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The physical environment should be structured to promote experiences that will cause children to learn important skills.
The adult should be sensitive to the child’s behavior and assume the role of observer or monitor. The adult should support and encourage children’s attempts to display more complex behaviors. When possible, teachers should honor children’s preferences in terms of activities to be engaged in, and the reinforcers to be used for adaptive performance. Routines are events that must be completed on a regular basis and frequently involve chains of responses. Violation of expectancy involves the adult doing a step incorrectly, doing a step out of sequences or not performing a regularly completed step. Naturalistic time delays can be used in routines or at other times to teach communicative behavior. Transition-based teaching involves the adult presenting a learning opportunity during a transition between activities. