Welcome to Week 2 of Functional Curriculum: SPED 534

• Updates to Wiki SPED 534-– Presentations– Assignments (Templates & Articles)– All links should be working, please let me know if

they are not– Article Review #1 Due October 12th Next Week,

Articles posted Remember in Assignments Section

Article Reviews• Look at the rubric to ensure high probability of doing well.• Make sure you complete each section with complete

sentences. – Do not include Yes or No in your answer.– Write that “the author did or did not……”

• Be concise, but make sure that you answer the question well. • If you feel like the author did not explain something well, tell

me what would have been helpful to know.• Remember that they usually have limited space which editors

make even more limited!• Most articles have an email address for correspondence with

the author, use this for topics/tools you are interested in– People do email the authors & authors do respond!

Treatment fidelity/integrity

• How the author(s) measured the degree to which the intervention was implemented the way it was designed.

• Examples: Checklist of steps conducted in an intervention, an observer recording the presence of the intervention

• Not to be confused with inter-rater reliability or agreement (IOA)- this is having 2 observers record the dependent variables (outcomes, behaviors)

APA format for citations of Journal Articles

Author Last Name, First Initial. Second Initial., & 2nd Author Last Name, First Initial. Second Initial. (Year). Title of article with only the first word capitalized unless followed by colon: Then next word capitalized. Name of Journal Italicized & All Major Words Capitalized, Volume # Italicized, page #s.

Loman, S.L., Rodriguez, B.J., & Horner, R.H. (2010).

Sustainability of a targeted intervention package: First step to success in Oregon. Journal of Emotional and Behavioral Disorders, 18(3), 178-191.

Systematic Instruction: Guiding Principles

• These principles guide educators in developing instructional plans that have the greatest likelihood of student learning:

1. Teaching meaningful and functional skills,2. Facilitating attention to relevant stimuli,3. Providing frequent opportunities to respond4. Providing a positive learning environmentHalle et al., 2004

Teaching ApplicationsStimulus Control

Prompting

Fading

Shaping

Chaining

Teaching is… Teaching is the process of arranging

instructional stimuli that result in behavior change for the learner.

Teaching requires the establishment of a learning context.

Teaching requires behavior change on the part of the learner.

Teaching students to respond to specific stimuli is a teacher’s basic job.

Basic elements of behavior analysis

Behavior (response) Antecedent (antecedent stimuli) Consequence Setting event

These describe the behavior within an environmental context Summary statement or testable hypothesis

Nine Principles of Human Behavior Stimulus Control Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment Extinction Transfer Generalization Maintenance

Stimulus Control

Stimulus control refers to change in the likelihood of a response when a stimulus is presented. The stimulus is a signal that if the response

is performed, a predictable outcome (consequence) is likely.

If a person responds one way in the presence of a stimulus and another in its absence, than that stimulus is said to “control” behavior.

A traffic light is an example

Stimulus Control Terms Stimulus: Any event, action or object

perceptible to the senses. Discriminative Stimulus (Sd):

Any stimulus that signals that a specific response is more likely to be followed by a reinforcer (S+) or punisher (S-).

Delta Stimulus (S ): Any stimulus that signals that a specific response is

unlikely to be followed by a reinforcer.

Sd or (S-delta): ?? A baby learns that saying “mama” is:

(a) reinforced in the presence of the adult with glasses and curly hair &

(b) usually results in the disappearance of the adult with a beard.

For the Response, “Mama” Sd= __? S-delta= ___?

Identify the Discriminative Stimulus (Sd) 1st grader says “went” in the presence of a

flashcard with the letters W-E-N-T, which results in teacher praise.

1st grader says “went” in the presence of the letters C-A-M-E, which does not result in teacher praise.

Why is stimulus control important?For each example define a response and its controlling stimulus

Reading Math Social initiations Joining a playground game Getting help from an adult Getting a cookie at snack Following the instruction to “line up”

Discrimination Learning Discrimination based on relatively informal or imprecise

patterns of reinforcement usually develops slowly and is often imperfect. Ex. Babies calling all men with beard “daddy”

Student says went when sees “w-a-n-t” or “w-e-t” Stipulation

Importance of teaching range of positive and negative examples.

Salient features of stimulus should be emphasized Often times students learn based on some other feature than

what wanting them to focus on Ex. Student says the word “went” because that flashcard has a

smudge on it, or the word “came” because it starts with a C.

How to develop stimulus control(Note what you ADD to the natural context)

Begin by pretest, then defining (a) the new response[R], (b) the stimulus that should control the response[S1], and (c) the natural reward [Sr+].

Pretest to document absence of Sd R Present the stimulus (S1) Prompt the new response (R) Deliver a reward (Sr+) + extra reward Withhold the reward when either

R1 occurs when S1 has not be presented, or R1 does not occur when S1 is presented.

Stimulus control and teaching For any skill, teach a) what, b) when, c)

why. What = the new response (skill) When = the stimulus that signals when to

perform the new response Why = what is the likely consequence

(reward)

Examples: Target Response/Discriminative Stimulus

T ---> /t/ ( b --> /b/, /d/ ) ---> “triangle” ( ) Child cries --> parent picks up and

comforts Smile --> social initiation Student raises hand -> teacher calls on

student

Building Stimulus Control Teach saying “thank you” when

someone gives you something. Test to determine if skill exists Identify “pre-requisites” Define “natural” behavioral elements

receive --> “thank you” --> “you’re welcome” What do you add to teach

Add prompt (“say thank you”) Add reward (“excellent job saying thank you”)

Multiple opportunities to practice (fade extras)

Test to determine if skill is learned

Teaching and Stimulus Control

Define the naturally occurring pattern Setting Event -> Stimulus -> Response -> Consequence

Define what you will “add” to assist learning.

Setting Event -> Stimulus -> Response -> Consequence Prompt Extra Reward or Correction

Teaching and Stimulus Control: Examples Setting Event -> Stimulus -> Response->

Consequence

None -> “car” -> /car/ -> info from reading

What do you add?

ConsequencesSetting Event -> Stimulus -> Response -> Consequence (Contingency)

Consequences follow a target response Contingent consequences are delivered

only after the target response occurs. Consequences affect the future likelihood

of the response. Rewarding consequences increase the

likelihood of the target response. Aversive consequences decrease the likelihood

of the target response.

Consequences

There are 5 major classes of consequences

Positive reinforcement Negative reinforcement Positive punishment Negative punishment Extinction

To determine the type/class of consequence: Examine the effect on future occurrence of

the behavior (increase or decrease?) Examine the action involved in the

consequence (give/remove/withhold)

Consequences

Action Effect on Future Occurrence of Behavior INCREASES (+) DECREASES (-) Give (+)

Positive Reinforcement

Positive Punishment

Remove (-)

Negative Reinforcement

Negative Punishment

Withhold

Extinction

ConsequencesExamples (target response is underlined)

Over time Jim (age 9) has become less likely to push his way to the front of the line during recess since the teachers took away recess time for each instance of pushing.

Elaine volunteered answers in class when the teacher asked for volunteers, but about 25% of the time she would be wrong, and the teacher would scowl and tell her she was wrong. She now volunteers less often.

ConsequencesExamples (target response is underlined)

• Over time, Darin (age 5) has become more likely to line up when given the instruction “time to line up” as a result of contingent praise from Ms. Dawson when he lines up.

• Darin screamed, and Ms. Dawson said “Darin you be quiet.” He immediately stopped screaming and smiled. Over time, however, his rate of screaming in class has increased.

ConsequencesExamples (target response is underlined)

• Over time Ellen’s talking out in class decreased during instructional presentations as a result of everyone ignoring her talk-outs (previously she received a lot of peer attention).

• Over time Ellen has become more on task during independent seat work periods since Mr. Evan’s started giving out “Worker Rewards” for students who were on-task.

