Supp Presentation ESS441
Transcript of Supp Presentation ESS441
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Teaching
Sequential Tasks
Companion PowerPoint to the Teaching
Sequential Skills DVD and Coachs Manual
Utah Personnel Development Center
Cathy LongstrothPatti HaningCindy Myers
February 5, 2010 revision
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Two Types of Task Analysis
Discrete Trial
Chained Activities
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Discrete Trial Examples
Each trial is separate and distinct from
other trials
Learning numbers 0-20Coin identification
Learning functional words and phrases
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Sequential Tasks (Behavioral Chains)
Steps are performed in sequence such that eachstep acts as the cue for the next one (skills are
taught on 2 dimensions)
Dressing skillsLeisure skills
Self-Care skills
Classroom and family routines
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Adult
Younger students may spend more time in discretetrial training and link the skills learned to functional
activities. Older students may spend more time in
routines and activities and work on discrete trial tasks
that originate from those activities.
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Do we need a formal program for
all the sequential tasks we teach?
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Steps to Teaching Sequential Skills
Step 1. Perform a task analysis
Step 2. Take baseline data
Step 3. Determine whether you will use a
forward chain, backward chain or total
task presentation.
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Steps to Teaching Sequential Skills
Step 4. Determine a plan for fading
prompts
Step 5. Set up the data collection system
and schedule
Step 6. Use evidence based instructional
strategies to teach the skills
Step 7. Use the data for problem solving
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When do we need a Task Analysis?
Most students with autism or significant
disabilities can learn most classroom
routines by the SHOW - TELL - HELP
method
If the student cannot do this- Do a Task
Analysis
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Step 1The Task
Analysis
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Step 1. The Task Analysis
1. Perform the activity or have
another person perform the activity.
2. Record the steps of the activity.3.Customize the steps for the
student.
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Step 2Baseline Data
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Step 2. Baseline Data
Determine the present levels of performance
of all steps by following the task analysis and
providing least to most assistance.At this point you will not be providing
instruction, just seeing what the student can
and cannot do and how much assistance isnecessary for correct performance.
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Step 3: Determine if the skill will be
taught in a forward, backward, or total
task presentation.
The difference depends on where
you focus the point of instruction
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Forward Chain
The Point of Instruction and reward
begins with the FIRST unmastered
step and progresses to the LAST
unmastered step
Examples: Writing first name, saying
full name, counting, learning a poem,
navigating to a site on the computer
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Learning to Make Peanut Butter
Sandwich without Visual Guide
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Forward Chain
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Forward Chain
Examples: Writing first name, saying
full name, counting, navigating to a site
on the computer
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Backwards Chain
Point of instruction and reward begins
with the LAST unmastered step in the
chain and progresses to the FIRST
unmastered step.After the last step is mastered, instruction
begins at the second to last step
The student still does the skill from thefirst to last step, but the emphasis of
instruction is on the last step, then last
two steps, then last three steps, etc.
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Backwards Chain
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Backward Chain
Examples: Zipping zipper, buttoning, puttingon shirt, putting on socks, eating with aspoon, drinking from cup or glass, drinking
with a straw, tying shoelaces, putting on ajacket, operating a CD player, moving objectfrom one container to another, washing anddrying hands, saying telephone number,
putting together a puzzle, countingbackwards
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Backwards Chain
Backwards chains are generally preferred
because the end of the routine is always the
same and more clearly signals the
opportunity for the reward.
e.g. After hands are dry, the task is done (and
rewarded)
However, different learners may be more orless successful with difference methods
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Is this a forward, backward, or
total task chain?
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ResponsePick up the spoon
Scoop the food
Lift the spoon to mouth
Clear food from spoon with lip closure
Chew and swallow food
Put the spoon down
Instructional Step Untaught Steps Mastered Step
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ResponsePick up the spoon
Scoop the food
Lift the spoon to mouth
Clear food from spoon with lip closure
Chew and swallow food
Put the spoon down
Instructional Step Untaught Steps Mastered Step
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Response
Turn on the waterWet hands
Put soap on hands
Put hands under the water
Rub hands together
Rinse hands
Dry hands
Instructional Step Untaught Steps Mastered Step
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Response
Turn on the waterWet hands
Pick up the soap
Put hands under the water
Rub hands together
Rinse hands
Dry hands
Instructional Step Untaught Steps Mastered Step
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Total Task Chain
All steps in the chain are taught
simultaneously, as compared to one step
at a time to criterion in forward and
backward chaining. Most often used when the student has
mastered most of the steps in the chain. This
type is most often used in
vocational/community instruction.
