This document provides information on discrimination phases in PECS training. It discusses what discrimination is, preferred vs non-preferred items, the 4-step error correction process, and phases 3, 3A, 3B and 3C. The key points are:
1) Discrimination is the ability to choose between a preferred item and a non-preferred item. Phases teach choosing the icon that corresponds to a preferred item.
2) There are specific procedures for determining preferred vs non-preferred vs neutral items and running trials. Errors result in a 4-step modeling process.
3) Phases progress from 2 icons to 5 icons and add requirements like traveling and correspondence checks. Maintaining motivation is important
The document outlines the phases and subphases of Icon Exchange, a communication program used to teach functional communication skills. It describes Phases 2 through 5, which focus on distance and persistence, discrimination, adding a sentence strip, and tacting. Phase 2 teaches children to communicate from increasing distances and persistently get a communicator's attention. Phase 3 builds discrimination between preferred and non-preferred icons. Phase 4 adds a "I want" sentence strip. Phase 5 introduces tacting, or labeling items, using an "I see" icon.
1) The document discusses procedures for discrimination training, including using preferred and non-preferred icons, error correction, and correspondence checks.
2) A non-preferred item is something the student does not like, while a neutral item is something they will interact with but is not a strong reinforcer.
3) The four-step error correction procedure involves modeling, practice, distraction, and repetition of the exchange if incorrect.
The "Please Wait" procedure is used to teach children to wait appropriately when requesting reinforcers. It has 9 phases that gradually increase the length of time a child must wait after receiving a "Please Wait" icon. The initial phases only require a brief touch or hold of the icon before reinforcing. Later phases incorporate waiting periods of 5-20 seconds while conducting enjoyable activities. Phases 8-9 introduce waiting during regular procedure trials. Data is collected on a separate "Please Wait" sheet to track progress through the phases.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
Explore Your Teaching Through Self-ObservationGemma Lunn
Gemma Lunn asks if Willy Cardoso has ever seen or heard recordings of themselves teaching. If so, how was the experience? If not, why not? Cardoso responds that they do not like the sound of their own voice and think it would make students uncomfortable. Their administration also does not allow recordings.
John Faneslow provides suggestions for how teachers can record and reflect on their own teaching, including using a video camera, phone, or voice recorder. They recommend recording a short 5-10 minute segment of class, transcribing it, and identifying an area to improve like instructions, error correction, or openings/closings. Transcribing provides an unfiltered view of what actually occurred
The document outlines the phases and subphases of Icon Exchange, a communication program used to teach functional communication skills. It describes Phases 2 through 5, which focus on distance and persistence, discrimination, adding a sentence strip, and tacting. Phase 2 teaches children to communicate from increasing distances and persistently get a communicator's attention. Phase 3 builds discrimination between preferred and non-preferred icons. Phase 4 adds a "I want" sentence strip. Phase 5 introduces tacting, or labeling items, using an "I see" icon.
1) The document discusses procedures for discrimination training, including using preferred and non-preferred icons, error correction, and correspondence checks.
2) A non-preferred item is something the student does not like, while a neutral item is something they will interact with but is not a strong reinforcer.
3) The four-step error correction procedure involves modeling, practice, distraction, and repetition of the exchange if incorrect.
The "Please Wait" procedure is used to teach children to wait appropriately when requesting reinforcers. It has 9 phases that gradually increase the length of time a child must wait after receiving a "Please Wait" icon. The initial phases only require a brief touch or hold of the icon before reinforcing. Later phases incorporate waiting periods of 5-20 seconds while conducting enjoyable activities. Phases 8-9 introduce waiting during regular procedure trials. Data is collected on a separate "Please Wait" sheet to track progress through the phases.
Mental health first aid long with alternative textafacct
The document provides tips for instructors to help students manage exam anxiety, including suggestions for students to prepare before and during exams, as well as signs for instructors to look for that a student may need additional support. It also lists counseling resources available at Howard Community College for students and contact information for instructors to refer students experiencing distress.
Explore Your Teaching Through Self-ObservationGemma Lunn
Gemma Lunn asks if Willy Cardoso has ever seen or heard recordings of themselves teaching. If so, how was the experience? If not, why not? Cardoso responds that they do not like the sound of their own voice and think it would make students uncomfortable. Their administration also does not allow recordings.
John Faneslow provides suggestions for how teachers can record and reflect on their own teaching, including using a video camera, phone, or voice recorder. They recommend recording a short 5-10 minute segment of class, transcribing it, and identifying an area to improve like instructions, error correction, or openings/closings. Transcribing provides an unfiltered view of what actually occurred
The document provides guidance on discrimination training phases in PECS (Picture Exchange Communication System). It discusses:
1) Ensuring the correct icon is paired with each item and reinforcing responses within half a second.
2) Using a variety of tutors, items, both preferred and non-preferred. The number of icons on the communication book corresponds to the training phase.
3) Defining preferred, non-preferred, and neutral items and only using preferred and non-preferred items in discrimination trials.
4) Phases 3 and 3A teach discriminating between a reinforcing preferred item versus a non-preferred item using up to two preferred icons and one non-preferred icon.
General guidelines for discrete trial teachingColette Gillis
This document provides guidelines for discrete trial training sessions, including preparing materials, following the child's schedule, checking previous data and making phase changes or adjustments as needed. It describes the components of a trial, presenting stimuli, recording data, delivering reinforcement or corrections, conducting preference assessments, and reinforcing appropriate behaviors inside and outside of sessions. Sessions should be conducted clearly, concisely and in a fun manner to promote the child's learning and progress.
