Maintenance
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Maintenance procedures are procedures where the child has met mastery criteria for the final phase. When a procedure reaches maintenance status, it is marked as such in the child's data book and folder. During maintenance skills time on the child's schedule, tutors should look at the child's acquired skills list and choose an activity, place the data book outside the booth, and have fun reinforcing skills without taking data. The purpose is to enhance functional communication and maintain acquired skills.
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Τα οφέλη της εκπαίδευσης πληροφορικής στα παιδιά (και όχι μόνο!)
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FairfieldAutoCommunity.com_2009 AAA Traffic Safety Index
FairfieldAutoCommunity.com_2009 AAA Traffic Safety Index
Asian experience with rtv silicone coatings - Presentation by Project Sales a...
Asian experience with rtv silicone coatings - Presentation by Project Sales a...
Involving citizens in assessing dilemmas of privacy and security
Involving citizens in assessing dilemmas of privacy and security
DECD Commissioner Stops at Three Rivers to Explain New Small Business Programs
DECD Commissioner Stops at Three Rivers to Explain New Small Business Programs
Similar to Maintenance
General guidelines for discrete trial teaching
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 teaching
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.
Helping the Unfocused Mind: Teaching Strategies for Students with Difficulty ...
This document provides teaching strategies for students who have difficulty paying attention:
1) Teachers must provide clear structure, organization, and expectations to help focus inattentive students. This includes breaking tasks into smaller steps, using timers, and setting checkpoints.
2) Giving immediate feedback and praise for on-task behavior can encourage attentiveness. Shorter tasks, reduced visual materials, and ensuring initial success also help engagement.
3) Controlling the tone, pitch, and volume of one's voice is an effective way to get and maintain attention from inattentive students during oral instruction. Whispering, countdowns, and prompts keep students focused.
Stages of learning
This document discusses the stages of learning:
1. Acquisition - Learning a new task and making errors initially
2. Fluency/Proficiency - Learning to perform the task with higher accuracy and efficiency
3. Maintenance - Performing the task independently without assistance
4. Generalization - Performing the task in different situations than where it was learned
5. Adaptation - Applying a previously learned skill to a new area without direct instruction
It provides strategies for teaching each stage, such as demonstration, practice, feedback, and adapting tasks for students' abilities. Periodic review is important for maintenance, and teaching generalization involves varied examples, contexts, and problem-solving opportunities.
Lesson Plan Template – OverviewFor a more detailed explanati.docx
Lesson Plan Template – Overview
For a more detailed explanation, including examples, of each section within the Lesson Plan Template, please view the Lesson Plan Handbook.
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
The goal is the purpose of the lesson.
Objective
The objective is what students will be able to know or do at the end of the lesson.
Standards Included
Standards are the knowledge or skills that students will be expected to demonstrate. Depending on the age of the children you are working with, you will choose the appropriate standard from the list below:
Birth to Age 3: Developmental Milestones. Click HERE to locate a developmental milestone checklist that includes developmental standards.
Ages 3 to 5: Early Learning Guidelines. Click HERE to locate the Early Learning Guidelines for your state.
Head Start Framework: If you work in a Head Start program, please click HERE to choose a standard from the Head Start Early Learning Framework.
K-3: Click HERE to locate the Kindergarten through 3rd grade standards for your state.
Materials
The materials section lists all items needed throughout a lesson.
Introduction
The introduction is how you will introduce the activity so your students are interested, engaged, and have the opportunity to think about any background knowledge/experience that they may have.
Lesson Development:
The lesson development section includes the steps that you will take to teach the lesson including any modeling, direct instruction, centers, etc. that will be utilized. Sometimes this is also referred to as the “procedures” section of the lesson plan.
Differentiation
Often times you will have students that you will need to include modifications for when you are developing a lesson. In this section you will need to explain how you could modify your lesson to meet the needs of the different children you are working with. These modifications may apply to the lesson development section, the practice/check for understanding section, or both.
Assessment
(Practice/ Checking for
Understanding)
Students are given the opportunity to apply what they have learned in a formal or informal way. You will need to describe what you will do to assess student learning. It can be through guided practice and/or independent practice. Guided practice allows students to demonstrate their understanding of the material while the teacher is present and can provide needed assistance. Independent practice might be group work, projects, or homework.
Closing
Here the ECE teacher/provider reviews the highlights of the lesson and brings closure to the activity.
