consider student characteris3cs (expected response, motor skills)


Step 6 Determine the consequences for each response

Unprompted corrects (an3cipa3ons): correct

response before the controlling prompt

Prompted corrects (correct waits): correct responses aQer the controlling prompts


Using Constant Time Delay Step 6

Determine the consequences for each response

Unprompted errors (non-‐wait errors): errors made before the delivery of the controlling prompt

Prompted errors (wait errors): errors made aQer the

delivery of the controlling prompt

No response errors: student does not respond aQer the delivery of the controlling prompt




Reinforce Corrects (unprompted and

prompted) Consider differen3al reinforcement




Errors:

Consider the least aversive but most effec&ve Remove s3mulus and provide next trial

Prompt a correct response Instruct to wait for a prompt


Constant Time Delay Data Sheet


Step 7: Implement the Program and Collect Data

Record the student’s first response B A

Red +

Blue +

Green -‐

Blue -‐

Red 0

Green +

Green +

Blue +

Red +

Total Corrects 3 3

Scoring Example (5 s CTD) Student Response Says “Red” within the 5 s interval Waits 5 s interval and says “Blue” aQer the prompt Says “Blue” within the 5 s interval Waits 5 s interval and says “Blue” aQer the Prompt Does not respond before or aQer the prompt

B A Red +

Blue +

Green -‐

Blue -‐

Red 0

Green +

Green +

Blue +

Red +

Total Corrects 3 3

Guidelines Student should not make more than 25% or more

of errors

Unprompted errors Use shorter delay interval Conduct wait training Prompted errors

Examine controlling prompt Check reinforcer value Decrease session length

Guidelines

Student should not make more than 25% or more of errors

No response errors

Examine controlling prompt Check reinforcer value Decrease session length Reconsider task difficulty

Fidelity Data Collec&on Form

Where do we go next!

Developing a systema&c instruc&on plan (SIP) (Remember the ABA principle: Technological)

If I know it, why do I have to write it down? It will help staff remember individualized

instruc3onal programs It will assist in promo3ng consistency across

staff members

Example SIP

Components of SIP Name

Program Name

Serng Informa3on Materials

Components of SIP How many things are you teaching at once?

How many 3mes will you present each s3mulus/task

In the presence of this, the student should respond In SLP or MLP, what order

will you deliver prompts? What prompt will ensure a correct response?

Components of SIP

What does instruc3on actually look like?

Components of SIP

What strategies will you use to promote maintenance and generaliza3on?

How will you respond to every possible student response

A quick word or two about

•  Maintenance – When skills persist over3me aQer training has ended

•  Generaliza3on – Correct responding in situa3ons other than the training situa3on (e.g. new people, new areas)

Tips for Promo&ng Maintenance Use Over-‐learning

Rou$nely, present trials of mastered s$muli Teach skills that maPer

Func$onal skills will be more likely reinforced in natural contexts

Gradually fade reinforcement AQer acquisi3on shiQ to intermi9ent schedules of

reinforcement Use natural reinforcers

Tips for Promo&ng Generaliza&on

Teach sufficient exemplars Use mul$ple exemplars that sample the range of

possible s$muli Program Common S&muli

During instruc$on, consider keeping familiar elements

Train in natural seVngs

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