Prompt Hierarchy
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The prompt hierarchy is an evidence-based method for systematically teaching students independence through the use of varying levels of assistance or prompts from least to most restrictive. The levels include natural/environmental cues, positioning, gestures, objects, visuals, indirect verbal hints, direct verbal instructions, partial physical guidance, and full physical assistance. The goal is to begin at the level where a student can be successful and fade supports until they can complete tasks independently through natural cues in the environment.
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A quick powerpoint to teaching independance to those with autism through monitoring of prompting levels.
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A prompt is a stimulus used to elicit a desired response when the discriminative stimulus alone fails. Prompts are not discriminative stimuli but are designed to temporarily help bring behavior under the control of the SD. Prompted responses should be reinforced. Common prompt types include physical, gestural, model, and verbal prompts. Procedures at the KAC clinic typically use least-to-most prompting strategies and involve fading prompts over time to prevent prompt dependence and ensure the SD controls responding.
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Prompting Presentation with Questions
A prompt is a stimulus used to elicit a desired response when the regular discriminative stimulus fails. Prompts are not themselves discriminative stimuli. Prompts are used to quickly bring about the desired behavior rather than slowly shaping it. There are several types of prompts including physical, gestural, verbal, and modeling prompts. At the KAC, procedures typically use least-to-most prompting to prevent prompt dependence, gradually fading prompts to put the response under control of the discriminative stimulus alone. Prompted responses should be reinforced to strengthen the behavior.
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This document outlines steps for implementing prompts to help students with skills. It begins by defining prompts as cues added to elicit correct responses. There are stimulus and response prompts. The steps are: 1) identify the target skill; 2) identify the target stimulus; 3) select cues or directions; 4) determine the prompting hierarchy levels; and 5) select prompt types. Prompts should be faded gradually to avoid prompt dependence by increasing time before prompts or reducing prompt intensity. Various prompting procedures are described, including least-to-most, most-to-least, graduated guidance, and time delay.
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This document discusses using video feedback to enhance student learning and progress. It emphasizes treating all students as if they will achieve at the highest levels given support and time. Video feedback should focus on students, correct their work, and challenge or enhance fundamental concepts. Creating quality video feedback requires focusing feedback on a specific part of student work, correcting mistakes, and extending understanding of important concepts. The document also discusses common critiques of marking and feedback as well as myths surrounding teacher accountability.
Module 4. use a continuum of strategies to acknowledge appropriate behavior
All students complete assignments 1 to 3 with 75% accuracy by lunch time
Whole class gets an extra 15 minutes of recess
3 times per week during morning work session
Complete assignments 4 and 5 after lunch if criteria not met
This is an interdependent group contingency where the behavior of all determines the consequences for all.
Behavior Training.pptx
The document provides guidance on training for behavior, including identifying the antecedents and functions of behavior, using positive reinforcement, and teaching replacement behaviors. Effective behavior management involves understanding behavior from the student's perspective, using clear directions and consequences, and addressing the root causes of misbehavior through functional analysis. Educators are encouraged to view student mistakes as learning opportunities and focus on catching students exhibiting good behavior.
Educational consideration for children with ADHD
Educational considerations for children with ADHD include evaluating each child's individual needs and strengths through assessments and observations. It is important to provide clear expectations, routines, instructional practices tailored to learning styles, and accommodations. Examples of accommodations are advance organizers, low distraction work areas, activity reinforcement, visual cues, tangible rewards, and behavioral contracts. Due to the variability between individuals with ADHD, there is no single best educational program.
Teaching Children with ASD Using ABA
This document discusses how applied behavior analysis (ABA) can be used to teach skills to children with autism. ABA employs scientific principles of behavior to build useful skills and reduce problematic behaviors. It can be used to teach language, social, play, leisure, emotional, and academic skills. When addressing problematic behaviors, ABA focuses on understanding the function of the behavior and replacing it with an appropriate behavior that meets the same need. Common functions of challenging behaviors include getting attention, escaping/avoiding something, accessing tangible items or activities, or automatic reinforcement. ABA therapists use strategies like visual supports, schedules, social stories, and token systems to prevent behaviors and teach replacement behaviors.
Developing A Behavior Plan
The document provides guidance on developing a behavior plan to address problematic behaviors in students. It outlines key questions to consider, such as identifying triggers and functions of the behavior. It then matches potential intervention strategies to different behavioral functions, such as using reinforcement to address attention-seeking behaviors, teaching communication skills to address escape-motivated behaviors, and providing choices and control to address control-motivated behaviors. Common questions about behavior plans and ensuring interventions are appropriate and can be implemented across settings are also addressed.