Lesson Plan Template
Content Area or Developmental Focus:
Age/Grade of Children:
Length of Lesson:
Goal
Objective
Standards Included
Materials
Introduction
Lesson Development
Differentiation
Assessment
(Practice/ Checking for
Understanding)
Closing
References
Center on Enhancing Ea.
Objective and subjective performance measures
The document discusses objective and subjective methods for measuring performance, with objective measures using tools like stopwatches and tapes to precisely measure elements like time or distance, while subjective measures involve personal judgements of qualities like style that require interpretation; it also notes that measures exist on a continuum between completely objective to highly subjective depending on the sport or skills being assessed.
IntroductionInfant classrooms are bustling with activity almost .docx
Introduction
Infant classrooms are bustling with activity almost non-stop as the needs of infants vary from moment to moment. Day to day infant care varies depending on the individual needs of the infants. Spending a few hours in an infant classroom will provide you with an invaluable perspective on infant care and the complexity of an infant classroom. In this assignment, you will observe an infant classroom noting Developmentally Appropriate Practices, as well as NC Child Care Rules specific to this age group. You will also pay attention to teacher-child interactions during play and routines.
The Assignment
This assignment is to be completed by observing in an infant classroom that serves children 6 weeks to 18 months old. You will complete an observation sheet and write a summary of the information gathered during the observation.USE VIDEO ABOVE IF YOU ARE UNABLE TO GO TO A CHILDCARE CENTER.....
You are to observe an infant classroom in a licensed child care facility.
If you need assistance, please let your instructor know well in advance of the due date.
Your observation should be for a minimum of 3 to 5 hours.
You will be looking for specific items that relate to a developmentally appropriate infant classroom.
It may be necessary for you to make more than one observation to get all the information you need to complete this assignment.
This cannot be a classroom in which you currently work!
You need to have the opportunity to observe without participation.
You must follow these specific guidelines as you begin this assignment:
Call ahead to make arrangements for the observation.
Be specific in your request: tell them you are a student at _____Community College and that the observation is for a class assignment.
When you go to the site, sign in, and get a visitor's name tag if required.
You are to be an observer. You are not to engage the children or the teacher in casual conversation.
The teacher is there for the children. You are to observe in an out of the way location and try not to call attention to yourself.
You may ask questions but do not intrude on teacher-child interactions.
Remember to thank the teacher and the office staff as you leave the center.
Please demonstrate professional behavior before, during, and after your observation.
Dress appropriately. Please be aware that many infant classrooms expect adults to remove their shoes while inside the classroom--socks and slip-on shoes are highly recommended.
Come prepared with paper/pen to take notes so that you are able to represent the teacher’s classroom accurately when writing your paper.
Be polite and courteous at all times.
Confidentiality must be maintained at all times. You are not to talk about the classroom, teacher, or children to anyone.
Observe the classroom and take notes of your impressions of the following:
Examples of Attention, Approval, and Attunement (pgs. 187, 217, 223, 298, 308, 390)
Th.
ALevelPracticalEndorsementGuide
This document provides guidance and resources for teachers implementing the practical assessment component of A-Level physics courses in the UK. It discusses the requirements for record keeping of student practical work, feedback from monitoring visits conducted by exam boards, and planning considerations for the second year of the two-year A-Level course. Key recommendations include completing 5-6 of the required practical experiments by the first year, developing students' planning and decision making skills, and aiming to finish all practical work by Easter of the second year. FAQs and additional details on the assessment criteria are provided in appendices.
Introduction To Structured Teaching For Translation
The document provides an introduction to structured teaching for students with autism. Structured teaching is based on the Heartland Model and incorporates elements from TEACCH. Its primary goal is to develop independence and communication skills through visual structure, schedules, and work systems. These tools make the environment more predictable and help students understand expectations and complete tasks independently.
T&L Handbook 2009 10
The document outlines strategies and expectations for teaching and learning at Oxford School. Section A discusses the school's "Great Expectations" framework, which includes establishing clear routines and high expectations to engage students. It provides examples of starters, interactive activities, and ways to check for understanding and ensure student progress. Section B covers the school's approach to student management, focusing on positive reinforcement and de-escalation techniques.