ConsequencesExamples (target response is underlined)

• Over time Jim (age 9) has become less likely to push his way to the front of the line during recess since the teachers took away recess time for each instance of pushing.

• Elaine volunteered answers in class when the teacher asked for volunteers, but about 25% of the time she would be wrong, and the teacher would scowl and tell her she was wrong. She now volunteers less often.

ConsequencesExamples (target response is underlined)

• Over time Elaine was more likely to scream when given a math assignment as a result of the assignment being removed as soon as she screamed.

• Tyron became more likely to become quiet, look down and whimper when other children would talk to him as a result of other children leaving him alone when he engaged in these behaviors.

ConsequencesExamples (target response is underlined)

• Gwen’s attendance at choir has decreased as a result of Ms. Emerson’s repeated congratulations on Gwen’s “wonderful voice.”

• Eric (age 8) has become more likely to tease and taunt Angelissa even though Angelissa consistently hits or yells at Eric when he teases her.

Teaching New Behaviors can be Thought of as Developing Stimulus Control

Errorless Learning Prompts and Cues Response Shaping Chaining

Effective Instruction of New Behaviors

Effective Instruction:We Must Determine the Nature of the Problem

1 Behavior not in repertoire of student-SKILL DEFICIT Teach HOW

2 Student can do behavior but does not -PERFORANCE DEFICIT teach WHEN & WHY

Does the student not know how or do they know how but choose not to?

Focus

Discrimination Learning Discrimination based on relatively informal or imprecise

patterns of reinforcement usually develops slowly and is often imperfect. Ex. Babies calling all men with beard “daddy”

Student says went when sees “w-a-n-t” or “w-e-t” Stipulation

Importance of teaching range of positive and negative examples.

Salient features of stimulus should be emphasized Often times students learn based on some other feature than

what wanting them to focus on Ex. Student says the word “went” because that flashcard has a

smudge on it, or the word “came” because it starts with a C.

Using prompts to preclude a student from

making an incorrect response

when students are not learning effectively and efficiently with other procedures

1 effective 2 positive teacher/student interaction3 fewer inappropriate social behaviors4 students learn little from repeated errors

SUCCESS BEGETS SUCCESS AND FAILURE BEGETS FAILURE

Use

Rationale

Definition

Errorless learning

Errorless learning Train discrimination without errors

(shaping stimulus control) Refined form of decreasing prompts

Alterations of features of the stimulus (Sd) OR Stimulus property

Student’s name on white card other student’s name on black card.

Card gradually darkened. No incorrect choices and discriminated on

relevant stimulus properties.

Error Correction When errors occur, correct immediately

with minimal feedback

Provide a second opportunity to respond correctly

Reinforce (reward) immediately!

Must be explicit / specific.

Teaching Applications: PromptsDefined:

Any antecedent stimulus ADDED to the presentation that increases the likelihood of correct responding.

Examples:Verbal, gesture, physical, embedded (visual,

auditory) ModelingPrecorrection

Types of Prompts Verbal Prompts

Rules: “Nouns are a person, place, or thing” Instructions—when specific Hints

Visual Pictures, examples of correct answers, number lines,

multiplication charts, visual schedules, diagram of steps, scripts

Modeling Physical Prompting/ Guidance

Partial, Full

Prompts increase teaching efficiency Use extra cues to increase number of

correct responses

Increased Responses= Increased Reinforcement= Increased Speed of Learning Behavior

What makes a good prompt? Increases likelihood of correct responding Focuses attention on relevant features of task (Sd) Ease of delivery Ease of removal across trials Good prompts are determined by the demands of the

task AND the presenting skills of the learner. As weak as possible (least intrusive) Should be faded as rapidly as possible

1) Select the least intrusive, effective

prompt 2) Combine prompts if necessary 3) select natural prompts and those related

to the behavior 4) Provide only after students are attending 5) Provide in a supportive, instructive

manner before response 6) Fade as soon as possible 7) Plan fading procedures beforehand

Guidelines for Selecting Prompts

Prompt Examples:What prompts might be useful? Natural Sd Target Behavior Consequence (Prompt)

Teaching cursive writing Teaching swallowing Teaching Carl how to ask to enter a wall ball game. Teaching Emily to move from one task to another

without help. Teaching Phil to wait at snack without grabbing food.