General guidelines for discrete trial teachingPrepracticum
1) Before beginning discrete trial training sessions, gather needed materials and review the child's scheduled procedures. Check previous session data for phase changes or low performance needing intervention.
2) During sessions, present discriminative stimuli neutrally and record data immediately after each trial. Code incomplete or missed sessions and have codes signed by the teaching assistant.
3) Deliver reinforcement enthusiastically contingent on correct responses and use prompt hierarchies for incorrect responses with a neutral tone. Conduct preference assessments and reinforce appropriate behavior between trials and outside of sessions.
This document appears to be a quiz about the basics of PECS (Picture Exchange Communication System) training. The quiz contains 11 multiple choice or true/false questions about key concepts in PECS like persistence in communication, distance training phases, responding to errors during distance training, preference assessments, correspondence checks, and data collection. The document records a student's name, date, and score on the quiz out of 11 possible points.
This document appears to be a quiz about the basics of PECS (Picture Exchange Communication System) training. The 11 multiple choice and true/false questions assess understanding of key concepts in PECS like persistence in communication, distance training phases, preference assessments, correspondence checks, and data collection. Correct answers are required to understand how to properly implement the PECS methodology for nonverbal individuals to communicate.
Checklist creating success in a role playThomas Müller
The document provides guidance for conducting an in-training role-play to practice applying tips from a theory using a checklist. It outlines the steps to: 1) assign roles and instruct participants, 2) conduct a first role-play round while observing behaviors, 3) provide feedback by discussing observations with the checklist, and 4) conclude with the trainer providing tips and a repeat short exercise before celebrating successes.
This training module covers administering the Ages and Stages Questionnaire, third edition (ASQ-3) developmental screening. Participants will learn how to properly prepare, administer, score and interpret the ASQ-3. The module reviews the learning objectives and sections of the ASQ-3, including videos demonstrating administration. Scoring involves assigning 10, 5 or 0 points to questions marked yes, sometimes or no respectively and adding the section totals. The module acknowledges contributors and lists additional related training opportunities.
This document outlines the importance of professionalism and monitoring scores for an undergraduate practicum course at WoodsEdge. Professionalism scores make up 1500 possible points and are deducted for issues like missing data or improper interactions. Monitoring scores involve supervisors observing tutoring sessions to ensure correct implementation of procedures, with students receiving feedback. The document details the components supervisors evaluate for different session types and the point deduction process for errors. Maintaining high professionalism and monitoring scores is essential for obtaining an A in the course.
The developmental-behavioral approach focuses on teaching children through positive reinforcement and breaking tasks down into step-by-step instructions. Key principles include that all children are teachable, knowledge comes from responsive learning environments that reinforce success, and behaviors are shaped through reinforcement of compatible actions and extinction of incompatible ones. Rules are kept specific, observable, positive, and have explicit consequences. Learning tasks are analyzed, taught step-by-step, and prompts are faded as mastery occurs. The amount and timing of reinforcement varies by individual.
How to create your skin care routine Submitted to DR. Brast.docxpooleavelina
How to create your skin care routine
Submitted to: DR. Brasted-Maki
Collage of engineering
Corvallis OR
Submitted by: Humood Aljleeby
Industrial engineering major
Oregon state university
Feb/21/2020
How to create your skin care routine
This set of instruction help individuals take care of there skin to be able to maintain
youthful radiant skin that would represent them for a life time, it only requires a daily 10min to maintain. This set of instructions will walk you threw some basic steps you will achieve your skin goals.WARNING
Most products have facial acids that should be tested on a small part of your body
to prevent from disturbing your skin and skin irritation.
Materials
Tonner
Emulsion
Serum
Moisturizer
Eye cream
Product with SPF
Facial oil
Mask
Cleanser
humood aljleeby (ha) -
Disclaimer
Process time 10 minutes daily
And an occasional extra 30 min needed for deep weekly care.
Have to use products that best fits your skin type to get the result you are hoping for.
step 1:- begin by using a cleanser to help remove all the products and pollution and to help clean you face
a facial cleanser is a twice a day product that comes in all the price ranges that would fit everyone's budget on a moist
Add a dollp on your finger tips and gently massage it on your face to help distribute
the product then wash it off with water then gently tap try
Step 2:- use a tonner to prep your skin and restore your PH level
I recommend to invest in spry bottles
to easily sprits a couple of sprays to cover your whole face.
Step3:- apply a pea size amount of your emulsion distributed evenly on your face, the moisture from the tonner will help distribute it easily since we aren’t using a lot of product
Step 4:- then apply a few drops of your serum
At this step you can mix and match more than one of your serums to help target your skin concerns
Step 5:- to add some hydration to your skin apply a few smears of your moisturizer on your face
to evenly distribute the product around your face, gently massage it on your
face and always massage it upwards to prevent wrinkles.
Step 6:- add a pea size amount of product on your
ring size finger, the ring finger is the gentlest finger since the area
under the eye is the thinnest layer ofskin
Step 7:- to the most important step the sunscreen
just like the moisturizer apply a
few smears to your face and evenly distribute the product, it helps protects
from UV light and sun damage, no one wats skin cancer
CONGRATULATIONS YOU MADE IT, HEALTHY, GLOWING AND YOUTHFUL SKIN FOR YEARS!!!!
LAB REPORT
Instruction
Our skin usually needs more help since the elasticity and glow as know as the youthful glow that fades with time. After all collagen stops regenerating it self between the period of age 20-25. In this set of instruction you'll find the steps to maintain that healthy skin and warnings on what are the do’s and don’ts when creating your skin care routine.
