SYSTEMATIC INSTRUCTION Part II—Antecedent and Consequence Procedures 2010 Region 3 Education...

SYSTEMATIC INSTRUCTION

Part II—Antecedent and Consequence Procedures

2010 Region 3 Education Service Center / Texas A&M University

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Objectives

By the end of this training, you will be able to

• describe techniques used in antecedent and consequence procedures

• explain and apply each technique in teaching math

• relate the benefits of using systematic instruction

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Systematic Instruction

Systematic instruction is to “define a specific response or set of responses and teach to mastery using defined, consistent prompting and feedback and explicit prompt fading.”

(Browder et al., 2008, p. 426)

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Specific characteristics

of a student


of a student

Consequence procedures:• Reinforcement•Schedules of reinforcements•Corrective feedback

Consequence procedures:• Reinforcement•Schedules of reinforcements•Corrective feedback

Antecedent procedures:• Prompting•Shaping•Modeling (demonstration)•Task analysis (TA)•Chaining

Antecedent procedures:• Prompting•Shaping•Modeling (demonstration)•Task analysis (TA)•Chaining

(Saskatchewan Education, 2001)

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How Skills Are Learned

(Sternberg, 1994)(http://www.users.qwest.net/~tbharris/aba_train.htm)

FeedbackPrompt

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Cueing and Prompting

• Cues and prompts are additional stimuli to – increase the possibility that a response will occur– influence task performance

• Cueing is to provide simple hints that will indirectly lead students to a correct answer indirectly

• Prompting is to guide the student through the task and direct him/her to the right answer

(TEA, 2009)

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Types of Cueing and Prompting

• Auditory—verbal cues, verbal directions, sound signals (a buzzer or beeper)

• Visual—gestures, pictures, colors, graphs

• Physical—hand-over-hand guide or tapping the student

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The System of Least Intrusive Cueing

Single touch to get attentionSingle touch to get attention

Single point to the task materials Single point to the task materials

A color-coded division sign A color-coded division sign

Hints related to a task “Touch the operation button”

Hints related to a task “Touch the operation button”

Hints to help organize thoughts“Think about what the ‘total’ means”

Hints to help organize thoughts“Think about what the ‘total’ means”

Most invasive

Least invasive

Physical gesturePhysical gesture

PointingPointing

Visual cueVisual cue

Verbal direct cueVerbal direct cue

Verbal indirect cueVerbal indirect cue

(TEA, 2010)

Descriptions

Activity #1a

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Activity #1bThe System of Least-Intrusive Prompting

Physical assistPhysical assist

Adult modelingAdult modeling

Student modelingStudent modeling

Visual graphicVisual graphic

Gesture assistGesture assist

Descriptions

Hand-to-hand assistanceHand-to-hand assistance

Teacher demonstration of taskTeacher demonstration of task

Student demonstration of task Student demonstration of task

Visual step-by-step directionsVisual step-by-step directions

Step-by-step pointingStep-by-step pointing

Verbal directionVerbal direction Step-by-step verbal directionsStep-by-step verbal directions

Most Invasive

Least invasive

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(TEA, 2010)

Fading

• “It is not just the use of defined prompts that makes systematic instruction effective, but the use of explicit prompt fading strategies.”

(Browder et al., 2008)

• Fading—to remove or withdraw prompts gradually

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Effective Methods of Prompting and Fading

Constant time delay (CTD)

Progressive time delay

Least-invasive to most-invasive prompts

Simple

Complex

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CTD

• First, teach an initial trial, session or several sessions at zero delay

• Second, wait for a defined latency period (like 4 seconds) before giving the prompt

• Keep using the CTD until the student has learned to make the correct response ahead of the 4-second delayed promptVideo

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Activity #2CTD

• Grade Level—First grade• Objective—Given an analog clock, the student will tell

time to the nearest hour correctly within three trials• TEKS—“read time to the hour and half-hour using analog

and digital clocks”111.13(b)8(B)

• Procedures– First session uses simultaneous prompting– Second session uses zero delay prompting in the beginning

several trials, then only uses 4-second delayed model prompt– Third session uses 4-second delayed model prompt only

