Danielle Rosa Project 6 Introduction: When teaching a student a new skill it is important for the directions are clear

and understandable. This information must be easy to understand for the student and all persons working with the student. It is important for to have a meeting to discuss and review the instruction information so everyone is on the same page and understands the instructional process as well as recording the data. This project is an example of an instructional program for hand washing. Brief Review of the Literature: Aykut, C. (2012). Effectiveness and efficiency of constant-time delay and most-toleast prompt procedures in teaching daily living skills to children with intellectual disabilities. Educational Sciences: Theory & Practice, 12(1), 366373. This study provides support for the instructional strategy that I am using with my student because it discusses the effectiveness of most-to-least prompting for daily living skills. According to this study most-to-least prompting has a shorter instructional time, with fewer errors, and retention of the skill. It is important for my student to retain the daily living skills he is being taught, since he will be using them for the rest of his life. Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13(3), 147-164. This study provides support for the instructional strategy that I am using with my student because it discussed the effectiveness of most-to-least prompting for students with developmental delays. My student is currently diagnosed with a developmental delay (he is being re-assessed to see if this is an accurate diagnosis), this article supports my decision to use most-to-least prompting, because of how effective it was in this study. McDonnell, J., & McFarland, S. (1998). A comparison of forward and concurrent chaining strategies in teaching laundromat skills to students with severe handicaps. Research in Developmental Disabilities, 9, 177-194. This study provides support for the instructional strategy that I am using with my students because I am using concurrent chaining in teaching both skills. The study found that concurrent chaining had better maintenance of the new skills, which reinforces my decision to use it in teaching my student the new skills. It is important for him to maintain the skills he is learning, so he can have independence. Vuran, S. (2008). Empowering leisure skills in adults with autism: An experimental

investigation through the most to least prompting procedure. International Journal of Special Education, 23(1), 174-181. This study provides support for the instructional strategy that I am using with my students because it discussed the effectiveness of most to least prompting when teaching new skills. Even thought shaping clay is not a daily living skill, this study shows that when my student will be learning a leisure skill, most to least prompting is a great method to use for teaching and maintaining the new skill. Yilmaz, I., Birkan, B., Konukman, F., & Yanardag, M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 45(3), 440-448. This study provides support for the instructional strategy that I am using with my student because it found most to least prompting an effective way of teaching new skills to individuals with disabilities. My student is currently swimming twice a week for sixty minutes. I can use this study for when we start teaching a new skill that involves swimming. All five of the studies support my decision to use most to least prompting and concurrent chaining. The articles found that most to least prompting worked well with teaching new skills to participants with low incidents disabilities. It also shows high rates of maintaining the new skill. When concurrent chaining was compared to forward chaining, it was found that both were successful, however concurrent chaining had a higher rate of maintain the new skill. Both concurrent chaining and most to least prompting were found to have shorter learning periods of the new skill. With having a short amount of time during the school year to teach MS new skills, it is important to use time wisely. Using methods that have a high success rate and a short learning time will allow the school to teach him more skills during the school year. Student Description: MS is in second grade. This is his first year in an inclusion school in a general education classroom. He transferred from a self-contained school and was in a selfcontained classroom. MS is diagnosed with CP and is currently being reassessed to see if he also has Autism. MS is nonverbal and uses a Touch Lite AAC device, sign language, gestures, and some verbal sounds to communicate. Rational: Hand washing was chosen because it is something he will have to do everyday to maintain his personal hygiene. We are currently working on him washing his hands after he uses the bathroom. Instructional Objective:

Behavioral Statement

The student will wash his hands with soap and water, and dry them with a towel. Conditions: MS will wash his hands when they are dirty.

Criterion: MS will be able to wash his hands with 100% accuracy 4 out of 5 trials. Initial Acquisition of Skill MS will independently wash his hands after using the bathroom with no errors 4 out of 5 trials. Fluency MS will independently wash his hands with 100% accuracy over 5 trials. He will reduce the time spent washing his hands from 3 minutes to 2 minutes. Generalization MS will independently wash his hands in three different settings with 100% accuracy with 1 trial in each setting. Each trial will occur weekly until he is able to do it accurately in each setting. Maintenance MS will independently wash his hands at any sink with 85% accuracy over 4 monthly trials. Method: Teach as concurrent chain with system of most to least prompts hierarchy. Method 1 Method 2 Turn water on, wet hands, and put liquid soap on hands. Than wash hands, turn water off, and dry hands. Stick hands under sink faucet, in front of automatic sensor. Put liquid soap on hands, wash and rinse hands by sticking them under faucet and in front of the automatic sensor. Dry hands.

Task Analysis: Date: Time: Environment: 1. Turn water on 2. Put soap on hands 3. Wet hands 4. Rub soap all over hands 5. Rinse hands 6. Turn water off 7. Grasp top of paper towel and pull down 8. Dry hands with paper towel 9. Throw away paper towel Prompts: Pphysical Mmodel DVdirect verbal IVindirect verbal Iindependent + - correctly performed - - incorrectly performed After 2 days at 100% accuracy move onto the next prompt. Program Format: This will be done in a total task presentation format. MS will be learning each step of the skill during each session.

