Assessments, Skill Domains, Goal Selection, Program Development, Progress Reporting

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Assessments, Skill Domains, Goal Selection,
Program Development, Progress Reporting

• ED 572 Individualized Assessment and Programs
  for Children with Autism
• Caldwell College

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Diagnostic Criteria for 299.00 Autistic Disorder

• A. A total of six (or more) from (1), (2) and
  (3), with at least two from (1) and one each from
  (2) and (3)
• (1) Qualitative impairment in social interaction
• (2) Qualitative impairment in communication
• (3) Restricted repetitive and stereotyped
  patterns of behavior, interests and activities

Adapted from Diagnostic and Statistical Manual,
4th Ed., APA, 1994
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Autism and Pervasive Developmental Disorders

• Autism is a type of Pervasive Developmental
  Disorder (PDD)
• A child with autism is affected along multiple
  dimensions
• (Unlike other single dimension problems)
• learning disability, communication disorder,
  emotional and behavioral disorders

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Characteristics of Children with Autism

• learning deficits
• Affects every aspect of childs education
• language disabilities
• Articulation, expressive, receptive, spontaneous,
  conversation, non-contextual vocalizations
• behavioral disorders
• Stereotypic behavior motor, visual, tactile,
• compulsive behaviors
• rigidity of routine, intolerant of change

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Characteristics of Children with Autism

• attentional deficits
• Lack of eye contact, availability of learning,
  unaware of danger
• emotional deficits
• Non-contextual emotions, lack of self-concept
• social deficits
• Eye contact, gestures, facial expression,
  greetings, awareness of other children,
  friendships,
• play skills deficits
• Imaginative, pre-occupations with
  objects/activities, general content knowledge

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Characteristics of Children with Autism

• sleep disturbances
• Go to sleep late, get up early, get up during
  night
• toileting deficiencies
• Lack of awareness of accidents
• eating problems
• Texture, appearance, gustatory

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Why Scientifically Validated Intervention for
Children with Autism?

• Applied behavior analysis (ABA) was specifically
  designed and researched for children with autism
• empirically demonstrated to be most effective
  intervention for children with autism
• research findings have been replicated many times
  over span of 30 years
• (Lovass, 1960 Fenske, Zalenski, Krantz,
  McClannahan, 1985 Smith, 1996 Anderson, Avery,
  DiPietro, Edwards, Christian, 1987 Lovaas,
  1987 Harris, Handleman, Gordon, Kristoff,
  Fuentes, 1991 Birnbrauer Leach, 1993
  McEachin, Smith, Lovaas, 1993 Perry, Cohen
  DeCarlo, 1995 Sheinkopf Siegel, 1998 Green,
  1996, 1999 New York State Department of Health,
  1999)

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What Makes a Scientifically Validated Treatment
Intervention for Children with Autism Effective?

• The science of ABA is a flexible and powerful
  enough to address every aspect/dimension of the
  disorder
• the all aspects of the childs life
• Over 500 studies published in peer-reviewed
  research journals about teaching many specific
  skills to children with autism using principles
  of applied behavior analysis
• General skill domains include gross motor, fine
  motor, speech and language, reading, math,
  leisure, social, self-help and independence
• In addition, we have dozens of teaching
  procedures that have shown to be effective and
  additional teaching procedures continue to be
  developed and refined

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Assessment

• Most of what we do is child-specific.
• There is no one correct sequence or number of
  steps or number of pre-requisite skills.
• The is no one size fits all.
• One of the hallmarks of applied behavior analysis
  is its focus on the identification of goals and
  the development of educational interventions
  specifically tailored for individual learners.

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Assessment Tools

• Standardized Tests
• E.g., Brigance, WISC, WAIS-R
• Assessment Forms that Relate to Specific
  Curriculum
• E.g., Carolina Curriculum, IGS Curriculum, ABLLS
• Informal Assessment Forms the Relate to
  Curriculum Guides or Educational Assessment
• Organizationally developed forms checklists
• On-Going Data-Based Assessment

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Which One?

• All of them can be helpful
• We will focus on informal assessment forms the
  relate to curriculum guides or educational
  assessments
• Why?
• Enables us to develop a comprehensive and
  individualized educational program for a child
  with autism

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Sequencing of Events in Developing an Educational
Program for a Particular Learning

• Assessment of the learner when they enter your
  program
• Development of appropriate goals and objectives
  based on that assessment
• Development of skill acquisition programs based
  on those goals and objectives.
• Implementation of skill acquisition programs
• Conducting of ongoing assessments to ensure
  program effectiveness

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Effective Because?

• Comprehensive
• All skill domains are addressed
• Integrated
• the same tools are used for each and every
  component, from initial assessment to program
  development
• Continuum of services
• ? ------------------------------
  ---?
• General
  Specific
• Individualized
• Ongoing development of educational program for a
  particular consumer
• One size does not fit all

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Integrated Curriculum

• Not simply a reference or a rigid linear
  sequence,
• It is a curriculum that is fully integrated into
• The assessment,
• Selection of goals and objectives,
• Development of program
• Implementation of the program
• Ongoing evaluation of educational program
• It is a work in progress because you are always
  developing additional individualized programs
  specific to a particular learner.

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Integrated Curriculum

• A curriculum is a framework based on the general
  education curriculum to determine appropriate
  sequencing for each child.
• There is no instructional sequence that is
  appropriate for each child.
• Often children with autism have splinter skills
• May not learn in a developmental sequence

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Integrated Curriculum

• One must always choose goals in a context and
  take into consideration
• Age appropriateness
• Level of skill in each skill domain
• Criterion level of each skill .

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Skill Domains

• Expressive Language
• Receptive Language
• Social and Peer Interaction Skills
• Gross Motor Skills
• Fine Motor Skills
• Academics
• Math
• Reading

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Skill Domains

• Leisure
• Independence
• Self-Care and Home-Living Skills
• Community Living
• Vocational Skills
• Transition
• Motivational system
• Non-productive Behavior

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Expressive Language

• Speech
• Verbal imitation of phonemes, words phrases,
  delayed imitation, imitation of audio/video
  prompt, volume, inflection/intonation, prosody,
  simple sentences
• Spontaneous
• Requesting, gestures, polite-positive language

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Requesting via Token Board
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Expressive Language

• Label
• Objects, people, nouns, choice, body parts,
  verbs, prepositions, emotions, environment
  sounds, rooms, gender, left/right, olfactory,
  opposites, prepositions, pronouns, five senses

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Leisure Choice Schedule with Audio Prompts
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Expressive Language

• Description
• Objects, occupations, animals, using adjectives,
  olfactory, photo album

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Expressive Language

• Answering questions
• General information, yes/no, analogies, whats
  missing, whats wrong, distar language (video),
  acknowledgement, remote events, recalling
  information, social stories

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Building Initial Token Systems

• Earning five stickers video

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Expressive Language

• Category Concepts
• Colors, attributes/adjectives, names of,
  functions, concepts, same/different
• Conversation
• giving items, delivering a message, reciprocal
  language, verbal reasoning, interaction, topical,
  during meals, recalling events, riddles

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Conversation Embedded in Full-Day Activity
schedule
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Conversation During Lunch Using Script Fading
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Expressive Language

• Question asking
• Obtaining information, locating objects,

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Receptive Language

• Direction following
• Pointing, One-step, mulit-step, performs
  actions/emotions, if-then statements, temporal
  concepts, written directions
• Identification
• Objects, people, nouns, choice, body parts,
  verbs, prepositions, emotions, environment
  sounds, rooms, gender, left/right
• Categories/Concepts
• Colors, attributes/adjectives, categories,
  functions, concepts
• Imitation
• Gross-motor, fine-motor, video models, imitation
  of songs/story time (video), simon says

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Early Small-Group Video
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Receptive Language

• Matching
• Identity, picture/object, sorting identical
  object, sorting non-identical pictures

