Lage Inservice Unit 14

Front 1

Why use a Hierachy of Instructional assets? Rank the power

Back 1

Hierachy is used to guide choosing adding & fading out assists
Power rank:
1. Physical
2. Gestrual
3. Verbal
They provide the instruction in training the client

Front 2

Progress is not made when

Back 2

a client can only complete a step w/ a certain promp.
(Vairy prompts to prevent dependance on specific prompts

Front 3

Provide less amount

Back 3

of assist that results in correct performance

Front 4

Return to privious step and alow client to repeat the step-

Back 4

with approprate assist
clif needed repeatstep second time during correction procedure for additional practice & attempt to fade additional assist

Front 5

Why use a Hierachy of Instructional assets? Rank the power

Back 5

Hierachy is used to guide choosing adding & fading out assists
Power rank:
1. Physical
2. Gestrual
3. Verbal
They provide the instruction in training the client

Front 6

Instructional feedback

Back 6

let learner know what is exspected of him if he is achiving the task

Front 7

Progress is not made when

Back 7

a client can only complete a step w/ a certain promp.
(Vairy prompts to prevent dependance on specific prompts

Front 8

Provide less amount

Back 8

of assist that results in correct performance

Front 9

Graduated Guidance
Step One:
Exerting-

Back 9

No more force at any given moment than is needed

Front 10

Graduated Guidance
Step 2:
Use mimimal force

Back 10

and build up until the hand starts moving

Front 11

Return to privious step and alow client to repeat the step-

Back 11

with approprate assist
clif needed repeatstep second time during correction procedure for additional practice & attempt to fade additional assist

Front 12

Graduated guidance
Step 3:
Once the hand starts to move

Back 12

decrease the guidance, instantly and gradualy as long as the guided hand continues to move.

Front 13

Instructional feedback

Back 13

let learner know what is exspected of him if he is achiving the task

Front 14

Graduated guidance
Step 4:
If the movement Stops-

Back 14

increase the guiding force instantl and gradually till the movement starts again.

Front 15

Graduated Guidance
Step One:
Exerting-

Back 15

No more force at any given moment than is needed

Front 16

Graduated Guidance
Step ;
If the guided hand pushes against you-

Back 16

in the direction away from the proper motion, a pply just enough force to counter act that force
Theyby keeping the resisting hand in a non moving position

Front 17

Graduated Guidance
Step 2:
Use mimimal force

Back 17

and build up until the hand starts moving

Front 18

Graduated guidance
Step 3:
Once the hand starts to move

Back 18

decrease the guidance, instantly and gradualy as long as the guided hand continues to move.

Front 19

Graduated guidance
Step 4:
If the movement Stops-

Back 19

increase the guiding force instantl and gradually till the movement starts again.

Front 20

Graduated Guidance
Step ;
If the guided hand pushes against you-

Back 20

in the direction away from the proper motion, a pply just enough force to counter act that force
Theyby keeping the resisting hand in a non moving position

Front 21

Graduate Guidance
Step 6:
As soon as the resisting hand

Back 21

tops resisting in any degree of opposing force, instantly decrease the amount of force so that the client's resistance is again just bing counter balanced

Front 22

Graduated Guidance
Step 7:
When the guided hand stops

Back 22

actively resisting immediately but gradualy start again to use just enough force to move the guided hand.

Front 23

Graduated Guidance
Step 8:
When the reward is about to be given

Back 23

eliminate the guideance by withderawing even touch contact
Then give the reward

Front 24

Graduated Guidance
Step 9:
When guidance has been faded out to:

Back 24

a mear touch, shadowing is used.
The trainers hand follows the client's hand at a distance of a fraction of an inch but not touching

Front 25

Use graduated Guidance when:

Back 25

clients intelectual deficits make it difficult for them to understand simple verbal gestural prompts,or require lots of physical prompts

Front 26

Graduated Guidance uses:

Back 26

forward chaining -the entire behavior is copmpeted each time the graduated guidance is used.