Hello? Can I have your attention?
Research-based classroom strategies for working with students who have characteristics of Attention Deficit Hyperactivity Disorder.
AAC Teaching Strategies for Partners
This document provides strategies for teaching augmentative and alternative communication (AAC) to students. It discusses traditional instruction methods like labeling and navigation practice, and their limitations. Alternative instructional strategies presented include functional communication teaching, aided language input, joint action routines, sabotage, recasting and expanding utterances, following the student's lead, prompting hierarchies, and momentum strategies. Each strategy is explained with examples and its goal. The document aims to move beyond non-communicative instruction to more functional and motivating AAC teaching.
Student Selfies
1) The IEP should focus on each student's unique strengths and needs in order to meet them where they are personally. It is important to include the student's own input on their educational and personal strengths, interests, and accomplishments.
2) The IEP should consider how the student's disability impacts their involvement in classes, progress in the curriculum, and participation in school activities. It should also address potential transitions the student may face and needs related to their disability.
3) Parents and students are encouraged to provide input throughout the IEP process to ensure the plan addresses needs, upcoming changes, and helps develop the student's self-advocacy skills.
The Pedagogy of Video Marking or Teaching a Wastepaper Bin to Whistle
This document discusses using video feedback to enhance student learning and progress. It emphasizes treating all students as if they will achieve at the highest levels given support and time. Video feedback should focus on students, use differentiated concepts as part of learning routines, and challenge higher-level thinking as well as foundational skills. Effective video feedback corrects student work and extends their understanding of threshold concepts fundamental to the subject. The goal is for feedback to be meaningful and allow students to return to it to deepen their knowledge over time.
NJEA behavior 2013
This document summarizes a presentation on identifying and addressing problem behaviors. It discusses defining target behaviors clearly and measurably, identifying the function of behaviors, establishing behavioral expectations, and using research-based strategies like direct instruction, active engagement, choice-making, social skills instruction, modeling, role-playing and feedback. The goal is to understand why behaviors occur and develop effective solutions.
Ese 101 3 24-2011
The document discusses strategies for teaching students with special needs in inclusive classrooms, including an overview of the categories of disabilities teachers may encounter, legislation affecting special education, and instructional strategies like Universal Design for Learning to reach all learners as well as behavior management techniques.
Effective Teaching Strategies For Students With A S D 09
The document discusses teaching strategies for students with autism. It describes characteristics of autism like difficulties with social skills, communication, and repetitive behaviors. It then provides strategies for supporting visual learning styles and addressing challenges with attention, organization, and sensory processing. The rest of the document outlines the TEACCH method and other teaching approaches like discrete trial training, visual supports, routines, and generalization strategies to help students with autism learn.
Teaching Tips - Sahar Taremi.pptx
The document provides various teaching tips and strategies for educators. It discusses using blended learning approaches that combine both online and offline learning. Specific techniques mentioned include the flipped classroom model, as well as synchronous and asynchronous learning. Tips are provided for lesson planning, managing student attention spans, classroom interaction and communication, and gamification of learning activities. The importance of clear explanations, involvement of all students, and avoiding overuse of technical terms is emphasized.
Visual supports seven shares
This document discusses visual supports for students with special needs who are often visual learners. It notes that visual communication is the most effective form of communication for most students. It provides examples of visual supports like schedules, routines, rules, checklists and organizers that can help students understand expectations and communicate their needs. The document emphasizes that visual supports should be used everywhere and can benefit all students, teachers, and staff by improving understanding and reducing anxiety.
Using Schedules All Ages
The document discusses using visual cues and schedules to support independence for students across different age ranges and skill levels. It describes creating a "prosthetic environment" using visual cues to facilitate transitions between activities. More complex schedules are introduced over time incorporating photographs, symbols, checklists and text-based systems to develop independence in students.
Difficult Situations
The document provides an overview of topics discussed at a November meeting for the Professional Development and Training Committee at the INTO Tutoring Center. It discusses academic integrity, difficult tutoring situations like blocking, confusion, miracle seeking, over-enthusiasm, resisting, passivity, and evasion. Strategies are suggested for how tutors can address each difficult situation, such as focusing on what students do know, breaking tasks into simple steps, emphasizing student involvement, and setting specific goals. The document concludes with tutors role playing different situations.
Planning & building curriculum constructor
What does it really mean to develop and have a curriculum in early childhood education? Where does self-regulation and executive functioning come into play? Come and take a look!
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The Pedagogy of Video Marking or Teaching a Wastepaper Bin to Whistle
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More from Jennifer Penzenik
Video modeling
An brief overview of Video Modeling for students with autism spectrum disorder or intellectual and behavioral disabilities.
Structured Work Systems
This is a brief, mini, training to overview how to set up a Structured Work System in a classroom for students with ASD or other intellectual disabilities.
Zones of Regulation
A brief overview of the Zones of Regulation program and how it is a teaching tool to allow students to learn the process of self-monitoring behavior and sensory needs.
Social Stories™
Based off the book by Carol Gray, this ppt gives an overview of what Social Stories™ are, who they are used for, and how to create and implement them.
Reinforcement systems
Basic introduction to using reinforcement systems for children with autism spectrum disorder and other intellectual disabilities.
Structured teaching overview
A brief overview of the main components of structured teaching for children with Autism and other intellectual disabilities.
Self Monitoring
This document contains materials for students to self-monitor their behavior, including a weekly reflection form for students, teachers, and parents to initial daily and provide end-of-week comments. It also includes tools for students to assess if they need a break, how to express feelings, and consequences for meeting behavior goals such as earning tickets for privileges like extra screen time or toys.
Increasing Independence- Part 1
This document discusses increasing independence for students with special needs. It defines independence as not being controlled by others and thinking for oneself. Fostering independence is important for basic rights, feeling accomplished, making choices, and learning from mistakes. However, independence can be difficult to teach due to issues like distractibility, skill deficits, and poor executive functioning. The document recommends analyzing students' environments and skills, understanding their needs, and using evidence-based practices like visual supports and structured work systems to promote independence to the greatest degree possible.
Behavior 101
Behavioral overview for special education. Primarily geared towards paraprofessionals or substitutes, but can be used for certified staff too.
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Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Prompt Hierarchy
- 1. PROMPT HIERARCHY SPECIAL EDUCATION DISTRICT OF LAKE COUNTY JENNIFER PENZENIK
- 2. What is the Prompt Hierarchy? ! “ The prompt hierarchy is defined by the amount of assistance/instruction that each prompt requires from the teacher for the child to present a correct response.” ! ! ! ! ! • Evidence based intervention • Systematic method of teaching students • The main goal is independence
- 3. Natural or Environmental Set up environment so that student completes desired task
- 4. Position Position object in a way that a student is likely to take it • Consider access method for child ! • Consider if child is left or right handed (put in middle) ! • Consider if the child throws items or is in crisis ! • Consider if the item itself is easily accessible e.g., coat/jacket
- 5. Gesture Point or use another gesture that will direct student
- 6. Object Place a needed object near student to encourage them to complete the task
- 7. Visual Student refers to icons/symbols, pictures or visual schedules to complete desired task
- 8. Indirect Verbal Give student hints as to what they are supposed to do Oh, What’s next? It looks like you dropped something. Yum, something smells good. I can’t understand you… Oh my, it is so cold out today.
- 9. Direct Verbal Full verbal instructions Please check your schedule. Please stand up and walk. Please pick up and throw away. I need that, thank you. If you ask a student if they want to do something, they have the right to say no!
- 10. Partial Physical Light physical touch or direction to encourage student to finish the task
- 11. Full Physical Full hand-over-hand or hand-under-hand support
- 12. Natural or Environmental Set up environment so that student completes desired task Position Position object in a way that a student is likely to take it Gesture Point or use another gesture that will direct student Object Place a needed object near student to encourage them to complete the task Visual Student refers to icons/symbols, pictures or visual schedules to complete desired task Indirect Verbal Give student hints as to what they are supposed to do Direct Verbal Full verbal instructions Partial Physical Light physical touch or direction to encourage student to finish the task Full Physical Full hand-over-hand or hand-under-hand support Least Restrictive Most Restrictive
- 13. Prompt Hierarchy Activity • Pick a partner ! • Choose a scenario ! • Fill out a blank hierarchy with ideas for the scenario ! • Share out with the group
- 14. Prompt Hierarchy Take-Aways • This doesn’t come naturally, it takes practice ! • Some students may begin further down on the hierarchy ! • Our ultimate goal is always independence ! • Our bodies are an extension of one’s self Teaching is always our main focus, let’s teach children how to complete the tasks we require of them