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Using Matching forFull-Day Activity Schedule
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Picture/Object Correspondence for Full-Day
Activity Schedule
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Picture/Object Correspondence for Full-Day
Activity Schedule
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Social and Peer Interaction Skills

• Social competence/Prosocial behavior
• Eye contact (video), offering assistance,
  polite/positive language, waiting (toy, on-line,
  attention, for a direction), tolerating
  (vitamins, no, change in routine, not
  winning/being first, mistakes), asking for help,
  greetings, responding to strangers, responding to
  co-workers, empathy, perspective taking, social
  referencing, giving directions, walking (with
  someone, in the mall, grocery store)
• Games and toy play
• Turntaking (video), play-doh, 21 questions,
  riddles, pretend play, puzzles, independent,
  musical chairs (video), tag

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Early Turn-Taking Video
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Later Turn-Taking Video
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Musical Chairs Video
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Social and Peer Interaction Skills

• Peers
• Eye contact (video), offering assistance,
  polite/positive language, greetings, waiting
  (toy, on-line, attention, for a direction),
  tolerating (vitamins, no, change in routine,
  not winning/being first, mistakes), walking (with
  someone, in the mall, grocery store), asking for
  help, ask for permission, responding to
  strangers, responding to co-workers, empathy,
  perspective taking, social referencing, giving
  directions), safety skills

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Peer Imitation Video
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Peer Tutoring Video
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Early Social Initiation Video
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Later Social Initiation Video
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Musical Chairs Video
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Fine Motor Skills

• Art
• Coloring, cutting, copying a drawing, drawing
  shapes drawing people and objects, pasting
  shapes, painting

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Pasting Shapes using an Activity Schedule
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Fine Motor Skills

• Handwriting
• Scribbling, Holding pencil, imitating lines,
  Tracing letters, sensible pencil, writing
  letters, writing name, copying words and
  sentences, signing name
• Keyboard skills
• Data entry, typing, using a keyboard, using a
  mouse, type to learn, word processing

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Gross Motor Skills

• Team sports
• kick ball, tee ball, bowling, basketball, tennis,
  volley ball
• Individual/Peer activity
• Motor imitation, ball skills, aerobics, riding
  vehicles, riding a bike, dancing, circuit
  training, exercising, gymnastics, golf, jumping
  rope, playing hopscotch, jogging, rollerblading,
  swinging, swimming, treadmill, walking

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Academics

• Science
• Color matching, color labeling, anatomy, animals,
  plants, skills in applied science
• Social Studies
• States, capitals, US geography, US history, using
  a map, using a newspaper

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Math

• Pre-Math
• Matching numbers, number/object, shape id
• Math
• Number id, counting (video), oral counting (1s,
  5s, 10s), money skills, more/less, patterning,
  measuring, addition, subtraction, multiplication
  ,division, word problems, McMillan Math, telling
  time, calendar, budgeting, reconciling checkbook,
  estimating costs, paying a bill, using a
  calculator

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Practicing Addition By Using Token Board
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DRO Video
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Reading

• Pre-reading
• Matching letters, word/objects/pictures, Letter
  id, sequencing, alphabet

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Letter Matching/Identification
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Reading

• Reading
• , before/after, sight words, reading a storybook,
  Edmark reading, phonics, vocabulary words,
  rhyming, spelling, using a dictionary,
  proofreading,
• Reading Comprehension
• Wh concepts, reading for understanding, retelling
  a story, answering questions about a story
• Writing
• Journal writing,

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Leisure

• Bingo, dont spill the beans, board games, model
  building, connect four, checkers, maisy,
  scrambled eggs, card games, dominoes, Air hockey,
  bowling, stamp collecting, playing piano (video),
  parquetry, ping pong, puzzle, book tape,
  playing a video game/computer game, I-pod,
  singing songs, gameboy, going to movies, dating

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Making a Model from Duplos Using an Activity
Schedule
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Twinkle Video
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Independence

• Schedule Following
• Pictorial, written, independent, interactive,
  with language