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Total Task Chain
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Total Task Chain
Examples: Clearing table, making sandwich,
brushing teeth, shopping for groceries,
vacuuming carpets, sweeping floors, washing
and drying clothes, riding the bus
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Check for Understanding
Practice with a peer as a student
Teach saying the alphabet as a forward chain -
begin to withdraw verbal prompts using a time
delay* on the A, (help student say B through Z),then AB (help student say the whole alphabet C
through Z), then ABC (help the student say D
through Z)
*See information on Time Delay in this
PowerPoint
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Check for Understanding
Practice with a peer as a student
Teach saying the alphabet as backward chain -
begin to withdraw verbal prompts using a time
delay* on the Z, (help student say A through Y),then YZ (help student say the whole alphabet A
through X), then XYZ (help the student say A
through W)
*See information on Time Delay in thisPowerPoint
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Check for Understanding
Practice with a peer as a student
Teach saying the alphabet using a total task
approach. Only give verbal prompts on letters the
student is having difficulty stating correctly. Forinstance, the student may say elemeno instead
of L,M, N, O. Have the student say the alphabet A
to Z, but verbally prompt the correct letters
before the error occurs. Gradually withdraw the
verbal prompts.
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Step 4Prompts and
Prompt Fading
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Step 4: Determine the most
effective prompts and outline a
strategy for fading prompts out.
PLAN the fading out of added
help.
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Prompts Enable Errorless Learning
Full physical prompts
Partial physical prompts
Gesture
Verbal prompts
Indirect prompts
Visual prompts
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A prompt is extra information that you
provide to a student that helps themlearn some skill.
It is also meant to be temporary.
The goal of prompting should be to helpthe student learn some skill so that they
can then perform that skill independently.
Amy Peters
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At some point, all students will need
some form of prompting
Careful prompting is most important
with students with moderate, severe
or profound disabilities This is because these students are
more at risk for becoming dependent
on the assistance provided
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There are lots of different types
of prompting. Different methods
are appropriate for differentsituations and students.
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Verbal prompting is when
Spoken cues are given to a student thatinstruct a student to perform a certainactivity
Verbal prompts are usually paired withother types of prompting
and it can be difficult to fade
The student must be able to understandand follow verbal directions
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Verbal Prompts can be helpful for:
Teaching the labeling of actions (e.g.,
check schedule)
Creating a verbal chain so that a child
can self-talk the steps of the chain (e.g.,
Annie can learn the letters of her name areAn.nie)
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Modeling is when
The student copies the action(s)
of another person performing thedesired behavior
The student must be able toimitate and
Modeling is usually paired with
other types of prompting
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Manual guidance is
physical prompting from another person
It is most effective when the prompter cuesthe learner from behind
Types of manual guidance include
Hand over hand
Forearm and
Shoulder
It can be used in the absence of other
types of prompting and it is the easiest tofade.
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Gestural prompting is usually
Used in combination with other types of
promptingIt is using some action to cue the learner
like
Pointing
NoddingMotioning
Approving or disapproving looks
This form of prompting may be difficult to
fade
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Textual prompts are
Written forms of information or
instructions
They include things likeChecklists
Scripts
And pictures
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Spatial prompting is
Arranging the materials to highlight the
correct response
An example in classroom might be saying to a
student to get out your blue folder and the
blue folder is on top of the other materials
inside of the students desk
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Writing it down will facilitate several important
things. First it will help all staff implement prompting
procedures consistently and with fidelity.
It will also help the teacher determine if the
prompting procedure being used is working.
Most importantly, it will help the teacher determine
what the steps will be to fading the prompt that is
being used.
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Prompting is onlyeffectiveif it can be faded andeliminated over time.
If it is necessary to continue to prompt a student toget them to complete some task, then it is additionalsupport, not a prompt.
Additional support is okay, and some students willneed additional support to complete some tasks.
But, if it is a prompt there must be a plan in place toget fade it.
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Prompting should be designed to
help students learn to respond tocues that occur in their naturalenvironment.
We answer the phone when it rings.
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Cues students need to respond to in theschool environment include lining up from
recess when the bell rings. Instead of hearingthe bell and only lining up when told to do soby a staff member.
Another example would be having a timer setin a classroom to cue the student when someactivity is ending. However, sometimes whathappens is that the timer only cues the
teacher to tell the student to turn off thetimer and transition to a different activity
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Fading Prompts by
Using Time DelayTime Delay is a prompt fading strategy thatinvolves inserting a delay between giving an cueand delivering a prompt. To start, there is a 0
second delay. The teacher helps the studentimmediately. After the student starts tounderstand and perform the response, theteacher adds a fixed (constant) delayperhaps 4or 5 seconds- before helping the student. Theteacher may decide to use time delay that getsprogressively longer (progressive time delay).Staff may wait 3, 4, and then 5 seconds beforeproviding assistance.