Methodol ...
Professional Development Final Presentation2reneedigiorgio
The document discusses positive behavior support strategies and classroom management best practices. It covers establishing clear expectations and rules, using positive reinforcement to encourage good behavior, understanding the function of problematic behaviors, and implementing targeted interventions like pre-correction, ignoring attention-seeking behaviors, and using group contingencies to encourage positive peer pressure. The goal is to prevent misbehavior through proactive teaching and use principles of behavior to address issues consistently in a positive manner.
This document appears to be a quiz assessing knowledge of key concepts in the PECS protocol, including discrimination phases, examples of rejection versus acceptance of items, appropriate tutor behaviors, preferred versus non-preferred items, the phase where new icons are introduced, the steps in the 4 step error correction procedure, whether labeling occurs before or after prompting to take an item in correspondence checks, whether every PECS session requires 10 trials, and the recommended frequency of correspondence checks in later phases. The quiz contains 10 multiple choice or true/false questions testing these concepts.
The document discusses behaviorism theory and its application in education. It explains that behaviorism focuses on learning through changes in behavior based on reinforcement and conditioning. Classical conditioning involves associating a stimulus with a response, like Pavlov's dog experiment. Operational conditioning involves learning behaviors that produce consequences, as in Skinner's box. The document provides examples of how teachers can apply behaviorism principles in the classroom through reinforcement systems using treats or technology like smart boards.
This document provides an introduction to understanding behavior using the behavior pathway model. It explains key concepts like the four functions of behavior (attention, escape/avoidance, access, sensory), and outlines the components of the behavior pathway including setting events, antecedents, problem behavior, maintaining consequences, desired behavior and alternative behavior. Common strategies are discussed for each part of the pathway like using choices, visual schedules and environmental arrangements to influence antecedents and reinforce appropriate behavior. Consistency, persistence and reinforcing the right behaviors are emphasized.
The document provides instructions for taking a computer-based reading test. It explains that some questions will have a missing word and students should choose the best answer from the options given. It describes how to select answers using the computer keyboard and see feedback on choices. The document advises students to answer all questions and notify the teacher once finished.
The document provides guidance on using apostrophes for possession. It explains the basic rules that the apostrophe is added after the owner and an s is added if needed. It then provides multiple examples applying these rules and clarifies some exceptions. It stresses the importance of practicing and reviewing the rules over several days for proper learning and memory retention.
Sherry Wyche implemented Classroom Management Strategies (CMS) in her 3rd grade boys' PE class to address frequent minor disruptive behaviors. The strategies included using "Super Focus" as an attention signal and introducing lottery tickets that students could earn for good behavior. Data was collected daily on ticket amounts and through Class Dojo for negative behaviors. After two weeks, the results showed decreases in minor behaviors and less time needed for the attention signal. Students who typically misbehaved improved and were recognized on the sportsmanship board. The CMS engaged students and generated data that highlighted positive behaviors.
The document is a 10 question quiz about the phases and procedures of implementing the Picture Exchange Communication System (PECS). The quiz covers topics like the maximum number of icons that can be on Velcro strips in a PECS book, examples of rejection versus acceptance of items, when to introduce a new icon, the steps for error correction, and how often to do correspondence checks in different PECS phases.
1. The document discusses a lesson on anxiety, including ground rules for discussions and tasks for students to complete.
2. Students are asked true/false questions about anxiety and complete an "anxiety thermometer" listing feelings and behaviors associated with increasing anxiety.
3. The discussion covers topics like what causes anxiety and whether avoidance is effective, as well as ways anxiety can be managed.
4. At the end, students revisit true/false questions and self-assess their understanding of anxiety signs, features, and management techniques. They are also provided with additional resources on anxiety.
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Letter and Document Automation for Bonterra Impact Management (fka Social Sol...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on automated letter generation for Bonterra Impact Management using Google Workspace or Microsoft 365.
Interested in deploying letter generation automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
The document provides guidance on discrimination training phases in PECS (Picture Exchange Communication System). It discusses:
1) Ensuring the correct icon is paired with each item and reinforcing responses within half a second.
2) Using a variety of tutors, items, both preferred and non-preferred. The number of icons on the communication book corresponds to the training phase.
3) Defining preferred, non-preferred, and neutral items and only using preferred and non-preferred items in discrimination trials.
4) Phases 3 and 3A teach discriminating between a reinforcing preferred item versus a non-preferred item using up to two preferred icons and one non-preferred icon.
General guidelines for discrete trial teachingColette Gillis
This document provides guidelines for discrete trial training sessions, including preparing materials, following the child's schedule, checking previous data and making phase changes or adjustments as needed. It describes the components of a trial, presenting stimuli, recording data, delivering reinforcement or corrections, conducting preference assessments, and reinforcing appropriate behaviors inside and outside of sessions. Sessions should be conducted clearly, concisely and in a fun manner to promote the child's learning and progress.
General guidelines for discrete trial teachingPrepracticum
1) Before beginning discrete trial training sessions, gather needed materials and review the child's scheduled procedures. Check previous session data for phase changes or low performance needing intervention.
2) During sessions, present discriminative stimuli neutrally and record data immediately after each trial. Code incomplete or missed sessions and have codes signed by the teaching assistant.
3) Deliver reinforcement enthusiastically contingent on correct responses and use prompt hierarchies for incorrect responses with a neutral tone. Conduct preference assessments and reinforce appropriate behavior between trials and outside of sessions.