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Audio Prompts Embedded in an Activity Schedule
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Full-Day Written Activity Schedule
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Full Day Choice Written Activity Schedule
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Independence

• Independent tasks
• Remain in designated area
• Completing a homework assignment
• Building endurance/longevity
• Keeping appointments
• Using a planner

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Self-Care

• Tolerating toothbrushing (video)
• Toothbrushing

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Types of Motivational Systems

• Video Sticker-Check Board

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Toothbrushing in a Schedule
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Self-Care

• Washing face
• Toileting
• Fastening
• Shoe tying
• Tying necktie
• Getting dressed
• Getting undressed
• Selecting clothing

• Styling hair
• Bathing
• Showering
• Non-preferred foods
• Polite eating
• Using a utensil
• Morning routine
• Nighttime routine
• Personal hygiene
• Checking appearance

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Home-Living Skills

• Paying bills
• Making a budget
• Bedroom cleaning
• Making a bed
• Cooking
• Housekeeping
• Cleaning a sink
• Cleaning the kitchen
• Unloading dishwasher
• Sorting flatware
• Grocery shopping
• Planning a meal

• Sandwich making
• Food prep
• Ironing
• Laundry
• Folding laundry
• Sorting clean laundry
• Putting away laundry
• Making a phone call
• Answering phone
• Setting the table
• Napkin use
• Vacuum

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Community Skills

• Ordering at a restaurant
• Using a vending machine
• Using a locker room
• Using a gym
• Using a community pool
• Shopping
• Writing a check
• Atm withdrwal

• Planning a trip
• Taking trips
• Using a laundromat
• Waiting in line
• Crossing street
• Describing signs

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Vocational Skills

• Inputting invoices
• Filing
• Proofreading
• Cleaning hotel room
• Stocking shelves
• Fashion discrimination
• Check timecards

• Completing work task
• Taking messages
• Answering phone
• Word processing skills
• Job interview
• Coffee break

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Transition

• Pre-requisite skills
• Delayed Consequences
• Generalized Imitation
• Sustained productive behavior/flexibility
• On-task Behavior in a Group
• Following Group Directions

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Behavioral Contract for Transition Setting
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Transition

• School skills
• Initiating conversation
• Responding to questions
• Recruiting teacher attention
• Walking in a line
• Hand raising
• Cares for belongings
• Following class routines
• Asking for help

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On-Task Behavior

• Instructional time (video)

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Motivational Systems and Behavior Chains

• Video Behavior Chain

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On-Task Behavior

• Leisure activities
• Self-help skills
• Vocational task
• In a group

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Motivational System

• Working a Token Board (video)
• Responding to Timer (video)

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Building Initial Token Systems

• Video Trading one token for a toy

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Motivational Systems and Behavior Chains

• Video Behavior Chain

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Motivational System

• Following a Behavioral Contract

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Behavioral Contract for Eating Breakfast
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Motivational System

• Following a School Note (video)

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Types of Motivational Systems

• Video School Note

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Non-Productive Behavior

• Avoidance
• Attention
• Access to tangible
• Multiple function

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Conducting an Educational Assessment

• Sample Assessment Form

Skill Domain Category Within Specific Skills Specific set None Obs Con Incon Number/Example
Rec Lang Direction Following Pointing Obj/ Pic
One-step Clap,
Mulit-Step Get lunch and sit
PerformActions Eating
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Creating Goals and Objectives

• Skill Domain
• Goal
• Objective (40-60 most language based)
• Operational definition
• Discriminative stimulus (SD)
• Criterion for Advancement
• Curriculum

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MidtermCasi

• Assessments were excellent!
• My feedback consisted mostly of adding more areas
  to assess in expressive language and social
  skills.
• Expressive language
• Speech, spontaneous, label, description,
  answering questions, category/concepts,
  conversation, question asking
• Social Skills
• Speech, spontaneous, label, description,
  answering questions, category/concepts,
  conversation, question asking

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Midterm

• Goals and Objectives -also excellent!
• If you lost points, it was in the following areas
• Selection
• The majority of your goals and objectives should
  be from language and social skills.
• This is where individuals with autism are most
  deficient and the majority of these skills need
  to usually be taught.