Generic introduction to evidence bundles for placement (1)
The document provides guidance for student teachers on collecting evidence bundles to demonstrate their impact on student learning and progress against the Teachers' Standards. It advises that evidence bundles should track the progress of all students and groups of students over time through lessons and assessments. Student teachers should plan which area to focus each evidence bundle on, collect relevant data, and reflect weekly with their mentor on progress and next steps.
Welcome letter
This document provides information from Mrs. Strickland about her Spring 2017 Geometry course. It includes her contact information and office hours. It outlines the academic policies regarding plagiarism, conduct, attendance, and withdrawals. It provides details about course requirements, technologies needed, grading policies, pacing, and the final exam. The goal is to ensure students have the resources and understanding to be successful in the online course.
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.
Teacher Resource Guidebook - Using Investigations in the Classroom
Teacher Resource Guidebook - Using Investigations in the Classroom School Vegetable Gardening - Victory Gardens
Teacher Resource Guidebook - Using Investigations in the Classroom ~ tessafrica.net ~ For more information, Please see websites below:
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Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
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Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
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Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
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Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
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Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
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City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
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Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
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Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
Developing habits for self-goals
The document provides strategies for teachers to encourage learning goals in students. It discusses encouraging traits like being well-organized, breaking large goals into smaller goals, observing one's own performance, and believing one can achieve. It emphasizes the importance of enjoyment, positive reactions to tasks, high effort and persistence, and seeking academic help. The overall strategies are meant to enhance students' self-motivation and ability to learn effectively.
Supporting Students with ASD in the Classroom: 5 Tools You Can Use Tomorrow ...
Supporting Students with ASD in the Classroom: 5 Tools You Can Use Tomorrow ...National Resource Center for Paraprofessionals
Supporting Students with ASD in the Classroom: 5 Tools You Can Use Tomorrow HANDOUTS by Christine PeckIndependent work 2015
The document provides guidance on creating independent work or play schedules for individuals with autism spectrum disorders. It recommends using containers labeled with symbols to hold activities the individual can complete independently. The process involves assisting the individual to open each container, complete the activity, close the container, and move to the next one, providing minimal verbal or physical prompts. With practice and reduction of prompts over time, the goal is for the individual to work independently for 15-90 minutes following the visual schedule. Feedback from parents and teachers has been positive about increased independent productivity and play using this approach.
Team6 updated adhd_computer_assisted_presentation[1]
The document discusses Attention Deficit Hyperactivity Disorder (ADHD) and strategies for teachers to help students with ADHD succeed in the classroom. It defines ADHD and lists common signs and symptoms. It emphasizes the importance of identifying each student's unique needs and creating an individualized education plan. The document provides examples of classroom strategies like establishing clear rules, giving instructions in small parts, allowing movement breaks, and using technology like talking calculators to aid students with ADHD.
Similar to Maintenance (20)
Helping the Unfocused Mind: Teaching Strategies for Students with Difficulty ...
Helping the Unfocused Mind: Teaching Strategies for Students with Difficulty ...
Lesson Plan Template – OverviewFor a more detailed explanati.docx
Lesson Plan Template – OverviewFor a more detailed explanati.docx
IntroductionInfant classrooms are bustling with activity almost .docx
IntroductionInfant classrooms are bustling with activity almost .docx
Introduction To Structured Teaching For Translation
Introduction To Structured Teaching For Translation
Generic introduction to evidence bundles for placement (1)
Generic introduction to evidence bundles for placement (1)
Teacher Resource Guidebook - Using Investigations in the Classroom
Teacher Resource Guidebook - Using Investigations in the Classroom
Supporting Students with ASD in the Classroom: 5 Tools You Can Use Tomorrow ...
Supporting Students with ASD in the Classroom: 5 Tools You Can Use Tomorrow ...
Team6 updated adhd_computer_assisted_presentation[1]
Team6 updated adhd_computer_assisted_presentation[1]
More from Colette Gillis
Discrete trial workshow
The document discusses using behavior analysis techniques like discrete trials to teach children important skills. Discrete trials involve presenting a discriminative stimulus, the child's response, and a consequence. A hierarchy of prompts is used to shape the desired behavior, starting with verbal prompts and progressing to physical prompts if needed. The goal is to reinforce correct responses and improve children's lives.
Preprac syllabus spring '13
This document outlines the course details for Psychology 3561: Autism Pre-Practicum. It includes information about meeting times, required materials, grading structure, and topics to be covered each week. The course consists of seminars, visits to observation sites, readings, homework assignments, and quizzes to prepare students for the basic practicum experience in autism services. Attendance is important as the seminar is only seven weeks and absences impact grades.