Fading

Defined: Stimulus Fading The gradual reduction or removal of a prompt. Fading is a process for transferring stimulus control.

As soon as you decide to use reinforcement you need to begin planning how to get rid of it -- fading

Examples: Change in physical features (dashed lines) Change in specificity of verbal prompts (“pick up the

screwdriver”…to… “what’s next”) Time delay (“Prompt+Sd”….to… “Prompt….Sd”)

Establishing Stimulus Control Time delay:

begin with a prompt that works and then increase the DELAY between presentation of the target stimulus and the added prompt fixed Progressive

Sd +Prompt response Sd ….Prompt response Sd ….response

Fading Prompts Increasing Assistance (Least-to-Most Prompts)—start with

least intrusive and add more intrusive if necessary.

Graduated Guidance (Hand-over-hand, physical guidance)—reducing full guidance to “shadowing”.

Time Delay—wait several seconds before prompting to allow student to respond.

Decreasing Assistance (Most-to-Least Prompts)—move to less intrusive prompt when behavior occurs reliably

How would you fade these prompts? Verbal prompt “move it to the tens” during two digit

addition to prompt carrying. Verbal prompt “ask nicely” when prompting Elsie to

ask for toys/food, etc. Physical prompt “touch on arm” as student points to

communication board. Gesture prompt, pointing to the correct color when

asked to touch “yellow, etc” Embedded prompt, dashed lines for writing

Teaching Applications:Shaping Defined

Teaching new behaviors through differential reinforcement of successive approximations of correct responding.

Differential reinforcement for shaping means that responses that meet a certain criterion are reinforced, while those that do not meet the criterion are not.

The Sd and reward are constant. What changes is the rule for delivering the reward. The goal is to improve the precision of the new skill.

Response Shaping 1. Behavior is present, but not fluent in the

presence of the “signal” 2. Focus on CONSEQUENCES

-requires powerful reinforcers-use differential reinforcement

3. Systematic reinforcement of successive approximations toward the target

behavior-specify dimensions of the target/goal

behavior-reinforce slight improvements/changes-takes time-avoid practicing errors

Establishing Stimulus Control: Teaching New BehaviorsShaping:

Students learn new things when a teacher “shapes” an existing response into the desired behavior.

Advantages of shaping: faster than waiting for a correct response learner succeeds at a high rate still kind of slow because you are waiting for the

learner

Designing Successful Shaping Programs Identify the terminal behavior (end result) Identify the initial behavior Identify intermediate behaviors Determine the size of steps toward the

goal Reinforce successive approximations of

the behavior Monitor progress

Example student accessing a switch

Shaping Example Problem behavior: Students are off-task about

80% of the time when working with a partner. Off-topic conversation occurs and work is not completed.

Define the terminal behavior.

Define the initial behavior.

What will our “successive approximations” be?

Shaping:How would you use shaping to.. Develop skill of saying “thank you” (in different

ways) to peers.

Develop skill of reading third grade material at 150 words correct per minute.

Develop ability of a pre-schooler to stay in morning circle for 10 min without screaming

Chaining A procedure to teach complex skills.

Reinforce combinations of simple behaviors so they become an integrated, whole.

Based on “task analysis” logic

Requires a “task” that is organized into a sequence of “responses.” Each of the responses serves as a “link” in “chain of behavior”

Main idea The reward at the end of a chain will maintain all the other

responses in the chain. The goal is to teach that each step has an Sd-> R. Each R generates a new Sd until the final step which ends with a Sr+ (reward).