Front 27

kDefine Fading

Back 27

The gradual change of the stimulis control

the elimination of control DS
(Ds =discriminating stimulis

Front 28

Fade assists

Back 28

for correct response only pay attention-
(do not fade to quickly or slowly)

Front 29

fading is accomplished by:

Back 29

providing the student with less & less obious or active stimulus than you had given priviously

Front 30

Use Fading for-

Back 30

fostering independance by iliminating the control that the prompter & prompts have had over the clients behavior

Front 31

transistion of fading physical prompts
- 3 -

Back 31

1. Progressibly reduce the amount of touch.
2. Move location of touching client away from the focal point of the behavior.
3. Use all their types of prompts in begining of training & fade the physical prompts first

Front 32

Physical prompts are most difficult to fade, because of

Back 32

physical touch transition from touching is hardto make

Front 33

Genrual Guidelines for choosing prompts (3 stepts)

Back 33

1. Determin the mimimal prompt to which the student will respond
2. The less active promptthe next time you promptthe studen
3. Wait a few seconds after you give the prompt befor you prpompt again.

Front 34

Show/ Tell/ Help
(Boise Group Home)

Back 34

Show/Tell/Help

Front 35

It is importantthat the trainer

Back 35

provide no more help than is absolutely necessary for client to respond correctly

Front 36

Shadowing

Back 36

The trainer doesn ot physical touch the student's hands, but keeps her hands within an inch of the students hands as they complet the trial

Front 37

Partial Graduated Guidance

Back 37

only guides the students hands as necessary

Front 38

Rules to use when prompting & fading (1)
Timing:
to use prompting & fading correctly we must prompt the student regulary-

Back 38

during the inital training phase but not at all duirng the final phrase to encourage indepenence

Front 39

(2)
Always beging each training session or day by-

Back 39

using the prompt to which the student successfully responded on the previous session or day

Front 40

(1 )
Never use a prompt that has been faded

Back 40

when shaping one specific behavior

Front 41

starts with successful response

Back 41

and will takecare of possible memory lapses of client

Front 42

Step training
Inital Acquistion
The focus of assistance efforts is on the prevention of errors by:

Back 42

providing necessary help prior to each step

Front 43

Reinforcement p rocedures are used to develp & maintain the behaviors of task attending

Back 43

and the behavior outcome of correctly completed steps and completed steps

Front 44

assessment efforts dirning inital training focus on:

Back 44

determining the appropriate assistance methos and pamount for each step, and the evaluation of possible reinforceers

Front 45

Steps of step training
1-4

1. - decides upon-

Back 45

trainer decides prior to each step whether or not assistance will be given and what reinforcers will be use to encourage task attention and coompletion of steps

Front 46

(2)
Client response

Back 46

the client resonds w/ trainer assistance

Front 47

(3)
assists

Back 47

The trainer assists the accuracy of the client's resonses and if the response is correct
provides a reinforcer and assists the client in prformance of the next step.

Front 48

(4)
incorrect response=

Back 48

if the response is incorrect, the trainer interrupts the error immediatly and repeats the entire step w/ additional assistance designed to prevent repetion of the error.

Front 49

(5)
reinforcer for attending

Back 49

periodicaqlly the trainer may provide reinforcers for the task of attending behaviors of the clientduring these early training trials

Front 50

Assessing On/Off Task Behavior
during inital training assess on/off taske behavior& responding accordingly-

Back 50

If client is not attending to task, do not ask client to orient to task
waite for client to orient to taske then provide a reinforcer & training

Front 51

if trainer attention is assumed to be reinforcing:

Back 51

asking the client to come on task could be expected to increase off task behavior

Front 52

Delay delivery of reinforcement for attending

Back 52

so that the client is reinforced for being on task, rather than coming on task.

Front 53

Delivering a reinforcer as soon as the client orients to the task may-

Back 53

increase the frequency of an "off-task/on-task" behavior

Front 54

Periodically provide reinforcement for sustained attending during early trials

Back 54

a simple comment can often increase sustained attending in the future ( your trying hard)

Front 55

Eliminate reinforcers for attending as soon as-

Back 55

the client beings to perform correctly and receives reinforcement for correct responding

Front 56

If a client is off task( and being ignored)

Back 56

do not allow him/her to manipulate the task materials

Front 57

assistance procedures are designed to give the client just enough help

Back 57

so they can respond appropriately to the task

with skillful assistance, the clent can experience a great deal of success early in training