Playroom protocol
While in the playroom with a child, a caregiver should interact with and praise the child, ensure safe play, provide structure and reminders, and reinforce appropriate behavior. They should not leave the child unattended, allow unsafe play, take toys from others, ignore self-stimulatory behaviors, or remove the child without warning.
General policies for group activities
Tutors and students must sit in specific formations during group activities to maximize learning opportunities. During speech activities, tutors should keep students on task and in their seats, prompting them when needed, and assist the speech therapist if a student becomes disruptive by redirecting them or blocking inappropriate behaviors. The goal is to get students focused on the activity.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following the dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.
Discrete trial monitoring
This document describes discrete trial monitoring, which will be used by supervisors to evaluate student performance throughout the semester. Students will be monitored on 14 components of discrete trial implementation, including properly delivering SDs, responses, corrections, and reinforcers. The supervisor will use the same form and guidelines to code trials and provide feedback to students.
Homework #6
This document contains homework questions for a pre-practicum that asks what to do during a child's speech, whether a child should be ignored or left unattended, what should be done instead, and requests reviews of phase change and whistle blow/red dot criteria.
Professionalism
Your professionalism is evaluated daily at your practicum site. This includes arriving on time, implementing discrete trial sessions as scheduled, maintaining appropriate attire and language, and accepting feedback professionally. Your grade may be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself professionally and provide quality services to clients.
Homework #5
This document contains 7 questions related to proper conduct and procedures when working with children. It asks about the appropriate tone of voice to use, how to respond to disruptive behavior, when to deliver instruction cues, professionalism standards around clothing and verbal abuse, and how to handle toys as rewards.
Token economy
A token economy is a behavior modification system where generalized learned reinforcers like points, chips or tickets are earned for appropriate behaviors and can later be exchanged for backup reinforcers chosen by the individual. At WoodsEdge, students earn tokens for things like sitting properly or responding independently, with tokens then traded for preferred items or activities.
Data sheet codes
This document provides definitions for various data sheet codes used to record tutoring sessions. Codes include AAA for alternate activities, OT for when a child is off task, IP for implementation problems, IN for invalid data, OH for procedures placed on hold, PT for probe trials, SA for when a child is absent, SI for when a child is ill, and SL for when a child arrives late. Justifications must be provided for any codes and supervisors must initial coded sessions. Tutors should notify their TA if they have multiple instances of certain codes in a row or within a set number of sessions.
Homework #4
This document contains 7 questions as part of a homework assignment for pre-practicum. The questions cover topics like maintenance skills procedures, recording data during those procedures, what to do with extra time in sessions, defining a token economy, typical number of tokens used, and who codes procedures.
Pecs overview
PECS (Picture Exchange Communication System) is used by many students to communicate. It involves 6 phases that teach students to request items and label their environment using picture icons. During training, students bring their PECS book and exchange pictures for desired items. If a student is using icons inappropriately, the tutor ignores the behavior and redirects the student back to the PECS task.
Transitions
The document provides guidance for tutors on helping children with transitions between activities, including using an icon ring to show the child where they are going, making transitions fun by praising and rewarding appropriate behavior, and enticing children to return to the booth with a preferred toy rather than picking them up if they resist. Tutors are instructed to make transitions quick, use rewards from their apron, and never chase, pull, lift, or leave the child alone as ways to best handle problematic transitions.
Homework #3
This document appears to be homework questions for a pre-practicum class. It asks 10 multiple choice questions about transitions, physical guidance of children, visual supports, Picture Exchange Communication System (PECS), phases of PECS implementation, access to communication tools, diaper changing procedures, reinforcement of prompts during self-care routines, and use of prompt hierarchies for toileting. The questions cover topics like classroom transitions, child guidance, augmentative and alternative communication, self-care support, and applied behavior analysis techniques.
What happens if i get bitten
If a child bites you, push your arm into the bite to avoid tearing skin. Call over a teacher for help. Wash any bites that break skin with soap and water. Report all bites to a teacher, and see the nurse for bandaging or ice if bleeding or swelling occurs. The biting child's parents will be informed. To prevent biting, tell teachers if a child attempts or is known to bite so they can watch for the behavior and warn others.
