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Similar to Ellenberger, e high-p&errorless learning pp (1)
Ellenberger, e high-p&errorless learning pp (1)
- 1. High- Probability Commands & ErrorlessLearning Emma Ellenberger Ball State University
- 2. High-Probability (high-p) Commands Definition: Presentinga sequence of already in repertoire, easy to follow requests immediately preceding the presentation of a target request or low- probability (low-p) command. Cooper, Heron & Heward, 2007
- 3. Why use high-pcommands? ⢠Build behavioral momentum ⢠Establish compliance ⢠Establish responding
- 4. ⢠Select commandsfrom learners current repertoire ⢠Present commands rapidly ⢠Choose commands with short duration i.e. motor commands matching rec./exp. identification ⢠Use potent reinforcement
- 5. Steps to implement: 1.Create a list of high-p and low-p commands. 2. Implement intervention - Present 3-5 high-p commands - Reinforce for compliance to high-p commands - Immediately present low- p command - Reinforce for compliance to low-p command
- 6. âtouch your noseâ(high âp command) Touches Nose ânice work!â while giving student high five âwhat color is this?â holds up blue color card (high âp command) âBlueâ âawesome answering!â gives student thumbs up. âshow me wavingâ (high âp command) Waves âgreat waving!â while giving student fist bump âwhat is this?â holds up picture of cat (low âp command) âCatâ Gives student a cheeto (highest reinforcer) âThatâs right!!â Instructor/Student
- 7. Errorless Learning Definition: Presenting trialsin a way that the learner does not have the opportunity to give or choose a wrong answer through repeated exposure to the correct answer and the use of prompting. (Lloyd, Riley, & Powell, 2009)
- 8. Why use errorlesslearning? ⢠Eliminate re-teaching of skills ⢠Providing learner with exposure to the correct response
- 9. Steps to implement: â˘4 different types of errorless learning Stimulus Shaping Response Prevention Delayed Prompting Superimposition of Stimulus Fading
- 10. Stimulus Shaping Steps to implement: 1.Many different types of the target (stimulus) presented as choices. Trial 1 : âtouch triangleâ Trial 2: âtouch triangleâ Trial 3: âtouch triangleâ What is presented to learner
- 11. Response Prevention Steps toimplement: 1. Start with only correct response available 2. Fade in other choices
- 12. Phase 1: âtouch triangleâ Phase2: âtouch triangleâ Phase 3: âtouch triangleâ What is presented to learner Response Prevention
- 13. Delayed prompting Steps toimplement: 1. Start with an immediate prompt to the correct response 2. Fade in time between instruction and prompt
- 14. Phase 1: âtouch triangleâ Phase2: âtouch triangleâ Phase 3: âtouch triangleâ What is presented to learner Delayed prompting Prompt given Immediate prompt to touch triangle Wait 5 seconds, then prompt to touch triangle Wait 10 seconds, then prompt to touch triangle
- 15. Superimposition of Stimulus Fading Stepsto implement: 1. Start by presenting 2 stimuli ⢠One target stimuli ⢠One prompt stimuli 2. Fade the prompt stimuli until it is no longer needed
- 16. Phase 1: âtouch triangleâ Phase2: âtouch triangleâ Phase 3: âtouch triangleâ What is presented to learner Delayed prompting What the instructor holds up (prompt stimuli)
Editor's Notes
- #2Â Today Iâm going to give you all some information on 2 different evidence-based learning procedures that have been, and are being used, to increase learner responding and aid children with disabilities in learning new skills. These two procedures are high-probability commands and errorless learning.
- #3Â High-probability commands are also called âhigh-pâ commands for short. This kind of procedure can be defined as presenting a series of easier tasks that are already in the learners repertoire immediately before presenting a harder task.
- #4Â High-p commands have been effective in building behavioral momentum in a learner. Behavioral momentum typically includes compliant, correct responding. It is important to establish compliance when trying to teach any new skill to make sure the learner has the best possible outcomes. Along with compliance you also want to establish responding to make sure the learner will respond when given the instructions. As the momentum builds the child is more likely to keep responding and have the motivation to respond to harder tasks.
- #5Â There are a lot of helpful tips when implementing a high-p commands procedure. First you want to make sure you select commands from the leaners current repertoire. This includes making sure you pick commands with a history of success, reinforcement, and overall compliance. Choosing these types of commands will help ensure that you have the best possibility for success. Another important tip is presenting the commands rapidly. This will help the learner have quicker access to reinforcement and keep their momentum rolling high. You also want to make sure you choose commands with a short duration. Since you should be presenting the commands quickly you want to be using commands that can be completed quickly such as motor commands like âtouch noseâ or receptive ID such as holding up a picture and saying âwhat is it?â. You do not want to use tasks such as puzzles that take a long time to complete because that will drop the behavior momentum you worked so hard to establish. One last important tip is using potent reinforcement. You want to be using reinforcement that the learner will give an arm and a leg for. If the learner doesnât care about what he or she is working for then they will most likely not be as motivated to work hard.