This document appears to be a quiz about the basics of PECS (Picture Exchange Communication System) training. The quiz contains 11 multiple choice or true/false questions about key concepts in PECS like persistence in communication, distance training phases, responding to errors during distance training, preference assessments, correspondence checks, and data collection. The document records a student's name, date, and score on the quiz out of 11 possible points.
This document appears to be a quiz about the basics of PECS (Picture Exchange Communication System) training. The 11 multiple choice and true/false questions assess understanding of key concepts in PECS like persistence in communication, distance training phases, preference assessments, correspondence checks, and data collection. Correct answers are required to understand how to properly implement the PECS methodology for nonverbal individuals to communicate.
Checklist creating success in a role playThomas Müller
The document provides guidance for conducting an in-training role-play to practice applying tips from a theory using a checklist. It outlines the steps to: 1) assign roles and instruct participants, 2) conduct a first role-play round while observing behaviors, 3) provide feedback by discussing observations with the checklist, and 4) conclude with the trainer providing tips and a repeat short exercise before celebrating successes.
This training module covers administering the Ages and Stages Questionnaire, third edition (ASQ-3) developmental screening. Participants will learn how to properly prepare, administer, score and interpret the ASQ-3. The module reviews the learning objectives and sections of the ASQ-3, including videos demonstrating administration. Scoring involves assigning 10, 5 or 0 points to questions marked yes, sometimes or no respectively and adding the section totals. The module acknowledges contributors and lists additional related training opportunities.
This document outlines the importance of professionalism and monitoring scores for an undergraduate practicum course at WoodsEdge. Professionalism scores make up 1500 possible points and are deducted for issues like missing data or improper interactions. Monitoring scores involve supervisors observing tutoring sessions to ensure correct implementation of procedures, with students receiving feedback. The document details the components supervisors evaluate for different session types and the point deduction process for errors. Maintaining high professionalism and monitoring scores is essential for obtaining an A in the course.
The developmental-behavioral approach focuses on teaching children through positive reinforcement and breaking tasks down into step-by-step instructions. Key principles include that all children are teachable, knowledge comes from responsive learning environments that reinforce success, and behaviors are shaped through reinforcement of compatible actions and extinction of incompatible ones. Rules are kept specific, observable, positive, and have explicit consequences. Learning tasks are analyzed, taught step-by-step, and prompts are faded as mastery occurs. The amount and timing of reinforcement varies by individual.
How to create your skin care routine Submitted to DR. Brast.docxpooleavelina
How to create your skin care routine
Submitted to: DR. Brasted-Maki
Collage of engineering
Corvallis OR
Submitted by: Humood Aljleeby
Industrial engineering major
Oregon state university
Feb/21/2020
How to create your skin care routine
This set of instruction help individuals take care of there skin to be able to maintain
youthful radiant skin that would represent them for a life time, it only requires a daily 10min to maintain. This set of instructions will walk you threw some basic steps you will achieve your skin goals.WARNING
Most products have facial acids that should be tested on a small part of your body
to prevent from disturbing your skin and skin irritation.
Materials
Tonner
Emulsion
Serum
Moisturizer
Eye cream
Product with SPF
Facial oil
Mask
Cleanser
humood aljleeby (ha) -
Disclaimer
Process time 10 minutes daily
And an occasional extra 30 min needed for deep weekly care.
Have to use products that best fits your skin type to get the result you are hoping for.
step 1:- begin by using a cleanser to help remove all the products and pollution and to help clean you face
a facial cleanser is a twice a day product that comes in all the price ranges that would fit everyone's budget on a moist
Add a dollp on your finger tips and gently massage it on your face to help distribute
the product then wash it off with water then gently tap try
Step 2:- use a tonner to prep your skin and restore your PH level
I recommend to invest in spry bottles
to easily sprits a couple of sprays to cover your whole face.
Step3:- apply a pea size amount of your emulsion distributed evenly on your face, the moisture from the tonner will help distribute it easily since we aren’t using a lot of product
Step 4:- then apply a few drops of your serum
At this step you can mix and match more than one of your serums to help target your skin concerns
Step 5:- to add some hydration to your skin apply a few smears of your moisturizer on your face
to evenly distribute the product around your face, gently massage it on your
face and always massage it upwards to prevent wrinkles.
Step 6:- add a pea size amount of product on your
ring size finger, the ring finger is the gentlest finger since the area
under the eye is the thinnest layer ofskin
Step 7:- to the most important step the sunscreen
just like the moisturizer apply a
few smears to your face and evenly distribute the product, it helps protects
from UV light and sun damage, no one wats skin cancer
CONGRATULATIONS YOU MADE IT, HEALTHY, GLOWING AND YOUTHFUL SKIN FOR YEARS!!!!
LAB REPORT
Instruction
Our skin usually needs more help since the elasticity and glow as know as the youthful glow that fades with time. After all collagen stops regenerating it self between the period of age 20-25. In this set of instruction you'll find the steps to maintain that healthy skin and warnings on what are the do’s and don’ts when creating your skin care routine.
Methodol ...
Professional Development Final Presentation2reneedigiorgio
The document discusses positive behavior support strategies and classroom management best practices. It covers establishing clear expectations and rules, using positive reinforcement to encourage good behavior, understanding the function of problematic behaviors, and implementing targeted interventions like pre-correction, ignoring attention-seeking behaviors, and using group contingencies to encourage positive peer pressure. The goal is to prevent misbehavior through proactive teaching and use principles of behavior to address issues consistently in a positive manner.