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Midterm

• Expressive language
• Even if a child has no language not even
  imitation of sounds they should be talking
  within the year.
• You should add programs in almost all areas of
  expressive language
• E.g., spontaneous (polite positive language,
  requesting), conversation (giving items)
  description (describing objects), answering
  questions (gen info), label (objects, pictures,
  body parts)

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Midterm

• Social Skills
• Even if it the first year a child is in
  intervention, they should be with peers.
• E.g., gross motor and song time in small group,
  peer im, turntaking, social interaction
• Casi show goals and objective for children with
  few skills (word file beginning G O) and
  advanced skills (word file advanced G O)
• All is posted on course webpage

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MidtermKenny

• Goals and Objectives -also excellent!
• Operational definition
• This is where you objectively define your
  terms. You cannot use the term you are defining
  in the definition.
• Eg. Terms you need to define imitation,
  discrimination, label,
• Discriminative Stimulus
• Verbal discriminative stimuli should not set the
  occasion for independent tasks. They should be
  non-verbal discriminative stimuli
• E.g., toileting, appropriate sitting, crossing
  street, shoe tying, brushing teeth,
• Think about how you know when to do these things
  someone is not telling you right?

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Final Exam

• Show updated assignment on webpage or the word
  document final exam
• Emily ONeil will be presenting next class and
  will show you examples of scope and sequence and
  review NJ CCC Standards.

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Developing a Program Creating a Data Sheet

• Select 30-40 programs from goals objectives
  across all skill domains (majority of programs
  will be language based)
• Divide into 30 minute sessions across all
  instructors in class
• One 30 minute session (9-10 sessions per day)
• 2-3 programs taught with incidental teaching
• 3-4 programs taught using other teaching
  procedures

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Developing a Program Creating a Data Sheet

• Skill Acquisition Programs that should only be
  taught by the same instructor
• those involving initial acquisition of
  discrimination (sets)
• shaping
• complex prompt fading procedures
• Skill Acquisition Programs that should be taught
  by all instructors
• those in which you are programming for
  generalization with multiple staff
• child initiated programs
• programs that need quick acquisition

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CASI

• Show sample data sheets
• (word document sample data sheet)

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Creating a Data Notebook

• Notebooks in general
• The data notebooks are legal documents and need
  to accurately reflect what is occurring in the
  childs program, need to be neat and need to be
  current.
• All instructional programs should be signed and
  dated by parent and instructor. Although we have
  consent to implement the program through the
  IEPs goals and objectives, this indicates that
  the teaching procedure was discussed with the
  parent. The signature needs to updated every
  school year.

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Creating a Data Notebook

• Order of notebook
• Summary of childs program mastered programs,
  current programs, future programs
• graph
• program sheet set sheet
• Divide the data notebook into sections.
  (Academic, speech, OT, PT).

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Creating a Data NotebookGRAPHS

• Data
• All data must be connected with a ruler
• Data MUST be collected at least once a week and
  need to be current.
• IOA Data
• IOA data needs to be collected four times a year
  (quarterly) on each program.
• Generalization Probes
• Generalization probes must be connected to each
  other using a solid or dotted line.

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Creating a Data NotebookGRAPHS

• Axes
• Y-axis label must be typed and wording must match
  instructional program.
• X-axis the dates should be continuous (e.g.,
  9/1, 9/2, 9/3, 9/4) You should not just indicate
  the day you are taking data and skip weekend
  (e.g., 9/1, 9/2, 9/5
• Condition lines
• Condition lines must be made by using a RULER and
  should be clearly defined.
• Breaks/Absences
• Do not use condition lines to indicate school
  breaks on graph. Draw an arrow at the start date
  of the break and write the appropriate titled
  break at the top of the graph.
• Data points cannot be connected when there is a
  large gap in time. Any more than 5 days
  (excluding weekends) requires a notation on the
  graph. This notation includes an explanation for
  the absence of data collection. (For example,
  students extended absence). The explanation
  should be written on the back of the graph and
  the set sheet. Use an arrow to indicate the
  specific time frame where data are missing.