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Remember with Prompting -If you put it in....
You have to take it out. . .
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Step 5
Data Collection
and Scheduling
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Step 6
Teach the Skill
S 6 U E id B d
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Step 6. Use Evidence Based
Practices to Teach the Skill
Reinforcement
Error Correction
Shaping
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Reinforcement
Conduct a reinforcement survey
Fade out the reinforcement to verbal praise
and naturally occurring reinforcement
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Error Correction
STOPthe student as soon as possible
BACKSTEP to last correctly performed
step and provide enough help for successProvide sufficient HELPfor correct performance
of the step that was performed incorrectly (
increase support by one level ) Help from behind if
possibleAvoid verbal prompts - Prompt from behind if possible
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Error Correction
Sometimes when we backstep, we need to
replace the cues that are normally there for
the step we are repeating. For example, if a
student is working on the leaving schoolroutine and drops his backpack, BACKSTEP
and replace the backpack.
If possible and practical, repeat the entirechain as soon as possible.
Shaping
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Shaping
Making the task easier
Button with large buttons, medium sized, then
small buttons
Use a larger sock when starting putting sock
on program or a larger T-shirt when getting
dressed.
Rewarding attempts that get closer, step by
step, to the end response.
Shaping
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Shaping
Kicking larger, then smaller balls
P tti It T th
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Putting It Together
The Lesson Plan/Cover Sheet
Objective: Have a clear and measureable behavioral
objective. Determine what you want the child to be able to
do at the end of instruction. If you are teaching colors,
how will the student use this skill in daily activities. Detail
how the objective is functional and aligns with grade level
core standards.
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Putting It Together
The Lesson Plan/Cover Sheet
The purpose of the Lesson Plan /Cover Sheet is to provide
an opportunity for the teacher to think the process
through thoroughly before beginning instruction
Another purpose of this document is to provide enough
information that all staff members will be on the same
page in all aspects of the instruction.
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Putting It Together
The Lesson Plan/Cover Sheet
Reinforcement: Use information from reinforcer survey to
establish adequate reinforcement to ensure success on the
task. Consider establishing operations that affect the
power of the reinforcer. For example, if a favorite food is
used, the lack of that food before the delivery of the
reinforcer will increase its reinforcing value.
Schedule of Reinforcement: How much reinforcement will
be given and when.
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Putting It Together
The Lesson Plan/Cover Sheet
Program Steps : These are listed on the task analysis/data
sheet.
Error Correction: Explain any exceptions to Stop. Backstep.
Prompt. Also consider increased reinforcement, pre-
correction/pre-rehearsal or additional practice outside the
chain at another time, branching or further refining the
task analysis, and
Chaining type: Forward, backward, or Total Task
Criteria for Moving to Next Step: How many times should
the student perform the independently before instruction
moves to the next step.
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Putting It Together
The Lesson Plan/Cover Sheet
Materials Needed: List any materials that need to be
available before instruction begins.
Prompt Fading Procedure: Determine if you will use a least
to most prompt fading procedure or time delay. If using
time delay be sure to state the prompt that will used when
the time delay is up (controlling prompt). List prompts that
may be used in teaching this skill on the task analysis/data
sheet. Give a higher value to prompts where strongerguidance is given by the teacher and a lesser value to
those in which the assistance is milder. Independent
performance receives a 0 score.
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Putting It Together
The Lesson Plan/Cover Sheet
Instructional / Cue /Discriminative Stimulus: Determine the cue that
signals the beginning of the chain of behaviors. It could be a teacher
cue, time to line up, or the ringing of the recess bell.
Generalization, Stimulus Factors: Have the student perform the skill in
other settings and with other people. Consider using multiple
examples of stimuli. For example, when teaching hand washing, have
the student practice with different faucets and different ways of dryinghands.
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Putting It Together
The Lesson Plan/Cover Sheet
Generalization, Response Factors: Think of the variety of responses
that are reasonable for this skill. For example, a student may write
with a pen, pencil, chalk, and marker.
Student Response: Student response for each step as listed on the
Task Analysis/Data Collection sheet.
Special Considerations: List anything that might affect the
performance of the program or that all the staff may need to know.
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Step 7
Problem Solving
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Step 7: Use data for Problem
Solving
Branchingadding more steps to the
task analysis Increased Reinforcement
Increased Prompting
Practice Outside the Chain
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Aim Line
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Extra Practice
Increases success
Reduces the need for assistance
Reduces anxiety
Examples
When working on buttoning, put buttons through
a slit in a tennis ballWhen working on going through cafeteria line,
practice typing lunch number on keypad