System of Instructional Prompts: Most to least prompting will be the system of instructional prompts. This has been chosen because it is a great prompting system for acquiring new sills. We will start with the assistance the MS needs for each step and then fade to him doing each step independently. This can be seen on the data sheet. MS will be given a physical prompts first for some of the steps. MS must have completed the step for 2 days with 100% accuracy before moving on to the next level. MS must at least attempt each step in the skill being taught. Pphysical Mmodel DVdirect verbal IVindirect verbal Iindependent + - correctly performed - - incorrectly performed Instructional Setting and Schedule: MS will be washing his hands everyday after using the bathroom. He has schedule times throughout the day in which he is taken to use the bathroom and it is required that he at least try. He is to wash his hands after each bathroom use/attempt. There will be three people teaching MS how to wash his hands. They include his two special education teachers and his one on one paraprofessional. This has been chosen because at least one of the three is with MS during his bathroom time. The second adult during these times varies by the day and time. Instruction of the skill will occur in the bathrooms located in the nurses office and the resource room. Reinforcement Plan: MS will receive verbal praise for completing each step correctly in the skill. After the completion of the entire skill MS will receive a high five or a pound in addition to verbal praise. This is just one of the smaller skills MS is learning to do for the entire skill of using the bathroom. The big reward that MS works towards for the bathroom use skill is a sucker. Every time he uses the bathroom, is dry, pulls his own pants up and down, and washes his hands he receives a sticker on his chart. After 15 stickers he receives a sucker that he is allowed to eat at home. MS will be given verbal directions when he is performing a step incorrectly. If he does not self correct his mistake a physical prompt will be given for him to perform the step correctly. Generalization Plan: Once MS can mastered his hand washing skill in the bathrooms in the nurses office and the resource room, the settings in which he will be expected to perform this

task will include every sink in the school and home. His reinforcement plan will be faded down to only verbal praise, high fives and/or pounds. Data Collection: There will be a 5 second delay between each step. This is to allow MS time to process what is to come next, and give him a chance to begin the next step. When he completes the step over 2 days with 100% accuracy give less assistance. Data will be collected on his hand washing each time he does it during his allotted bathroom time. See chart under task analysis for how it will be charted. Results The data and graph is attached. The data shows once the intervention started, MS he was completing his new skill with 100% accuracy. When looking at the graph, there are dips in the data when there is a change in the prompt level. Between November 25 and December 3 the data shows drops in MSs accuracy. When he returned from the holiday break, MS had a hard time completing each step. The graph shows that with each following trial MS increased in his accuracy of completing the hand washing skill. By December 4, 2013, MS was back at completing the skill at 100% accuracy. Discussion On November 12, 2013 MS showed a drastic drop in his hand washing accuracy. This was due to an abscess by a tooth that was discovered by the school nurse at lunchtime. He went home early that day, and when he returned the next day he was taking medication to help the infection. This showed a huge improvement in his behavior and his accuracy with completing the new skill returned to 100% accuracy. When looking at the graphs one sees slight drop than rise again in in his accuracy. This occurs after there is a change in the prompt level. From November 25 to November 27, MS data shows variations in his accuracy. I believe this was due to the Thanksgiving holiday. This was a three-day school week filled with holiday activities each day, which disrupted his daily schedule. December 2 is when MS returned from the holiday break. I was expecting a drop in his accuracy due to the four days of no school. Looking at the graph one can see MS steadily increases to 100% accuracy after each trial. Next Instructional Steps MS has not reached completing each step in the skill at an independent level. I will continue teaching MS this skill until each step is at an independent level. Once this is reach and he has successfully completed the new skill with 100% accuracy for two days, I will begin generalizing the skill. The next room to complete his hand washing skill in would be he classroom sink.

I believe MS will be able to learn this skill and complete it independently. Once this skill is learned and generalized, the next step I would take would be him using the student bathrooms. He is currently using the bathroom in the nurses room, and resource room. There are four additional bathrooms MS can use in school. MS has shown frustration using the bathrooms his peers do not normally use. Observing this frustration, I believe the next skill to teach would be using the other bathrooms in the school. Lessons Learned There were three people collecting data for this project, MSs paraprofessional, MSs case manager, and myself. It was important for all of us to understand how to record the data to ensure that it is consistent and accurate. I was met with some resistance when describing how to record the data. The resistance was from his case manager. She felt it should be recorded a different way and would record her way. MSs paraprofessional was hesitant about recording data. This was because it is her first year being a paraprofessional and she has never recorded data before. Every day I had meeting with her about the data and would answer all of her questions about it. This included what would be considered correct and incorrect responses. After a week of data collection MSs paraprofessional felt more comfortable recording the information. This experience of having everyone on the same page for recording data is very important. If it is not consistent than one cannot be sure of the accuracy of the results. Reference List Aykut, C. (2012). Effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with intellectual disabilities. Educational Sciences: Theory & Practice, 12(1), 366-373. Batu, S., Ergenekon, Y., Erbas, D., & Akmanoglu, N. (2004). Teaching pedestrian skills to individuals with developmental disabilities. Journal of Behavioral Education, 13(3), 147-164. McDonnell, J., & McFarland, S. (1998). A comparison of forward and concurrent chaining strategies in teaching laundromat skills to students with severe handicaps. Research in Developmental Disabilities, 9, 177-194. Snell, M. E., & Brown, F. (2011). Instruction of students with severe disabilities. (7th ed.). Upper Saddle River, NJ: Pearson. Vuran, S. (2008). Empowering leisure skills in adults with autism: An experimental investigation through the most to least prompting procedure. International Journal of Special Education, 23(1), 174-181.

Yilmaz, I., Birkan, B., Konukman, F., & Yanardag, M. (2010). Effects of most to least prompting on teaching simple progression swimming skill for children with autism. Education and Training in Autism and Developmental Disabilities, 45(3), 440-448.