This document appears to be a quiz assessing knowledge of key concepts in the PECS protocol, including discrimination phases, examples of rejection versus acceptance of items, appropriate tutor behaviors, preferred versus non-preferred items, the phase where new icons are introduced, the steps in the 4 step error correction procedure, whether labeling occurs before or after prompting to take an item in correspondence checks, whether every PECS session requires 10 trials, and the recommended frequency of correspondence checks in later phases. The quiz contains 10 multiple choice or true/false questions testing these concepts.
The document discusses behaviorism theory and its application in education. It explains that behaviorism focuses on learning through changes in behavior based on reinforcement and conditioning. Classical conditioning involves associating a stimulus with a response, like Pavlov's dog experiment. Operational conditioning involves learning behaviors that produce consequences, as in Skinner's box. The document provides examples of how teachers can apply behaviorism principles in the classroom through reinforcement systems using treats or technology like smart boards.
This document provides an introduction to understanding behavior using the behavior pathway model. It explains key concepts like the four functions of behavior (attention, escape/avoidance, access, sensory), and outlines the components of the behavior pathway including setting events, antecedents, problem behavior, maintaining consequences, desired behavior and alternative behavior. Common strategies are discussed for each part of the pathway like using choices, visual schedules and environmental arrangements to influence antecedents and reinforce appropriate behavior. Consistency, persistence and reinforcing the right behaviors are emphasized.
The document provides instructions for taking a computer-based reading test. It explains that some questions will have a missing word and students should choose the best answer from the options given. It describes how to select answers using the computer keyboard and see feedback on choices. The document advises students to answer all questions and notify the teacher once finished.
The document provides guidance on using apostrophes for possession. It explains the basic rules that the apostrophe is added after the owner and an s is added if needed. It then provides multiple examples applying these rules and clarifies some exceptions. It stresses the importance of practicing and reviewing the rules over several days for proper learning and memory retention.
Sherry Wyche implemented Classroom Management Strategies (CMS) in her 3rd grade boys' PE class to address frequent minor disruptive behaviors. The strategies included using "Super Focus" as an attention signal and introducing lottery tickets that students could earn for good behavior. Data was collected daily on ticket amounts and through Class Dojo for negative behaviors. After two weeks, the results showed decreases in minor behaviors and less time needed for the attention signal. Students who typically misbehaved improved and were recognized on the sportsmanship board. The CMS engaged students and generated data that highlighted positive behaviors.
The document is a 10 question quiz about the phases and procedures of implementing the Picture Exchange Communication System (PECS). The quiz covers topics like the maximum number of icons that can be on Velcro strips in a PECS book, examples of rejection versus acceptance of items, when to introduce a new icon, the steps for error correction, and how often to do correspondence checks in different PECS phases.
1. The document discusses a lesson on anxiety, including ground rules for discussions and tasks for students to complete.
2. Students are asked true/false questions about anxiety and complete an "anxiety thermometer" listing feelings and behaviors associated with increasing anxiety.
3. The discussion covers topics like what causes anxiety and whether avoidance is effective, as well as ways anxiety can be managed.
4. At the end, students revisit true/false questions and self-assess their understanding of anxiety signs, features, and management techniques. They are also provided with additional resources on anxiety.
Similar to Icon Exchange Discrimination Phases (20)
Unlock the Future of Search with MongoDB Atlas_ Vector Search Unleashed.pdfMalak Abu Hammad
Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
* What is Vector Search?
* Importance and benefits of vector search
* Practical use cases across various industries
* Step-by-step implementation guide
* Live demos with code snippets
* Enhancing LLM capabilities with vector search
* Best practices and optimization strategies
Perfect for developers, AI enthusiasts, and tech leaders. Learn how to leverage MongoDB Atlas to deliver highly relevant, context-aware search results, transforming your data retrieval process. Stay ahead in tech innovation and maximize the potential of your applications.
#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Letter and Document Automation for Bonterra Impact Management (fka Social Sol...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on automated letter generation for Bonterra Impact Management using Google Workspace or Microsoft 365.
Interested in deploying letter generation automations for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Generating privacy-protected synthetic data using Secludy and MilvusZilliz
During this demo, the founders of Secludy will demonstrate how their system utilizes Milvus to store and manipulate embeddings for generating privacy-protected synthetic data. Their approach not only maintains the confidentiality of the original data but also enhances the utility and scalability of LLMs under privacy constraints. Attendees, including machine learning engineers, data scientists, and data managers, will witness first-hand how Secludy's integration with Milvus empowers organizations to harness the power of LLMs securely and efficiently.
Your One-Stop Shop for Python Success: Top 10 US Python Development Providersakankshawande
Simplify your search for a reliable Python development partner! This list presents the top 10 trusted US providers offering comprehensive Python development services, ensuring your project's success from conception to completion.
Building Production Ready Search Pipelines with Spark and MilvusZilliz
Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
This presentation provides valuable insights into effective cost-saving techniques on AWS. Learn how to optimize your AWS resources by rightsizing, increasing elasticity, picking the right storage class, and choosing the best pricing model. Additionally, discover essential governance mechanisms to ensure continuous cost efficiency. Whether you are new to AWS or an experienced user, this presentation provides clear and practical tips to help you reduce your cloud costs and get the most out of your budget.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdfChart Kalyan
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Digital Marketing Trends in 2024 | Guide for Staying AheadWask
https://www.wask.co/ebooks/digital-marketing-trends-in-2024
Feeling lost in the digital marketing whirlwind of 2024? Technology is changing, consumer habits are evolving, and staying ahead of the curve feels like a never-ending pursuit. This e-book is your compass. Dive into actionable insights to handle the complexities of modern marketing. From hyper-personalization to the power of user-generated content, learn how to build long-term relationships with your audience and unlock the secrets to success in the ever-shifting digital landscape.
