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By the end of the 2016/17 school year, using discrete trial training, Objects for actions
such as: a bell, toy car, flag, drum, or other manipulatives, and the prompt hierarchy from most
to least intrusive, AV will be able to imitate a single action, which is performed with an object,
with no prompting. AV will be able to imitate the action 6 out of 10 time during subsequent
trials.
Recommended evidence-based activity:
Instructional procedures to be used:
1.
Student will sit at one end of the table (An additional adult assistant or special chair
may be needed to keep the child in their seat).
2.
The teacher will sit at the table across from the student and gain the students
attention.
3.
The teacher will place 2 of the same objects on the table one in front of the student
and one in front of the teacher.
4.
The teacher will instruct do this while simultaneously modeling an action with one
object. (for example a teacher would say do this while placing a block in a bucket)
5.
The teacher will prompt the child to perform the action with the students object.
6.
The teacher will then reinforce the response.
7.
The teacher will perform the trial again (steps 2-6) fading prompts and reinforcing
responses differentially
8.
Eventually the teacher will only reinforce correct, un-prompted responses.
9.
When appropriate the teacher will complete steps 2-6 with a different item.
Prompting & Fading of Prompts:
If the student cannot complete the action independently the teacher will use an
appropriate prompt. As the student becomes increasingly independent the teacher will fade the
prompts. The teacher will start with a more intrusive prompt such as a partial physical prompt
and move to less intrusive prompts such as a touch prompt until the student can complete the
task independently.
Reinforcement:
a. Types of reinforcement delivered: Reinforcements would include the students favorite snack
(fruit snacks, cereal, other food item), the student is allowed to play with a favorite toy for 30
seconds, and verbal reinforcement such as good job or other affirming words.
b. Initial schedule of reinforcement: The student will receive a reinforcement after every
completed trial.
c. Fading of reinforcement: As the student becomes more independent the student will receive
less reinforcement.
1. After the first schedule of reinforcement the student will only receive reinforcement for trials
completed with a lower level of prompting then the initial prompt.
2. After the student is at the lowest level of prompting the student will receive reinforcement
after every correct trial with the lowest level of prompting.
3. Next the student will only receive reinforcement for completely independent trials.
4. After this the student will only receive reinforcement after every other independent trial.
5. Lastly the student will only receive reinforcement after the fourth correct trial.
Reinforcement:
a. Types of reinforcement delivered: Student will be given the item that they chose. If it
is a food item the student will be able to eat it, if it is a toy the student will be allowed
to play with the toy for 30 seconds. When the student points to an item correctly the
teacher will verbally reinforce the child.
b. Initial schedule of reinforcement: The teacher will verbally reinforce the student
every time the student points to an item.
c. Fading of reinforcement: As the student becomes more independent the teacher will
give less verbal praise. When the student has completed the task independently
multiple times the teacher will stop all verbal praise and the student will only receive
the item that they have pointed to.
Generalization Procedures:
1. When at home a parent or guardian will hold out 2 items and will say Do you want
a_________ or a _________? when the student points to the item the parent or guardian
will immediately give the child the item.
2. In a universal pre-k classroom a teacher could hold out two Picture Exchange
Communication cards of two desired items say Do you want a_________ or a
_________? When the child points to the desired card the teacher could immediately
give the child that item.
3. This could also be used in community and other family settings.
Measurement of progress to the goal: Progress will be monitored
through teacher observation and with data collection forms.
Child is placed in a situation where he/she needs help. The child is taught
how to properly ask for help. Help is given when the child correctly asks.
Adult to Child:
Adult places the child in a situation where the child needs help
Adult will teach child how to get the adults attention using a physical gesture
such as raising her hand.
Teacher waits and watches until the child requests help.
Teacher selects activities that the child will be attentive to
Teacher prompts the student.
The student can ask the teacher to open a food or drink at lunch time
The student can request help fixing a computer that is unplugged.
Child to Peer:
The child indicates that they need help by raising her hand, pointing to
herself or by using other physical gestures.
The child responds to situations and uses hand gestures and head movement
to indicate needs.
Other Strategies:
An older student can help Anastasia when she raises her hand or makes a
help gesture
AV can hold up a card with the word help on it
Measurement of progress to the goal:
The teacher will collect data through informal observations. The teacher will use both
antidotal recording and check lists to track the students progress. The teacher will record how
many times the student asked for help using an appropriate gesture.
two students cooperatively building a block tower on one mat. Chose two
colors of blocks and place them in a bin.
Adult to Child:
The adult will prompt the students to take turns stacking their blocks on top
of each other. The adult prompts the first student to place a block on the mat
while prompting the other student to wait. The teacher will then prompt the
first child to wait while prompting the second child to stack his item. The task
is continued until each child can take turns stacking blocks independently.
Child Peer:
The child must share blocks and take turns stacking blocks. The student
must be able to wait for the peer to take his/her turn.
Other Strategies:
Other simple strategies include: Playing catch, taking turns using a music
playing device at a listening center, and a child blows bubbles and then
hands the bubble mixture and wand to his or her partner, the activity
continues until the pre-determined end of the activity. The student could take
turns with a typically developing peer.
Measurement of progress to the goal:
The teacher will collect data through observations. The teacher will use both antidotal
recording and check lists to track the students progress.
repeat this and then eventually push the item towards the child and prompt
the child to imitate the displeased look that the teacher has been making.
Child to Peer:
Child would be paired with a typically developing peer. The peer would
demonstrate blowing bubbles. The child would be given a matching set of
bubble mixture and watch the peer attempting to imitate the peers action.
Other Strategies:
Use scaffolding build on what the child is already able to do.
Shape inappropriate behaviors into desired responses or actions.
Use another meaningful activity that involves mimicking facial features or
sounds
Play videos that prompt the child to imitate actions or sounds (what does a
______ say videos)
Measurement of progress toward the goal:
The teacher will collect data using observations and by keeping
anecdotal records.