Two approaches Forward chaining Backward chaining

Forward Chaining1. Student does FIRST STEP, teacher does

the rest of chain.2. Keep adding steps until student

completes entire chain.3. Reinforce student for completing the

desired number of steps requested by the teacher.

4. Useful when prompting is difficult.

Backward Chaining1. Teacher does all but last step, student

completes LAST STEP.2. Keep adding steps until student

completes entire chain3. Reinforce student for completing the

desired number steps requested bythe teacher.

4. Often used with functional skills5. Student can perform steps with prompts.

““Holding a student responsible for assigned material is not teaching, even though it is a large part of modern school and university practice.”

B.F. Skinner, 1968

Effective Instruction

Understanding the Stages of Learning Acquisition

(build initial stimulus control) Fluency

(develop speed, accuracy) Maintenance

(durability of skill across time) Generalization

(performance of behavior under appropriate, non-trained conditions)

Stages of Learning Acquisition: new at task, instruction

crucial, student not accurate

Fluency: accurate and increase in speed

Maintenance: skills retained over time

Generalization: skill in new contexts (discriminate)

Adaptation: modify skill for new situation

Acquisition Teaching discriminations

Positive examples Maximally different negative example Minimally different negative example Positive examples

Teach what to do, and when to do it. The behavior The signal (discriminative stimulus)

Prompting, fading, shaping, rewarding

Learner characteristics at acquisition stage Student performs none or up to about half

of the task May need to cue or prompt initiation May need a low-error prompt system Possibly break skill down into smaller

components Give frequent positive feedback

Fluency Improved rate of responding But fluency is more than just rate

Fluid motions Absence of pausing Speed in decision-making Rhythmic

Build fluency through practice Math facts, chromatic scale, second language Fluency is an index of the power of stimulus

control that has been established.

Fluent learner characteristics Student performs more than half of the task Add realistic speed and quality criteria Add to skill to make it more functional (e.g.,

monitors speed & quality) Enrich skill with communication choice, or social

behaviors Drop all intrusive requests Fade intrusive prompt Shift attention to natural cues and prompts Thin out reinforcement Shift to natural reinforcement

Maintenance Stability of responding over time Variables that affect maintenance

Building fluency with initial instruction (level of stimulus control

Regular opportunity to perform On-going access to contingent rewards

(reinforcement) Access to competing alternative behaviors that are

contingently reinforced.

Learners at the maintenance stage Student performs more than half of the task “Schedule it” and expect student to perform Add to the skill to make it more functional (e.g.,

initiates, prepares) Enrich skill with communication, choice, social

behaviors Drop all intrusive requests Fade intrusive prompts Shift attention to natural cues Thin out reinforcement Shift to natural reinforcement

Generalization

Defined: Target behavior is performed under

conditions beyond those used during instruction.

Generalization can be desired (e.g. “greeting skills”) or undesired (saying /b/ in the presence of “d”).

Build generalized skills through selection and sequencing of teaching examples

Characteristics of learners at the generalization stage Student performs more than half of the task Vary settings Vary instructors, supervisors, others Vary materials Vary conditions and teach problem solving Enrich skill with communication, choice Drop all intrusive requests Fade intrusive prompt, reinforcement Shift attention to natural cues & natural

reinforcement

Stages of Learning

0102030405060708090

100

0 10 20 30

Trials

Per

cen

t C

orr

ect

Acquisition

Fluency

MaintenanceGeneralization

Adaptation

Review 4 basic elements of behavior

Response, Antecedent stimulus, Consequence, Setting Event

9 principles of behavior Stimulus control, Positive reinforcement, Negative

reinforcement, Positive punishment, Negative punishment, Transfer, Generalization, Maintenance

Applications to teaching Prompting, Fading, Shaping, Task Analysis, Design

of Instruction, Instructional objectives, Behavioral objectives.

Examples Teaching reading in second grade

Objective: Hailey will read at 100 words correct per min with the Open Court text.

Acquisition: Fluency: Maintenance: Generalization:

Example

Decrease problem behavior Objective: Mikai will not hit, kick or bite

others on the playground. Mikai will play cooperatively with others on

the playground without hitting, kicking, or biting for 5 consecutive days.

Acquisition: Fluency: Maintenance: Generalization:

Instructional Activities (acquisition) Direct instruction

Systematic teaching of target skills: reading, math, social-behavioral skills

MODEL LEAD TEST

direct instruction (“little di”): Steps

Gain attention … ”Everyone eyes on me.” Review previous material to:

Check for understanding to ensure students rememberHow previous material is relevant to new material

State goal State Expectations Positively

New content in small steps Explicit Instruction, range of examples, logical sequence)

ModelDemonstration of the skill

Lead Prompted (guided) practiceUnprompted practice

Test Independent practice

Instructional Concepts State expectations positively Explicit instruction Range of examples Logical sequencing

Instructional Concept #1

State Expectations Positively

Teach them what you do want them to do

Ineffective Instruction

• Sets the occasion for student failure

Teaching Behaviors

No elbowing others

No kicking No hitting No pinching No biting No scratching Etc. . .

2+2 is not 1 2+2 is not 2 2+2 is not 3 2+2 is not 5 2+2 is not 6 2+2 is not 7 Etc. . .

Behavior: Peer Relations

Academic Skill:Addition

Teaching Behaviors

Hands and feet to self or

Respect others

2+2 = 4

Behavior: Peer Relations

Academic Skill: Addition

Instructional Concept #2

Explicit Instruction

Be Direct

What is the Best Way to Facilitate Academic Success?

? Teaching - teacher structures a lesson, models skills, and leads students through practice or key skills.

? Facilitate - teachers sets up activities wherein students discover key skills.

? Support - teachers simply oversee students and offer support for whatever they do.

Should we teach, facilitate, or just support?

Explicit Instruction

Direct Comparison Meta-AnalysisFavor explicit instruction 87.3 %Tie 0.6 %Favor other methods12.1 %

Students of all ages and abilities Academic and social behaviors Especially effective with low performers Very successful with disadvantaged

students

Large-Scale Research and Meta Analyses

Instructional Concept #3

Range of Examples

Show all the possibilities

Effective Instruction

Effective example selection and sequencing

Task analysis Facilitate success Delivered at the level of the student

Effective instruction is:

INEFFECTIVE INSTRUCTION INEFFECTIVE MODELS

INEFFECTIVE PRACTICE -

TESTING OUTCOMES -

Walk on green Walk on green Don’t walk on red

Walk on green Don’t walk on red

Green light =WalkYES

NO LIGHT =?

= ?

FAILURE

Instructional Concept #4

Logical Sequencing

Juxtapose positive and negative examples

INEFFECTIVE INSTRUCTIONINEFFECTIVE MODELS

INEFFECTIVE PRACTICE

-

TESTING OUTCOMES

-

FAILURE

= osh = osh= osh

= osh = osh

Osh = ?

Instructional Sequence

Presentation - tell and model Recitation - student Q & A Individual Work - with teacher feedback

-make sure students get it Group work

-activities, experiments, etc.-chance to discover application to real

world Test

- Make sure they have skill fluency

Instructional Sequence

Model: Structured, Clear Be direct with multiple examples & non-examples

Lead: High levels of opportunities to respond (OTR), success Individual Work - with clear teacher feedback

-make sure students get it Group work

-activities, experiments, etc.-chance to discover application to real

world Test

- Make sure they have skill fluency

Instructional Methods Students with intellectual disabilities learn

best when instructional methods are explicit, systematic, and derived from empirical research such as the following practices (Heward, 2003)

Heward, 2003 Assess each student’s present levels of

performance to help identify and prioritize most important instructional targets.

Define and task-analyze the new knowledge or skills to be learned

Design instructional methods and activities so the student has frequent opportunities for active student response in the form of guided and independent practice

Use mediated scaffolding (provide and then fade prompts so student can respond to natural occurring stimuli)

Heward, 2003 continued Provide systematic consequences for student

performance in the form of contingent reinforcement, instructional feedback, and error correction.

Incorporate fluency-building activities into lessons Incorporate strategies for promoting

generalization and maintenance of newly learned skills

Conduct direct and frequent measurements of student performance, and use those data to instructional decisions.

Specialized Teaching Strategies Visual modality strategies

Visual supports, visual schedules, activity boards, rule scripts, video modeling,

Task analysis & chaining Forward, backward, interrupted

Discrete teaching trials Prompting systems, time-delay, Antecedent & Consequence strategies

Functional Communication Training Carr, E.G., & Durand, V.M. (1985).

Reducing behavior problems through functional communication training. Journal of Applied Behavior Analysis, 18(2), 111-126.

TEACCH

Treatment and Education of Autistic and Communication related handicapped CHildren-http://www.teacch.com/

-Established in the early 1970s by Eric Schopler

-Structured Teaching Model -Physical organization, scheduling, visual (picture and color) approach, use of reinforcement strategies

Discrete Trial Training (DTT) Strategy based on ABA principles Breaking skills down into smaller

components and teaching those smaller sub-skills individually

Mass Trials and Repeated Practice Use of prompting when necessaryLeaf, R., & McEachin, J. (1999). A Work In Progress. New York, New York: DRL Books

Green, G., Luce, S., & Maurice, C. (1996). Behavioral Intervention for Young Children with Autism: A Manual for

Parents and Professionals. Austin, Texas: Pro-Ed.Smith, T. (2001). Discrete Trial Training in the Treatment of Autism. Focus on Autism and

Other Developmental Disabilities, 16(2), 86-92.

“Discrete Trial” 1. Initial Instruction (“Touch your nose”)2. A prompt or cue given by the teacher to

help the child respond correctly (Teacher points to child’s nose)

3. A response given by the child (Child touches nose)

4. An appropriate consequence (“Nice job touching your nose” + sticker)

5. Pause between consecutive trials (1-5 seconds before next trial)

Pivotal Response Training & Verbal Behavior Approach “How to Teach Pivotal Behaviors to

Children with Autism: A Training Manual” http://www.users.qwest.net/~tbharris/prt.htm

Barbera, M. & Rasmussen, T. (2007). The Verbal Behavior Approach: How to Teach Children with Autism and Related Disorders. Philadelphia, PA: Kingsley Publishing.

Discrete Trial TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

DTT T provides instructional cue (prompting may be needed)

Student Responds

Teacher praises and give child a positive reinforcer

There is a pause

EX 1. Student indicates interest in chips

2. Teacher says “Give me a car”

Student gives car to teacher

Teacher praises student and gives student a chip

Student eats chip and teacher waits a few seconds before next cue

Discrete Trial Training Video http://www.youtube.com/watch?v=2afb4i7L

MJc

Pivotal Response TrainingCue(opportunity to respond)

Response/Behavior

Consequence Pause

PRT 1. S indicates interest

2. Teacher withholds access to desired item/activity

Student Responds

S gets desired item

There is a pause

EX 1. Student reaches for car.

2. Teacher withholds and says, “Car”

Student imitates the word car.

Teacher gives student access to car

Student plays with car

Video Examples http://www.asatonline.org/intervention/video

s.htm Picture Exchange Communication System

(PECS)◦ Six Phases

http://www.youtube.com/watch?v=ZP48lxnNdHM

http://www.youtube.com/watch?v=tr3lQXNEcps&feature=related

http://www.youtube.com/watch?v=ZrELOVWnp28&feature=related

Picture Exchange Communication System (PECS) Frost, L. A. & Bondy, A.S. (1994). The Picture

exchange communication system: Training manual. Cherry Hill, NJ: Pyramid Educational Consultants.