- #6Â Before you implement a high-p command procedure you want to make sure you know the child and their abilities first. The first thing you want to do is to create a list of commands that could be high-p commands and a list of low-p commands. This list will give you (and any other implementers) a better idea of the childâs abilities and be a good reference at any time while implementing the procedure. Once you have a solid list of commands you should implement the procedure. The first step is to present high-p commands. You want to present 3-5 of them and reinforce for correct responses immediately following the response. After the 3rd consecutive correct response, and reinforcement, you will present a low-p command, or the harder command you are working on teaching. After correct responding to this command you want to give the highest reinforcement possible. If the learner doesnât respond correctly you can either prompt or start the process over by presenting high-p commands.
- #7Â For the this example the instructors words are in green and the students responses are in blue. (Then I would read the example) So you can see the instructor started by giving easier, short commands and reinforcing with social praise and touching all to build up to the low-p command. The low-p command was answered correctly so the student received his highest reinforcer which was a cheeto!
- #8Â Errorless learning is a prompting and prompt fading procedure that is used to present trials in a way that the learner has exposure to the correct answer. The learner typically doesnât have the chance to choose or give the wrong answer, especially in the beginning stages of the procedure.
- #9Â Errorless learning is another great procedure that has been proven to be effective in teaching children with disabilities new skills. One of the benefits of using errorless learning is that it can help eliminate the need to re-teach a skill after an incorrect response has been learned. This type of teaching is proactive and doesnât allow the learner to learn the wrong skill. Another benefit is the repeated exposure to the correct response. Errorless learning presents the learner with the correct response and doesnât typically give them a chance to be exposed to the wrong response. This is beneficial because all of that good exposure provides the learner with more opportunity to learn the right skill.
- #10Â Errorless learning has 4 very specific ways of implementing the procedure (read types) All of the types are consider errorless learning procedures but are implemented differently. The steps to implement the procedure will vary based on which type you are using. We will talk about implementing each type in the next few slides.
- #11Â For stimulus shaping types of errorless learning there is really only one step to implement. The learner is presented with the correct target, but the target looks a little different in each consecutive trial. This helps the learner to generalize the skill more quickly and learn more targets.
- #12Â For response prevention types of errorless learning you want to start with only the correct response. The available choice will be the correct response. After the learner has met criteria on this step then the instructor fades in one or more distractors until the learner reaches the level of skill the instructor wants.
- #13Â In this example the target skill is identifying a triangle. For response prevention errorless learning the first trial would have only the correct response available to the learner. After meeting criteria on that, there would then be a distractor also available to the learner (the circle in this case under phase 2) Then after meeting criteria on that phase, the instructor may add a second distractor (the square in this case under phase 3).
- #14Â For delayed prompting errorless learning you would be using a prompt fading procedure to help learn the new skill. You would start by prompting the learner immediately after the instruction is given to the correct response. After criteria is met on this phase, the instructor would systematically increase the time between when the instruction is given and when the prompt is given until the prompt is no longer needed by the learner and is completely faded out.
- #15Â In this example the target skill is again touching the traingle. The learner is presented with a field of shapes and given the instruction touch triangle. In phase one the instructor would give the instruction then immediately prompt the learner to touch the red triangle. After meeting criteria on this phase the instructor would then fade the prompt in phase 2 by giving the instruction, waiting 5 seconds, THEN prompting the learner. If this is still not enough of a faded prompt to allow the student to complete the task independently the instructor may add additional phases where the prompt time is delayed even further, such as phase 3 where the instructor waits 10 seconds to prompt the learner.
- #16Â For superimposition of stimulus fading errorless learning you would also be using a prompt fading procedure to help learn the new skill. You would start with providing 2 different stimuli. One stimuli would be the target response and the other stimuli would be a prompt stimuli. In this type of errorless learning the next step would be to fade the stimuli to a lesser stimuli until the prompt stimuli is not longer there or needed.
- #17Â In this example touching a triangle is again the target response. Using superimposition of stimulus fading the instructor also holds up a stimulus as a kind of visual prompt. The learner will hopefully be reminded of the correct response by seeing the stimulus the instructor holds up. In phase 1 in this example the instructor holds up a large identical match of the correct response. After the learner meets criteria for this phase the instructor will then fade the prompt by making presenting less of a stimulus. In this case the stimulus is visual so the triangle would be smaller. In the next phases the instructor would keep fading the size of the triangle until nothing is being held up or until the prompt is not needed.
- #18Â Both errorless learning and high-p command procedures are evidence-based strategies to teach a skill. Remember when choosing a teaching method that it is very important to know the learner before deciding which procedures to use! Any questions?