Reinforcer assessment
The document discusses conducting reinforcer assessments with children which involve two components: 1) toy exchange and 2) preference assessments. The toy exchange takes place in the playroom to obtain new reinforcers and involves allowing the child to choose toys to keep in their bin. Mini preference assessments then take place in the booth to determine the most effective reinforcer for motivating the child at that time by having them choose between two toys.
Extra learning opportunities
Extra Learning Opportunities (ELOs) consist of informal learning trials that occur outside of scheduled sessions to reinforce targeted behaviors and skills. ELOs take place during transitions between activities or in unstructured settings like the playroom. Examples of ELOs include prompting a child to say words, follow simple directions like "walk" or "throw the ball", identify colors, body parts, and objects, with all responses positively reinforced.
How to handle problem behavior
Pat exhibits disruptive behaviors like tantrums, hitting and screaming during discrete trial training sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the tutor does not provide strong enough reinforcers, or the tutor provides attention after disruptive behaviors. To address this, the tutor should make tasks easier, use stronger reinforcers like playing, and limit attention after disruptive behaviors. Playing is especially important as a reinforcer for children with functional skills.
More from Colette Gillis (20)
Maintenance
- 1. Maintenance Maintenance procedures are procedures where the child has met the criterion for the final phase. When a child’s procedure reaches maintenance status, a final phase change is made and M/C (stands for mastery criteria) is marked on the data sheet in the child’s book.The date the procedure met mastery criterianeeds to be marked in the maintenance/mastery (M/C) column on the folder outside the child’s booth (also known as the booth chart).This is done so Carmen, Steve,Trista, Gretchen, or Katie (the classroom staff)knowthat the procedure is complete and can replace the procedure with a new one. You should continue to implement maintenance or M/C procedures during your shift as usual when the name of the procedure appears in the child’s schedule. When implementing M/C proceduresthat are in the child’s schedule, you should continue to take data. Maintenance Skillsmay appear on the child’s schedule near the end of the shift. These may be different from the procedures that are marked M/C in the child’s book. So, what do you do when Maintenance Skills appears on the child’s schedule? Do PECS with your child, have them request toy reinforcers. Use crayons and paper, have your child color with prompts if needed.Draw pictures and have fun with your child. This is not a discrete trial procedure. Procedures that reached maintenance status and are no longer in the book can be implemented when maintenance appears on the child’s schedule.This means working on ANY skill that the child has already acquired. NO data is recorded on M/C procedures (that are not already in the child’s schedule)! During MaintenanceSkills time, look at the acquired skills list (may be in the procedure book or on the booth wall) and choose an activity to do with your child and then put the child’s data book on the floor outside the booth or near the booth entrance. This will allow the tutor arriving for the next shift to read up on new phases or new procedures. If you aren’t quite done with a procedure, take the data sheet out of the book and continue recording without the book. It is also a good time to ask asupervisor or TA to come sign any phase changes so they will be ready for the next shift. The purpose of the maintenance skills time is to enhance the child’s functional communication with the use of PECS and to reinforce acquired skills so that the child will maintain these skills and not lose them. It is also time togive the tutors that are arriving for the next shift a chance to look at the book so they may read about new phases, a new procedure, or any procedure that they may not yet feel confident implementing. The arriving tutors are encouraged to ask supervisors or TAs any questions they have regarding the procedures at this time. If it is possible, it is best to ask these questions before the shift starts so it does not disrupt the child’s schedule. If it is not possible, always ask a supervisor or TA questions about proceduresbefore implementing them. Procedures must be correctly implemented in order to maximize the child’s progress.
- 2. Summary of what to do during Maintenance Skills: Look at child’s acquired skills list and choose an activity to do in addition to PECS. Place the child’s book on the floor outside the entrance to the booth or hand it to the next tutor. Place the child’s icons of toy reinforcers on the PECS book. Be EXTRA reinforcing! HAVE FUN! When you have extra time in the booth… Such as… - When you finish all of the procedures earlier than scheduled, or - When a scheduled activity is delayed (e.g., OT is running late), You should o Do maintenance skills o Extra procedures (do any of the procedures in the book) o ELOs You should NOT o Go to the playroom (unless instructed to do so) – the playroom may become too crowded at the end of each shift. We would like to avoid any accidents. o Take a rest in the booth – Your child should be learning all of the time. Use the time for your child’s learning and maintenance of functional skills.