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CTD

• By using CTD, students will learn the correct response with few or no errors (Whalen et al., 1996)

• If errors occur, the teacher may reintroduce simultaneous prompting or may teach students to wait for the prompt if they do not know the answer

• CTD is easy to implement and can be used in one-on-one instruction, group instruction, peer tutoring, and community-based instruction (Gardill and Browder, 1995)

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Progressive Time Delay

• An initial trial/session or several sessions of simultaneous prompting (zero delay)

• Gradual increase in prompt delay (from 0 seconds to 2 seconds to 4 seconds and up to 6 and 8 seconds or higher) until the student responds correctly before the prompts

• Time-telling example(Snell and Brown, 2000)

Activity #2

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Least-To-Most Prompts

• Increase assistance and start with the least-intrusive prompt.

• Use prompts systematically:– First establish a hierarchy of prompts based on a student’s

situation.

– Start with the least-intrusive prompts (like a latency). If the student does not respond, use the next-level prompt.

– Make sure to give a latency (like 4 seconds or 6 seconds) after each prompt so the student will have time to respond before the next prompt.

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Least-to-Most Prompts

Least assistance

Most assistance

(Snell and Brown, 2000)

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Mixed Prompts

• Mixing prompts means combining different-level prompts (for example, verbal + physical, verbal + model, pictorial + verbal)

• Mixed prompts are used more often and more effectively

• Full and partial physical prompts should always be paired with less-intrusive prompt forms, such as verbal or gestural prompts

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Mixed Prompts

• Teaching John, who has a moderate disability, to add two single-digit numbers by using a number line

• Designed system of prompting:

– Latency

– Verbal prompt

– Verbal + model

– Physical + verbal

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Mixed Prompts

Stimulus (antecedent)—“John, what is 2 plus 3?”

Least invasive

Most invasive

Handout #2

Least-to-Most Prompts

Video

Activity #2b

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Caution About Using Least Prompts

• Least prompts may be less efficient than other methods, such as CTD (Gast, Adul, Wolery, and Doyle, 1988)

• Least prompts may not be applicable when teaching a verbal response, such as verbal counting from 0 to 10

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Stimulus Fading and Shaping

• Modifying stimulus materials to increase the probability of correct responding

• Stimulus fading—a stimulus prompt is gradually eliminated by reducing the salience (or obviousness) of the prompt (for example, highlighting, color-coding, picture cueing, etc.)

3 3 33

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Stimulus Fading and Shaping

Stimulus shaping—using a series of increasingly more difficult discriminations

Example—teacher says, “Find number 3”

Early teaching trial:

Middle teaching trial:

Later teaching trial:

3

3 # &

1 43 8

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Shaping

• Shaping means to accept approximations of a correct response when teaching a new skill

• It is important to encourage students’ initial attempts.

• The teacher should be aware of the students’ progress toward a goal and reinforce earlier approximations

• Differential reinforcement and shifting criterion for reinforcement should be used.

9:30

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Modeling

Demonstrating a desired response and providing a picture of what the correct response is

General steps:– Get the student’s attention

– Ask the student to demonstrate a skill

– If the student does not respond or responds incorrectly, model the correct response

– Have the student imitate the model

– Reinforce appropriate imitation

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Activity

Task Analysis

• is defined as “the content and sequence of skills, behaviors, and activities to be taught through instruction” (Bigge and Best, 2005, p. 152)

• involves breaking skills, behaviors, and activities into small teachable units

• is used to teach complex skills or activities

(Best, Heller, and Bigge, 2010)

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Forward and Backward Chaining

• Forward chaining—task is broken into steps in a logical order, from top to bottom or from first step to last step

• Backward chaining—instruction starts from the bottom steps and proceeds backward.