GraphRAG for Life Science to increase LLM accuracyTomaz Bratanic
GraphRAG for life science domain, where you retriever information from biomedical knowledge graphs using LLMs to increase the accuracy and performance of generated answers
Salesforce Integration for Bonterra Impact Management (fka Social Solutions A...Jeffrey Haguewood
Sidekick Solutions uses Bonterra Impact Management (fka Social Solutions Apricot) and automation solutions to integrate data for business workflows.
We believe integration and automation are essential to user experience and the promise of efficient work through technology. Automation is the critical ingredient to realizing that full vision. We develop integration products and services for Bonterra Case Management software to support the deployment of automations for a variety of use cases.
This video focuses on integration of Salesforce with Bonterra Impact Management.
Interested in deploying an integration with Salesforce for Bonterra Impact Management? Contact us at sales@sidekicksolutionsllc.com to discuss next steps.
Best 20 SEO Techniques To Improve Website Visibility In SERPPixlogix Infotech
Boost your website's visibility with proven SEO techniques! Our latest blog dives into essential strategies to enhance your online presence, increase traffic, and rank higher on search engines. From keyword optimization to quality content creation, learn how to make your site stand out in the crowded digital landscape. Discover actionable tips and expert insights to elevate your SEO game.
1. Icon Exchange Discrimination Phases Created By: Courtney June Behavior Analysis Training System Western Michigan University
2. What is discrimination? The ability to choose between a preferred item and a non preferred item. “Which icon will get me something cool, and which one will get me something lame?”
3. General Info Always have the correct icon for each item If not, ask for it Reinforce within ½ second Use a variety of tutors and items, both preferred and non-preferred Set up for next trial while child is engaged with the reinforcer Number of icons on the three right strips is phase specific
4. Remember: There should never be more than 5 icons on the three right strips for discrimination phases
5. Preferred Vs. Non-preferred A preferred item-- an item the child consistently eats or engages with for 10 – 15 seconds Eating goldfish Putting a puzzle together Flipping through a book A non-preferred item-- something the child is not interested in, and will not engage in for 10 – 15 seconds A spoon A shoe A piece of paper
6. Non-preferred Vs. Neutral Again, a non-preferred is anything the child does not like and rejects Paper towel A sock A neutral item is an item that is non-preferred but used functionally: Using a fork to eat Drinking from a cup Putting on a shoe If you find a neutral item for your child do not use it as preferred or non-preferred, in the discrimination trials.
7. Phases 3 The child learns to discriminate between a reinforcing preferred item and a non-preferred item Previously the child always got something good from exchanging the icon, now they have to look at the icons to make sure they are getting what they want
8. Question #1: What is the maximum number of icons that can be on the three right strips of the PECS book?
9. Enticing vs. Prompting Entice a child “to want” an item and, Prompt a child “to ask” for an item Examples of enticing: Pretend to eat an edible without attending to the child Play with a car or toy by yourself Examples of prompting: “WOW look at this COOL car!” “OOO this is a YUMMY Cheeto
12. What happens in an incorrect trial? The child chooses a non-preferred icon and rejects it when it is presented Examples of rejection: Not taking the item from you Throwing the item Pushing the item away Dropping the item If 3 incorrect responses occur, move onto the 4 Step Error Correction
13. Tips for Emotional Responding During instances of emotional rejection Such as crying or tantrums, Do not give the child a different preferred item to calm them, Work through the rest of the trial, giving prompts as needed, and If the child aggresses: Block it and continue to work through the trial After completing the trial do ELOs to achieve compliance Once child complies, move on to the next trial
14.
15. Question #2: Which is an example of rejection? A. The child grabs the sock and makes a hand puppet. B. The child eats the cheeto. C. The child ignores the item and pretends to sleep.
16. Phase 3 Allow the child to play with the preferred item for 10–15 seconds before the trial begins 1 preferred item and 1 non-preferred item is used Do preference assessments every few trials to find both preferred and non-preferred items “OOO the new” Reinforce the childs correct reaching response with “OOO” as the child reaches for the correct icon during the trial
18. Phase 3 Be sure to place the PECS book between the student and tutor Alternate back and forth between phases 3 and 2F 5 trials of 2F outside of the booth 5 trials of 3 in the setting the tutor chooses Trial is considered incorrect after 15 seconds If the child makes 3 incorrect responses in a row, remove incorrect icon during the 4 step error correction
19. Question #3: The tutor silently reading a child’s book in front of the child is an example of what? Question #4: Exclaiming “VROOM VROOM, this car is so much FUN!” in front of the child is an example of what?
