training strategies (28.1.05) social welfare department clinical psychological service branch...

Training Strategies (28.1.05)

Social Welfare DepartmentClinical Psychological Service

Branch

Central Psychological Support Service

Staff Training for ICCC

Topic: Training Strategies (1)


Content Outline

Theoretical Framework

Environmental Strategies

Instructional Strategies

Implementation



Many factors influence children’s learning & development

Genetic endowment, temperament

Mothers’ prenatal health, Circumstances & complication of birth

Health of child

Support & resources of family

Social & physical environment



Child initiated interactions are particularly beneficial

Such interactions are relevant & appropriate to children’s ability levels

Children will learn more if actively engaged

School provide support with toys, materials, activities, peers, teachers and opportunities for interaction within the physical & social environment.


Training Strategies

Environmental Strategies Strategies that facilitate child-initiated behavior

Instructional Strategies Strategies that aim at producing specific child

behavior

These strategies used in combination with one another, depend on child’s current abilities, the skills need to be promoted and the situation (i.e. activities, schedule, the peers and adult present)

ExamplesGoal Strategies

Increase duration of play

Structuring physical space, making interesting toys available

Increase social play

Provide toys with high interactive potential, peer-mediated strategies

Increase use of sentence

Naturalistic teaching strategies

Increase compliance

Differential reinforcement

Increase self-care skills

Prompting


Environmental StrategiesStructuring space & materials ( 課室環境建構 )Structuring social dimensions ( 社交環境建構 )Using child’s preferences ( 學童喜好材料及活動使用 )Structuring routines ( 建立日常生活作息 )Structuring play activities ( 有組織的遊戲活動 )


Instructional Strategies

Positive reinforcement ( 正面增強法 )

Naturalistic teaching strategies ( 自然情境教學策略 )

Peer-mediated strategies ( 朋輩介入策略 )

Prompting strategies ( 提示策略 )


Environmental Strategy 1

Structuring physical space & materials

General consideration

Provide necessary assistance

Select toys by preferences &

stimulation

Special strategies



Structuring social dimensions

Observing & identifying peers

Encouraging and supporting

interaction

Providing opportunities for

interaction


Facilitating Interaction

Answer children’s questions

Invite & encourage participation

Add meaningful content on behalf of the child

Teach children to interact directly with their classmate with a disability

Allow spontaneous interactions among the children to occur



Using child’s preferences

Identifying preferences

Using preferred materials

Encouraging non-preferred activities

Providing defined range of choices



Structuring routines

Transition routines Arriving and leaving classroom; Going

from play to cleanup time etc.

Require a couple of minutes to complete

Can involve interaction & communication

Teacher can provide necessary assistance or learning opportunities during the transition routines


Naturalistic Time Delay

Use a time delay & look at he child expectantly or questioningly for 5 seconds.

The delay gives child time to respond before adult provides a model of appropriate lang.

May repeat the model twice, each time waiting for the child to talk before giving child what he/she wants.


Transition-based TeachingRequires a few seconds at the beginning of transition and often results in rapid learning.Similar to naturalistic time delay

1. During transition, teacher gives the child an opportunity to respond.

2. Provide model or prompt if child is unsure. 3. Praise if child responds and transition

continues.Example

Child completes a puzzle and begins to move to another activity area

Teacher,” What’s this color?”, point to a particular color on puzzle.

Acknowledge response of child or model the correct response and has child repeat it, then continue



Structuring play activities

Setting rules

Identifying theme for play

Identifying roles for children

Affection training


Affection training (Friendship training)

Occur in teacher-led group activities such as singing songs, doing finger plays and playing gamesAt the beginning of activity, teacher provides a brief discussion of the value and importance of friendsDuring the group activity, the games and songs are adapted to increase physical contact and social interactionThe nature of the songs and games are changed by the teacher to facilitate interaction.


Instructional Strategy 1

Positive reinforcement

characteristics of reinforcers

rules for using reinforcers

specialised uses differential reinforcement correspondence training behavioral momentum


Correspondence training Involve reinforcing a “correspondence” between what children say and what they do

Promote children use of skills that they can use but not often use

Ask children what they are going to do, give encouragement and opportunity to do it

Reinforce children for matching what they do with what they say they will do


Behavior momentum

Apply to children who do not consistently follow adult requests

Children are first reinforced for behaviors they readily display and then ask to engage in a behavior they are less likely to do

Example: child refuse to clean up a play area, teacher go the child and say “Give me five”, “touch your nose” in a rapid succession and reinforce with enthusiastic praise when he comply. Then say,” it is time to clean up; please put the toys away.”



Naturalistic teaching strategies

aim

characteristics

strategies Mand-model procedure incidental teaching


Naturalistic Teaching

Responsive Interaction ( 回應式互動 )

Corrective echoing ( 糾正式回饋 )

Expansion ( 延伸 )

Expatiation ( 詳述 )

Parallel Talk ( 平衡講話 )

Self-talk( 自述 )


Mand-model ProcedureIdentify times and low-structure activities

Ensure that the identified activity includes toys and materials that are likely to result in high levels of child engagement and play

Allow or help child to play with toys and materials

Play alongside the child, following his lead & being responsive to his communicative initiations


Mand-model ProcedureWhen child is playing and receptive to adult interaction:

1. Ask a question that is related to his attention and will give her a chance to use behaviors related to her communication goals

2. After asking question, look expectantly at the child for a response

3. If child uses a communication behavior that is a goal, affirm her statement by expanding it and responding to the content of the statement. Continue the interaction or allow her to continue playing

4. If child does not use the desired communicative behavior, provide a model of the behavior and look expectantly at her for imitation. If she imitates, affirm her statement by expanding it.

5. Repeat steps (3) and (4)


Incidental teaching

procedure requires that child initiate a topic of conversation & adult converse about the topic.

Adult follows child’s lead & only stays with the topic as long as the child is attentive.

By talking in short, simple sentences and by repeating often, adults can stimulate the language development of the child during daily routines.



Peer-mediated strategies

aims

characteristics

strategies peers selection

skills training

encouraging and giving feedback



Prompting strategies

aim

types of prompts

guidelines for using least amount use before perform when attention is engaged supportive and instructive manner provide reinforcement fade out


Implementation

organize assessment

use purposeful interaction

principles of independence & participation

promote skills & goals from multiple

domains

distribute teaching & learning

opportunities activity / skill matrix

implement instruction in ongoing

activities

Activity/ routine-by-skill matrix

Events Location, time & staff/ worker

Beh. Goal 1 Beh. Goal 2 …

Event 1 Xxx Materials, strategies


Transition 1

Xxx Materials, strategies



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training strategies (28.1.05) social welfare department clinical psychological service branch...

Documents

examplestraining strategies

interactiontraining

occurtraining strategies

child time

environmental strategy

physical social environment

cleanup time

naturalistic time delayuse