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Creating a Data NotebookGRAPHS

• Teaching sets
• Teaching sets should be indicated at the top of
  the graph e.g., set 1
• Two teaching sets for each program should be
  prepared for students and be written on the data
  sheet. This will ensure no gaps in data
  collection across teaching sets.
• Program Discontinuation
• When discontinuing or temporarily discontinuing
  programs there must be a discontinuation
  statement on the graph and set sheet. This
  statement must include the date the program was
  discontinued, the rationale for discontinuation
  and what the program has been replaced with.
  This statement should be written NEATLY up the
  graph.
• Use of 6-month graphs.

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Final Exam -Emily

• Here is the assignment http//faculty.caldwell.e
  du/sreeve/Ed572.htm
• After the actual assignment is an example of
  scope and sequence and an example of an
  individualized skill acquisition program
• Select a content area
• Some are much larger than others
• For the larger programs, just select a few
  content areas
• If expressive language, only select about 3 areas
  (e.g., labeling, spontaneous language,
  conversation)

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Final Exam -Emily

• Scope and sequence
• Scope all skills that need to be task analyzed
  and taught within a particular skill domain.
  Skills should be categorized by area as you did
  for your assessments.
• Sequence the order in which they should be
  taught.
• This should be taught by listing them in your
  curriculum guide as simplest to most complex.
• This is more definitive in some areas, such as
  reading or math, than other areas, such as
  expressive language and receptive language. This
• you should have about 30-40 different programs in
  total

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Final Exam -Emily

• Coding you should code you programs so that
  they can be easily be accessed in a data base.
• Code by skill domain, goal/area,
  program/objective
• E.g.,
• Receptive Language (RL)
• Goal Area Identification (I)
• Objective Body Parts (BP)
• So the code for Receptive Body Parts would be
  RL.I.BP
• Emily -show the students the data base for
  Bernards Township

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Final Exam -Emily

• NJ Core Curriculum Content Standards
• (http//www.state.nj.us/njded/cccs/ )
• Go over the content areas and what is in each.
• Discuss how to align a skill acquisition program
  with a particular standard.

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Final Exam -Emily

• Literature review
• This should be approximately five pages
• Should have research articles that support
  anything about your scope and sequence.
• For example, what does the literature indicate
  should be taught to a child with autism in a
  particular skill domain and the order in which to
  teach particular skills. You can briefly refer
  to teaching procedures, but this should not be
  the majority of your paper.

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Final Exam -Emily

• I (Sharon) recommend that if anyone has any
  questions about their final exam, please e-mail
  me. We can set up a phone conference. All
  students can also e-mail to review what they have
  so far, if they would like.

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Developing a Skill Acquisition Program

• Operationally define the response
• Response Definition
• Task analyze the skill into individual components
  
• (may need to teach pre-requisites)
• Identify the teaching sets
• (usually put on a set sheet on a separate page
• Measurement Procedure
• Frequency (addition problems)
• Duration (bike skills)
• Rate (addition problems)
• Latency (direction following, answering
  questions)
• PIR (non-productive behavior)
• MTS (on-task behavior)
• WPM (reading)

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Developing a Skill Acquisition Program

• Set the mastery criterion
• Practical
• Criterion for crossing the street?
• Normative data for skill
• E.g., Frequency of spontaneous initiations of 3
  year olds

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Developing a Skill Acquisition Program

• Identify the verbal and non-verbal discriminative
  stimuli
• Under what conditions should the child emit the
  skill?
• This is easier said than done!
• Observe in natural setting to identify natural
  SDs
• Figure out what controls your behavior
• Approximate the natural SDs in teaching setting
• May need to set up the conditions for the skill
  to occur so the child has frequent opportunities
  to practice the skill
• Only deliver SDs contingent on attending!!!