20. Phase 3A The child learns to discriminate between a reinforcing preferred item and a non-preferred item WHILE TRAVELING (outside the booth)
21. Phase 3A Again allow the child to eat or engage with the reinforcer for 10-15 seconds 1 preferred and 2 non-preferred icons on any of the 3 right velcro strips Do preference assessments every few trials If the student does not engage in the item for at least 15 seconds, it is incorrect After 3 incorrect responses in a row, remove the incorrect icon and go into the 4 Step Error Correction
22. Question #5: If a child is given a sock and puts in on his/her foot, what kind of item is it? A: Preferred B: Non-preferred C: Neutral
23. The 4 Step Error Correction Step 1: Model Step 2: Practice Step 3: Distract Step 4: Repeat
24. Step 1: Model Point to the correct icon If gestural prompt is not effective, move to partial physical prompt and full physical prompt if necessary Move onto step 2
25. Step 1: Model Gesturaly prompt to the correct icon If gestural prompt is not effective, move to partial physical prompt and full physical prompt if necessary That is all step one requires move on to step 2
26. Step 2: Practice Let the child give you the icon you prompted towards Label item but do not give it to the child, this is just for practice Move on to step 3
27. Step 3: Distract Flip the book over and do an ELO: Clap hands Tap table Touch nose Move on to step 4
28. Step 4: Repeat Flip book back over Wait for the child to make an independent response. Entice if necessary If child makes incorrect response, repeat the 4 Step Error Correction If you go through the 4 step error correction 3 times in one trial, remove the incorrect icons so the child has to make a correct response during step 4
29. What problems could occur? Children’s preferences may change often If the child changes reinforcers often, make sure you do frequent preference assessments to ensure that you have what the child will be motivated enough to ask for Finding a non-preferred item can sometimes be difficult If you are having trouble finding a non-preferred item, keep doing a preference assessment until you find one, or ask a supervisor for help
31. Question 7: What are the 4 steps in the 4 Step Error Correction?
32. Tips Switch icon positions only after a correct trial on the initial trial DO NOT switch icons after a correct response on the “repeat step” of the 4 Step Error Correction After 3 incorrect initial trials, which include the 4 Step Error Correction, stop the procedure Continuing the procedure then punishes responding
33. Tips Switch icon positions only after a correct trial on the initial trial DO NOT switch icons after a correct response on the “repeat step” of the 4 Step Error Correction After 3 incorrect initial trials, which include the 4 Step Error Correction, stop the procedure Continuing the procedure then punishes responding Get a supervisor to code the data sheet, end that PECS session and move on using the reinforcer the child tried to grab for another procedure
34. Tips Switch icon positions only after a correct trial on the initial trial DO NOT switch icons after a correct response on the “repeat step” of the 4 Step Error Correction After 3 incorrect initial trials, which include the 4 Step Error Correction, stop the procedure Continuing the procedure then punishes responding How should the supervisor code it?
35. Tips Switch icon positions only after a correct trial on the initial trial DO NOT switch icons after a correct response on the “repeat step” of the 4 Step Error Correction After 3 incorrect initial trials, which include the 4 Step Error Correction, stop the procedure Continuing the procedure then punishes responding Your supervisor should use the Implementation Problem code (IP) or the Alternative Appropriate Activity code (AAA)
36. Tips on Coding Data Sheet The 4 step error correction cycle can be repeated up to a total of 3 times if necessary If you do complete 2 full cycles of the 4 step error correction & the child still has not responded correctly, remove the incorrect icon and repeat the 4 steps so the child can only make a correct response. Replace the incorrect icon move on to the next initial trial This means in 3 initial trials, if you had to go through the 4 step error correction you could have gone through a total of 9 cycles of 4 step error correction (3 full cycles for each of 3 initial trials)
37. Tips on Coding Data Sheet The 4 step error correction cycle can be repeated up to a total of 3 times if necessary If you do complete 2 full cycles of the 4 step error correction & the child still has not responded correctly, remove the incorrect icon and repeat the 4 steps so the child can only make a correct response. Replace the incorrect icon move on to the next initial trial This means in 3 initial trials, if you had to go through the 4 step error correction you could have gone through a total of 9 cycles of 4 step error correction (3 full cycles for each of 3 initial trials) Note: If you do 3 consecutive initial trials & have to go through the 4 step error correction each time, STOP THE PROCEDURE & GET IT CODED BY A SUPERVISOR
38. Tips on Coding Data Sheet The 4 step error correction cycle can be repeated up to a total of 3 times if necessary If you do complete 2 full cycles of the 4 step error correction & the child still has not responded correctly, remove the incorrect icon and repeat the 4 steps so the child can only make a correct response. Replace the incorrect icon move on to the next initial trial This means in 3 initial trials, if you had to go through the 4 step error correction you could have gone through a total of 9 cycles of 4 step error correction (3 full cycles for each of 3 initial trials) If you have to go through the 4 step error correction a few times, you still only take data on the initial trials.
40. What do we mean by the Initial Trial? The initial trial is the chance when the child gets to independently make a response and choose what item they want. If they reject the item they chose only then do you go into the 4 step error correction. Although the 4 step error correction comes right after an incorrect response it is not part of the initial trial, it is the correction procedure When the child rejected the item they received a – on the data sheet and that was the end of the initial trial.
41. What do we mean by the Initial Trial? The initial trial is the chance when the child gets to independently make a response and choose what item they want. If they reject the item they chose only then do you go into the 4 step error correction. Although the 4 step error correction comes right after an incorrect response it is not part of the initial trial, it is the correction procedure When the child rejected the item they received a – on the data sheet and that was the end of the initial trial. So, if I start the initial trial and the child rejects the item, I mark the data for the initial trial as - and do the 4 step error correction, with the possibility of doing the 4 steps up to three times?
42. What do we mean by the Initial Trial? The initial trial is the chance when the child gets to independently make a response and choose what item they want. If they reject the item they chose only then do you go into the 4 step error correction. Although the 4 step error correction comes right after an incorrect response it is not part of the initial trial, it is the correction procedure When the child rejected the item they received a – on the data sheet and that was the end of the initial trial. That’s right!
43. What do we mean by the Initial Trial? The initial trial is the chance when the child gets to independently make a response and choose what item they want. If they reject the item they chose only then do you go into the 4 step error correction. Although the 4 step error correction comes right after an incorrect response it is not part of the initial trial, it is the correction procedure When the child rejected the item they received a – on the data sheet and that was the end of the initial trial. Then what do I do?