Front 58

use the client's previous performance on a step as a guid

Back 58

in determining assistance method and amount

Front 59

to little help can result in performance

Back 59

of incorrect behaviors that then require a correction procedure

Front 60

providing to much assistance

Back 60

more help than is absouilutely necessary prevents the client from performing independently responses that the trainer can reinforce

Front 61

if the client depends on trainer

Back 61

they attend to trainer in stead of taske

Front 62

General rule on assistance is

Back 62

to provide the least help possible that still results in correct performance

Front 63

Stopping Pauses inbetween steps

Preclude client pausing

Back 63

by delivering immediatly assistance before steps where pausing frequently occures
pace should be constant & fluid

Front 64

as client develops proficiency on a step-

Back 64

fade out the amount or specificity of information provieded by the trainer prior to each response

Front 65

be sensitive to oppertunities to fade during each step

Back 65

if a client performing correctly on one step, but not others ,fade assistance only for correct ste(s)

Front 66

as assistance is faded, pay particular attention to the client's resonses

Back 66

to avoid fading to quickly or too slowly

Front 67

client performs step incorrectly- for failes to respond

Back 67

accorection procedure is use in which-
the missed step is reppeted so that it can be performed correctly to implement a correction.

Front 68

to implement a correction, stop clients perfomance on that step-

Back 68

the trainer should provide corrections w/ the least help possible that results in correct performance.
Return to the previouse step and allow the client to repet the ste/ approprate assistance
It may be usefull to repete the step a second time during the orrection to provid additional practice and to attempt to fade out some of addtional assist

Front 69

Reinforcement
when to delivier-

Back 69

each correct or imporved step is reinforced during inital training
the reinforcer shoulod be delivered immediately uon completion of step & when attending to task
can be delivered as client begins nextstep to preclude pausing deliver w/o bring client off task.

Front 70

assessment
Maintain clear constant criterion

Back 70

for a correct or imporoved performance of each step.

Front 71

Maintain continuours sttention to the client wihile they are performing

Back 71

The immediacy that is important in both correction & reinforcement procedures is possible only if the trainer is alert.

Front 72

Chain Training; Advanced Acuisition
Assistance/Reinforcement/Assessment

Why is chain training used?

Back 72

with those steps that the trainer predicts will be performend accuratly on about 80 % of the oppertunities.

Front 73

Assistance skills are used in correction procedures when a client has completed a step incorrectly

Back 73

Assistance is seldom given prior to a client's response on a step during chain training

Front 74

reinforcement skills are required to:

Back 74

1. increase gradually the amount of behavior requiredto obtain reinforcement
2. it is delivered for progressibly longer wunits of behavior
3. independent initation,
4. Seldom for attending to task

Front 75

Assessment skills for chain training
(advacedacuistion)

Back 75

involve continuous monitoring of the client's on-task beh avior & response acuracy in order to facilitate training decisions related to the effectivness of fading procedures.
As both assistance & during corrections & reinforcent levels are reduced

Front 76

-assistance for chain training-

(Advanced Acquistion)

Back 76

The client is exspected to respond to task clues for each step w/o trainer assistance.
The trainer otes the accuracy of each response & act accordingly

Front 77

If response is correct:

Back 77

the trainer determines how & when to reinforce the response, and alows the client to continue.

Front 78

If response is incorrect a correction procedure is used in which

Back 78

client repets the step w/ addintional assistance

Front 79

in chain training the trainer provides no response prior to the clients response on a step

Back 79

except for occational pacing prompts

Front 80

Provide pacing prompts only

Back 80

for those steops onwhich pauces seem very likely

Front 81

Pacing prompts should be used onlyu when needed.

Back 81

to many prompts build dependency on the trainer
deliver a pacing prompt just as the client correctly finishes a step.

Front 82

use pacing prompts in cncert with-

Back 82

reinforcers for independent initation of a step

Front 83

if clent coninues w'/o pausing-

Back 83

reinforcement for independent initation can be provided and pacingp rompts removed.

Front 84

Correction procedure for
Advanced acquistion

each incorrect response is followe immediately by acorrection prcedure. To implement the procedure-

Back 84

1. interupt client as soon as error occures
2. back up at least one step in task and provide minimal assistance.
3. as client repeats step- be awaere correction procedures often function as reinforcers

Front 85

since performing as error response is a reliable methos of obtaining

Back 85

attention via correction procedure the possibility that thesecorredtions will reinforce the error response should be evealuated continuously
(persisting errors mayt signal such a situation)

Front 86

to guard against correction procedures being reinforcing- insure that the alternate correct resonse

Back 86

results in more reinforcement for the client.