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Developing a Skill Acquisition Program

• Identify the teaching procedures
• Schedule Following (task analysis, chaining)
  (video)
• E.g., Play skills, greetings, peer interaction,
  art skills
• Audio/Video Modeling (video)
• E.g., Describing Photo Album, Social
  Interactions, Helping, Perspective Taking,
  Turntaking, Sharing
• Script/Script Fading Procedures (video)
• E.g., Describing Photo Album, Social
  Interactions, Helping, Perspective Taking,
  Turntaking, Sharing
• Incidental Teaching (video)
• Polite/Positive Language, requesting, spontaneous
  language
• Small Group Instruction
• E.g., Peer interactions, circle time, story time
  (video)

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Later Small-Group Video
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Developing a Skill Acquisition Program

• Identify the teaching procedures
• Prompting,
• Prompt Fading,
• Reinforcement
• More

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Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Appropriate use of stimulus AND response prompts
• Response prompts stimuli added to a childs
  response
• e.g., audio/video modeling, textual cues, manual
  guidance
• are important for teaching the child to emit the
  response
• Stimulus prompts Stimuli used in conjunction
  with the task, stimuli or instructional materials
• e.g., redundancy cues
• are important for making relevant dimensions of
  complex SDs more salient
• More

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Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Prompt Fading
• Response Prompts
• Graduated Guidance, Most-to-Least, Least-to-Most,
  Time Delay
• Stimulus Prompts
• Stimulus Shaping morphing
• Stimulus Fading technique to gradually change
  the antecedent stimulus
• Stimuli are faded in or out.
• Transfer of Stimulus Control
• Shifting the stimulus control from artificial
  cues (prompts) to naturally occurring
  environmental conditions.
• More

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Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Reinforcement strategies
• Token economies
• Behavioral contracts
• More

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Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Reinforcement strategies
• Direct Snacks Activities (video)
• More

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Types of Motivational Systems

• Direct Reinforcement Video

124
Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Reinforcement strategies
• Snacks in a cup (video)
• More

125
Types of Motivational Systems

• Video Snacks in a Cup

126
Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Reinforcement strategies
• DRO (video)
• More

127
(No Transcript)
128
DRO Video
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Developing a Skill Acquisition Program

• Identify the teaching procedures (cont)
• Reinforcement strategies
• All reinforcers should be contingent on social
  skill acquisition AND attending
• Differential reinforcement
• Approximate contingencies that exist in the
  natural environment
• e.g., intermittent schedules of reinforcement

130
Developing a Skill Acquisition Program

• Program for generalization
• Stimulus and response generalization
• E.g., responding to a greeting in the presence of
  multiple SDs
• E.g., initiating greetings in a variety of ways
• Across setting, people and stimuli
• Multiple-exemplar teaching
• General case strategy
• Trans-environmental programming
• Introduce naturally maintaining contingencies
• Train loosely
• Use indiscriminable contingencies
• Program common stimuli
• Self-management strategies

Adapted from Stokes Baer, 1977
131
Developing a Skill Acquisition Program

• Response maintenance
• Continuation of response after teaching
  conditions are removed
• Contingencies that exist in the natural
  environment are sufficient to sustain newly
  learned responses
• E.g., Behavioral traps

132
Program Development

• Select 20-30 skill acquisition programs from each
  of the instructional areas to begin teaching
• See webpage for a more specific example.
  http//faculty.caldwell.edu/sreeve/Ed572.htm

Skill Domain Programs Mastered Current Programs Future Programs
Expressive Language
Spontaneous Requesting Pol/Pos Language Gestures
133
Writing a Progress Report

• Parallels Goals and Objectives
• See webpage for a more specific example
  http//faculty.caldwell.edu/sreeve/Ed572.htm

Skill Domain Goal/Area Obj/Program Sets Mastered Current Set Current Set Pretest Current Set Recent Data Comments
Rec Lan Goal 1 ID Obj 1 Rec Dis Obj Set 1 Fork cup spoon Set 5 Train, car ball, block, bike 11/22/06 0 11/30/06 60 Teaching procedure changed from DTT to VM on 9/15/05