skill training at special education

1. İZMİR ÖZEL EĞİTİM İŞ
UYGULAMA MERKEZİ
SKILL TRAINIG AT SPECIAL
NEEDS EDUCATION

2. SKILL TRAINIG OF
INTELLECTUALLY DISABLED
STUDENTS
 At Special Education skill is
defined as; the things that a person
can or might be able to do
according to her/his capability

3. BASIC SELF-CARE SKILLS
Toilet training
Eating training
Dressing & undressing training

4. OTHER SELF-CARE SKILLS
 Hand &face washing
 Brushing teeth
 Cleaning nose
 Taking shower
 Nail care
 Skin care and using cosmetics
 Hair care

5. OTHER SELF-CARE SKILLS
 Buying clothes (choosing the right
colour, size etc. ) and care of clothes
(simple repairing skills, ironing,
cleaning and care)
 Dressing properly according to weather
and age
 Proper usage of medicine
 Improving and growing habit of eating
healthy food

6. SELF-CARE SKILLS TRAINING
 Analysis and definition of the skill
/behaviour which will be taught
 A constant and direct/instant
measurement of achievements of the
student
 Provide the student with
opportunities to be active all the time
 Giving instant and systematic
feedbacks to the student’s behaviour

7. SELF-CARE SKILLS TRAINING
 In the control process with the
stimulus of student behavior tips
or aids for teaching, to ensure the
transition to the naturally
occurring stimulus.
 Implementation of strategies to
generalize the newly learnt skills
to new situations and
environments to ensure the
fulfillment.

8. APPROACHES AT SKILL TRAINING
 Forward chaining method
 Back chaining method
 Overall skill training method

9. FORWARD CHAINING METHOD
 Training starts with the first step of
chain behaviour which is a part of skill
analysis
 At each trial only one step is taught
In other words;
after displaying the desired
behaviour, student is taught the
second step and then asked to move
forward until all steps are taught and
achieved according to skill analysis
scale

10. BACK CHAINING
It is starting from the last skill
step (lining up from the easiest
to the most difficult) to the
previous steps of a skill analysis

11. OVERALL SKILL TRAINING
METHOD
It can be defined as;
instead of teaching a step from
chain behaviour at every trial,
teaching all steps at once.

12. PREREQUISIT BEHAVIOURS
To define the students’ real
performance level by using the skill
scale,first it must be defined
whether the student has acquired
the prerequisit of the skill. If the
student has acquired these
prerequisit behaviours then the
performance analysis step comes.

13. PREREQUISITE BEHAVIOURS
 If the student hasn’t acquired the
prerequisit behaviours first these
behaviours are given and then
performance analyses is applied.
For example:
to realize “tying shoe laces” , first
the student should be able hold the
shoe laces. After this step the
performance analysis step comes.

14. ORDER OF SKILL TRAINING
A) First to gain the desired skill to the
student; analysing and cascading is done
B) Criterion referenced measure tool is
prepared
C) Performance assesment is done.
D)The first skill level which cannot be done
ındependently by the student is considered
to be performance of the student.
E) And then teaching/training sessions start.

15. SKILL ANALYSIS
Skill analysis is ordering a set of
behaviours in detail and
logically to realize a certain aim
(skill)
Or;
Description of the behaviour
chain.

16. SKILL ANALYSIS
 While defining lower steps of skill
anaylsis there are different ways to
follow
Such as;
1-Direct realization of the skill
2- Analysing from memory
3- Observing another person and
consulting an expert

17. CONTRIBUTION OF SKILL
ANALYSIS TO EDUCATION
 Enhances knowledge
 Individualization of education
 Makes learning easier
 Helps objective evaluation
 Repeatability

18. EDUCATIONAL CONTRIBUTIONS
OF SKILL ANALYSIS
At skill analysis the teaching material can
be presented bit by bit which helps the
teacher have a good knowledge of the
subject.
.It helps to individualize education. In
other words; provides appropriate
education according to the students’
level.
.Steps help us to understand student’s
level and which step to start teaching
from.

19. EDUCATIONAL CONTRIBUTIONS
OF SKILL ANALYSIS
It helps to see the progress of the
student and keep a record. Thus; in
case of a teacher change, the new
teacher can easily understand the
student’s level.
.These skill analyses can be applied
to other students by different
teachers over again.

20. DRINKING LIQUIDS BY PIPETTE
PREREQUISITE SKILLS
The student should;
1. have visual/aural perception
2. know which hand to use
3. know thumb and forefinger
4. know what a pipette is
6. know what a glass is
7. have grasping ability
8. have eye-hand coordination
9. sufficient fine motor skills

21. FORWARD CHAINING
 Analysis of drinking liquid by pipette
The student;
1.Holds the glass filled with liquid
a.extends the hand s/he uses to the
glass
b.grasps the middle of the glass with
her/his palm
c.pulls the glass towards
herself/himself
d.takes her/his hand off the glass

22. Analysis of drinking liquid by pipette
 2.holds the pipette
a.extends the hand s/he uses to the
pipette
b.holds the pipette from middle
with thumb and forefingers
c.lifts the pipette
d.puts the pipette into the glass
e.takes his/her hand off the glass

23. Analysis of drinking liquid by pipette
3.inserts the pipette between her/his lips
a.extends the hand s/he uses to the
middle of the glass
b. grasps the middle of the glass with
her/his hand
c.lifts the glass till her/his shoulder
level
d.inserts the pipette between her/his
lips

24. Analysis of drinking liquid by pipette
4.drinks the liquid by pipette
a.draws the liquid through the pipette
b.takes the liquid into her/his mouth
c.swallows the liquid
d.from step C the process is repeated
till the liquid is finished.