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TA Process

Designing a TA Field-test TA Discrepancy analysis Criterion setup for performance Systematically teaching components of task Probing individual’s skill level and revising TA Continuing systematic teaching until mastery is

achieved

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Designing a TA

• Develop an ecological inventory– Identify a task

– Observe how a task is performed

– List all steps needed to complete the task

Start each step with an action term

Use a tone of direction

Be simple, but specific

Make an observably different response in each step

• Field-test TA and revise

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Developing and Defining Steps

TA for the use of a calculator in planning purchases: (Snell and Brown, 2000)

1. Turn calculator “on”.2. Enter allowance ($10.00). Enter first digit, “1.”3. Enter second digit of allowance, “0.”4. Enter third digit of allowance, “0.”5. Enter fourth digit of allowance, “0.”6. Enter subtraction sign, “–.”7. Enter first digit of item selected from store flyer ($5.98). Enter “5.”8. Enter second digit of selected item. Enter “9.”9. Enter third digit of selected item. Enter “8.”10.Enter equals sign, “=.”11.State if negative number (“minus” or “no minus”).12.State if can buy (“No minus, I can buy it,” or “Minus, I cannot buy it.”)

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Activity #3

Discrepancy Analysis

• Baseline assessment

– The target student is asked to perform the entire task following the TA with teacher assistance

– Data is collected

• Discrepancy analysis—determining discrepancy between skills the target student has and skills needed to complete the task

Handout #3Activity #4

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TA Data Collection

Student: Jackson Grade level: First grade

Task: Adding two single-digit numbers

Objective: Given a worksheet, the student will use TouchMath to add two single-digit numbers with 100% accuracy in 4 out of 5 trials.

Steps Trials or Date

1 2 3 4 5 6 7 8

5. Write down the final number V V I I I

4. Count the points on the second number

M M M M M

3. Find the point on the second number

M V V M I

2. Count how many points are on the first number

M V G I I

1. Touch the point on the first number

P M M G G

Key: P—physical assist; M—model prompt; V—verbal prompt; G—gesture; I—independent

Activity #5

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of a student


of a student

Consequence procedures:•Reinforcement•Schedules of reinforcements•Corrective feedback

Consequence procedures:•Reinforcement•Schedules of reinforcements•Corrective feedback



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Antecedent procedures:• Prompting•Shaping•Modeling (demonstration)•TA•Chaining

Antecedent procedures:• Prompting•Shaping•Modeling (demonstration)•TA•Chaining

Reinforcement

• Response is more likely to occur again when followed by a pleasant experience.

• Response is less likely to occur again when followed by a unpleasant experience

• Reinforcement is to encourage and maintain desired responses by rewarding the appropriate response as a consequence

(Saskatchewan Learning, 2010)

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Reinforcement Procedures

• Use individualized reinforcement

• Flexibly deliver dynamic reinforcement

• Fade external and unnatural reinforcements to natural and self-reinforcement

(Downing, 1996)

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Reinforcers

• Edible, physical, material, social reinforcers

• Immediate reinforcers

• Satiation avoidance

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Schedule of Reinforcement

• Four intermittent schedules:– Fixed ratio—a reinforcer for every five correct answers– Variable ratio—a reinforcer for an average of every five correct

answers– Fixed interval—a reinforcer for every 2-minute interval– Variable interval—a reinforcer for an average of every 2-minute

interval

• Variable schedules—more effective because the student does not know when the reinforcement is coming, so will work to get it

• Schedule extension—more and more until the skill is well-established without a reinforcement

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Corrective Feedback

• Interrupt the incorrect response, and present the question or instruction again

• When error occurs, say, “No,” and present the question or instruction again

• Model the correct response, and let the student repeat it

• Use the next-level prompt (for example, use model prompt instead of verbal prompt)

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Corrective Feedback

• Error correction—be direct, immediate, and actively involve the student

• Example:

– Student tells time incorrectly.

– Teacher says, “No, it’s two fifteen. What’s the time now?”

– Student says, “Two fifteen.”

– Teacher says, “Right, two fifteen.”

(Barbetta et al., 1993a and b, 1994)

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Closure

Take out your Change of Practice Plan. Think about what you learned in this module, and relate it to your classroom. Put down some ideas of what you want to start to use in your classroom.


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SYSTEMATIC INSTRUCTION Part II—Antecedent and Consequence Procedures 2010 Region 3 Education...

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