44. What do we mean by the Initial Trial? The initial trial is the chance when the child gets to independently make a response and choose what item they want. If they reject the item they chose only then do you go into the 4 step error correction. Although the 4 step error correction comes right after an incorrect response it is not part of the initial trial, it is the correction procedure When the child rejected the item they received a – on the data sheet and that was the end of the initial trial. You start the next initial trial, and take your next data mark.
45. 4-Step Error Correction Child chooses icon Accepts item Rejects item TAKE DATA HERE Correct on data sheet Incorrect on data sheet Read from top to bottom following the arrows as necessary Go onto next trial Model-Gestural prompt to preferred icon Practice -Child exchanges preferred icon -Label, but do not give item Distract -Turn book over -Do ELO Repeat -Turn book back over -Child independently chooses icon -Label and give item 1 4 3 2 Accepts item Rejects item Go onto next trial 3 2 1 Accepts item 4 ModelPracticeDistractRepeat Rejects item Go onto next trial Accepts item 1 4 3 2 ModelPracticeDistractRepeat Do preference assessment Go onto next trial Rejects item Remove the incorrect icon and repeat the 4 steps On repeat they get the treat!
46. 4-Step Error Correction Child chooses icon Accepts item Rejects item TAKE DATA HERE Correct on data sheet Incorrect on data sheet Go onto next trial Model-Gestural prompt to preferred icon Practice -Child exchanges preferred icon -Label, but do not give item Distract -Turn book over -Do ELO Repeat -Turn book back over -Child independently chooses icon -Label and give item 1 4 3 2 Accepts item Rejects item Go onto next trial 3 2 1 Accepts item 4 ModelPracticeDistractRepeat Rejects item Go onto next trial Accepts item 1 4 3 2 ModelPracticeDistractRepeat Do preference assessment Go onto next trial Rejects item Remove the incorrect icon and repeat the 4 steps On repeat they get the treat!
47. Phase 3B Phase 3B teaches discrimination between preferred items/icons while traveling Tutor has 2 highly preferred items available and the 2 corresponding icons on the book Incorrect responses: student reaches for a different item, or Chooses corresponding item but does not engage in interacting with it for at least 15 seconds
48. Phase 3B continued Correspondence checks are necessary for 50% of the trials 5 of the 10 trials Rotate between correspondence checks and labeling while giving the item Label then give item Student does not accept the item when it is presented If the student makes 3 incorrect responses in a row, remove incorrect icon during 4 Step Error Correction
49. For Correspondence Checks Hold out the items corresponding to icons, and say, “Take it” Then mark “CC” in the OT column on the data sheet Correct trial: the child chooses the item corresponding to the icon they gave you Incorrect trial: the child chooses the item that does not correspond to the icon they gave you Block the incorrect response and go directly into the 4 Step Error Correction Start with pointing to the item the child should have taken
50. Requirement: Combine phases 2F and 3B Complete 5 trials of 2F outside the booth 5 trials of 3B in the setting the tutor chooses
51. Phase 3C Phase 3C teaches discrimination between preferred items/icons while traveling Tutor has 5 highly preferred items available And 5 corresponding icons on the book Run correspondence checks for 60% of the trials (6 of 10) Randomly rotate between correspondence checks and labeling while giving the item
52. Correspondence Checks Hold out the items on a bin lid corresponding to the icons, and say, “take it” Mark “CC” in the OT column on the data sheet REQUIREMENT: Combine phases 2F and 3C. 5 trials must be completed outside the booth where the student must travel to book and then discriminate between icons
53. Phase 3C 4 preferred items Do correspondence checks using all 4 items For this phase it is easier to put the items on a bin lid so that they are spread out and easily accessible to the child When items are not spread out and accessible, tutors can easily mistake which item the child is reaching for Trial is correct when child chooses the item they asked for Trial is incorrect if child chooses a different item then what they asked for Use 4 step error correction for incorrect trials
54. Phase 3C continued Trial is correct if the student gives the icon to the tutor then picks up and accepts corresponding item (engages with for at least 15 seconds) Trial is incorrect if the student does not give icon to tutor or does not pick up or accept (engage in item for at least 15 seconds) corresponding item
55. Question 8: True or False: You have to run 10 trials for every PECS session Question 9: How often should you do correspondence checks in phase 3B ? __ How about in 3C? __ A: 20% of the trials B: 40% of the trials C: 60% of the trials D: never
56. 4-Step Error Correction Chooses correct item Chooses incorrect item Child chooses item TAKE DATA HERE Correct on data sheet Incorrect on data sheet Go onto next trial Model-Gestural prompt to preferred icon Practice -Child exchanges preferred icon -Label, but do not give item Distract -Turn book over -Do ELO Repeat -Turn book back over -Child independently chooses icon -Correspondence check 1 4 3 2 Correct item Incorrect item Go onto next trial 3 2 1 Correct item 4 ModelPracticeDistractRepeat Incorrect item Go onto next trial Correct item 1 4 3 2 ModelPracticeDistractRepeat Do preference assessment Go onto next trial Incorrect item Remove the incorrect icon and repeat the 4 steps On repeat they get the treat!
57. Tips Remember we do not take data on the 4 step error correction, we only take data on the initial trial Note: If you get three consecutive incorrect responses on the initial trials, stop the procedure and get it coded by a supervisor
58. Still have questions? Contact the Icon Exchange Junior System Manager: Courtney June at Lea.c.june@wmich.edu or ask a supervisor.