25. PUTTING ON SOCKS WITH BACK
CHAINING METHOD
 Analysis of the skill:
The student;
1.Holds the socks.
a) extends towards the socks with
both hands
b) with two hands’ thumbs inside and
the others out of the socks holds the
socks

26. PUTTING ON SOCKS WITH BACK
CHAINING METHOD
2.Wears the socks on her/his toes
a) moves her/his toes to fit in the socks
b) wears the socks on the tip of her/his
toes
c) wears the socks on the toes.

27. PUTTING ON SOCKS WITH BACK
CHAINING METHOD
3.Puts on the socks.
a) student pulls up the socks till the
wrist
b) with both hands widens the socks
towards both sides
c) puts on the socks on her/his heel
d) pulls up the socks.

28. SKILL
 Upon cascading the skill
(analysing) ;
Criterion referenced measure tool
should be prepared
 But first we should decide which
method we will use to take
performance.

29. SINGLE OPPORTUNITY
 At “Single Opportunity Method” the
teaching/training environment gets
prepared.
 The teacher gives the student only main
instruction and without any
intervention observe the student doing
the task. During this time records
her/his observations to the
measurement tool.

30. DECLARATIONS
INSTRUCTIONS CRITE
RION
% 100
INDEPE
NDENT
1-Holds the socks.
1-Hold the socks.
a) Extends to the socks with
both hands.
a) Extend to the socks with
both hands.
2-Wears the socks on the tip
of her/his toes.
b) Wear the socks on the tip
of her/his toes.
a) Moves her/his toes to fit in
the socks.
a) Move your toes to fit in the
socks.
SINGLE OPPORTUNITY METHOD

31. MULTIPLE OPPORTUNITIES
 At “Multiple Opportunity Method”
the teaching/training environment gets
prepared. The teacher prepares the
measurement tool. The student is
given the main instruction.
 Steps where students perform
independently are saved in the
independent columns in the referenced
test.

32. MULTIPLE OPPORTUNITIES
 In case the student cannot do the skill
step or make mistake in the order of:
-VERBAL CLUES
-MODELLING
-PHYSICAL SUPPORT
are provided by the teacher.

33. DECLARATIONS INSTRUCTIONS
CRI
TER
ION
%
100
INDE
PEND
ENT
V.
C.
M. P.
S.
1-Holds the socks.
1-Hold the socks.
a) Extends to the socks
with both hands.
a) Extend to the socks
with both hands.
2-Wears the socks on
the tip of her/his
toes.
b) Wear the socks on
the tip of her/his toes.
a) Moves her/his toes to
fit in the socks. a) Move your toes to fit
in the socks.
MULTIPLE OPPORTUNITY METHOD

34. SPECIFYING PERFORMANCE
 The purpose of determining the
performance level of the skill is to
define;
 whether the student achieves each step
independently or not
 or whether the student needs clues and
if yes which ones these are.
 While specifying the performance level
of the skill first the environment should
be arranged.

35. SPECIFYING PERFORMANCE
 The environment should be
prepared to work one-to-one with
student during performance
measuring. The teacher should
stand/sit by the student with the
same teaching material to model
when needed .

36. SPECIFYING PERFORMANCE
Long term objective
Short term objective
Teaching steps
Evaluation

37. USAGE OF PROMPTS AT SKILL
TRAINING
1.Giving and/or drawing back physical
prompts- clues
Physical prompts are provided by hands
and used in various ways;
-to help student do a certain skill step in
presence of a certain stimulus
-while doing a certain skill step with full
support of teacher
-without doing the skill step- just telling
what that step is and what should be
done

38. USAGE OF PROMPTS AT SKILL
TRAINING
 While using physical support,
physical and verbal prompts are
used together. The aim is to help
student make the skill step first
with physical and verbal prompts
and then draw back the physical
support and get the student to do
the task only with verbal prompt.

39. USAGE OF PROMPTS AT SKILL
TRAINING
2. Giving and drawing back clues with
Modelling
 Modelling someone is learning by
observing and imitating movements of
another person.
 To be able to use modelling, student
should have imitating ability.

40. USAGE OF PROMPTS AT SKILL
TRAINING
Modelling is used with verbal
clues. However the aim is
drawing back modelling and
help the student do the step
only with verbal prompt.

41. USAGE OF PROMPTS AT SKILL
TRAINING
3. Giving and drawing back the
verbal prompts -clues
 Verbal prompts are verbal
expressions used by teacher to
help student realize a certain
step or skill.
Verbal prompts are the least
supportive way compared to
other ways.

42. USAGE OF PROMPTS AT SKILL
TRAINING
 The prompts and clues should be
drawn back gradually in
accordance with students needs
and abilities. Desired result is
student’s doing the task with least
support and clues.

43. THANKS FOR YOUR
ATTENTION…