Front 87

- Reinforcement-
Reinforcement used to increase the probility that responses will be repeted

Back 87

on subsequent trials
As clent develops profincency reduce ammount of reinforcement for that steps & incerese criterion for reinforcement
Do not reinforce the behavior for simply attending to task
Provide at diffrent points in task sequence

Front 88

Reinforce each time a particular step is correct

Back 88

can be depilitation after client begins to perform the task correctily
Avoid delivery of reinforcements after the same step or each trial
once mastery is met on this stage trainer focuses on generalization & maintainence

Front 89

The diffrence between manual & Graduated Guidance

Back 89

uses momentto moment adjustments depending on student performance

Front 90

Define full graduated guideance

Back 90

trainer keeps thier hand in ful contact wihth client, with their hands through out the trial & praiseclent contiuously s long as tudent is moving in right direction

Front 91

PROCESS INFLUENCE
the rainer focuses & provides

Back 91

the learner with feed back about feelings
feelings regarding the tasks or abut doing the task results

Front 92

prompts are sequenced so that the most ovious promps are

Back 92

sequenced so that the most obvious prompt occure first. followed by less ovious prompts each time.

Front 93

rule for correcting Discriminination & manipulation errors

Back 93

Iff a learner has difficulty discriminating between correct & incorrect responses, responses, verbal or gestures should be adiquit.

Front 94

If learner is having difficulty

Back 94

maniulating his fingers, arms correttly ect. use physical assist.

Front 95

rule of three assists
Following the hierchy of assists

Back 95

increase power as need with in a given step while fading out power over trials after a learner has made three unsuccful attempts to perform a step correctly.

Front 96

The trainer should intervine with enough assistance

Back 96

to enable the learner to correctly complete the step.

Front 97

The balnce of fading out power over trials & increasing power

Back 97

as needed within steps movimizes the learners opertunity for independent learning

Front 98

Natural reinforcing events or comonalitys

Back 98

external to the task
a. wages
b. social reconigion
c. one to one interaction

Front 99

degree of complexity in task its self

Back 99

task should be complex enough to hold clients attention

Front 100

rule for incospicious feedback

Back 100

When you mst interfear with a behavior that you elive is intented to be attention getting interfear in a way that appears unitentual

Front 101

Rule for demonstrations use when

Back 101

begining training new task

Front 102

alowsthe trainers effeicent

Back 102

use of his time and resourses

Front 103

use verbal comunication whe it

Back 103

provides sufficient power for learner to acquire thetask & is efficient of time & resourses.

Front 104

Marc Golds Role of Diminishing beedback & nn-interfearance

Back 104

each time you correct an error which has been made before
Provid enough info to correct the error but less than the time befor

Front 105

Response interruption

Back 105

interuptiong the error response by physicaly preventiong its comletion.
Return to start of the response to begin again.
give ore or same amount of assista as was priviously given.

Front 106

over correction

Back 106

the client practices the correcion repeatedly using as much assist as necessary to produce rapid trials of correct response

Front 107

assist and repeat:

Back 107

repeat the correct esponse giving client full assist so taht a the response again , only giving the clent minimal assist so that a correct resonse is made.

Front 108

CORRECTION OF ERRORS
1. self correction

Back 108

giving the clients short verbal feedback that indicates the error
(fix it-try again, try another way)
Building problem solving experiences for the client

Front 109

Powerthe

Back 109

the amount of intervention assist or direction required by the trainer in order for leariner to reach crriterion

Front 110

General rule of verbal assist

Back 110

verbiage should be held to a minimum, unelss used as feedback

Front 111

Project More 4 levels of prompts

Back 111

1. no help
2. Verval
3. Modle
4. Physical
3 second wait to see if there is a response
o response go on to next prompt
no response go on to next prompt (use one cue per prompt)

Front 112

Moving quickly through straegy keeps

Back 112

student focused on task, prevents apperance of a lot of inaproprate behaviours

Front 113

Correction Procesures
Error or slow, responses (3-5) use:

Back 113

repeat & perform correctiy-
stop performance of error as soon as it begins
determon from clients response the amount & method of assist heaeded to correcti error

Front 114

def. Graduated guidance

Back 114

giving physical guidance with not giing any more assistance than needed
a technique in which physical guidance and fading are compbined in such a way that the physical ugidance is systematicaly & gradualy reduced & then faded complely

Front 115

Genrule Rulefor assist

Back 115

provide least amount help possible performance

Front 116

4 systems of prompting are:

Back 116

1. Project More-
2. Fox ( Boise Group Home(show/tell/help
3.Foxx GraduatedGuidance
4.Mard Gold material suplimenting the systems for for prompting & fading

Front 117

Project More -

Back 117

effective ? peple how acqure skills quickly & easily

Front 118

Fox Boise Group Home
Show tell help

Back 118

people who find it more difficult to learn

Front 119

Fading process

Back 119

fading occures in each step & between step& cross step(fading)

type of difficulty in training clent on the particular step
an assist is faded to another assist that is closestto the natural environment

Front 120

Classes of prompts (4)

Back 120

1 verbal
2. Gestural
3. Modling
4. Physical

Front 121

The two types of adding are:

Back 121

a. Graduacted Guidance
b. shadowing

Front 122

define verbal prompts

Back 122

tells student what to do-any verbal cue the trainer gives to help the student make a response

Front 123

Gestual prompts

Back 123

any gesture which further explains to the student what to do

Front 124

Modling

Back 124

demonstration of what you want the student to do

Front 125

Physical

Back 125

range from slight taps to molding hand around object or physicaly guiding body part through task

Front 126

pysical prompts are used with non

Back 126

non-imitative , some visualy impared clients
(any resonsive suggesting ability ,fade assist.

Front 127

what are the three steps of ading prompts in graduated guidance?

Back 127

1. full guidance
2. partial guidance
3. shadowing

Front 128

Pysical assist are used to

Back 128

prompt client through movents off task

Front 129

results of process influence
1-2

Back 129

1. Learner tends to be distracted from gaining knowlage bout task
2. Trainer focuses more on lterners resonding to manu things that have nothing to do w learning how to do the task

Front 130

k is being toaught on basis of why not , how

Back 130

1. Identifying learners reinforcers comunicating trainers feeling & getting accross contigency relation ships
(this exsperance is more trying for learners& trainers)
useful when process influence when learner is not motivated to learn the task

Front 131

2 types of influence are
A.
B.

Back 131

content influence

process in influence

Front 132

1 teach the tast using
2.atach language to the diffrent steps
3 then use language to

Back 132

1. gestural, physical assists or demonstration

2. of the task & its parts ater they have been learned

3. client the desired behavior

Front 133

When teaching a skill to clentwho is develomently disabled

Back 133

begin by manualy directing the person through several triles of the task provids base of experance for

later response to interventions
fading assists etc.
provides most pwerfor learning

Front 134

Manualy manipulated=

Back 134

acquire experance as trainer begins to fade out assists

Front 135

the learner experances

Back 135

the correct performance of the task w/o being required to process info through language

Front 136

trainer should be

Back 136

paticent with client till they are comfortable with task

Front 137

When teaching a skill to client who is developmently disabled

Back 137

begin by manualy directing the person through several triles of the task provids base of experance for
later response to interbentions fading assists etc.
provides most powerfor learning

Front 138

The learner experances

Back 138

the correct persformance of the task with out being required to process info through language

Front 139

trainer shoud be

Back 139

paticent with client till they are comfortable with task

Front 140

contrived

Back 140

or artifical Reinforcers

Front 141

the best reinforcers are natural

Back 141

the less artifical reinforcement you add in the less you have to get out

Front 142

No news is good news

Back 142

when the learner knows that the trainer is attending

Front 143

No news is good news

Back 143

the trainers undivided attention should comuncate silent resoect or exspectation to the learner, this bolsters his confidence with in a short time learner learn to trust that the trainer willl interfear only when client needs help

Front 144

rule for Verbal assist

Back 144

limitverbal assists to short, simple phrase - keep explanations to minimum
any assist conveying information reuqire processing thorugh a second coding system including signing for the def
LImite power use sparingly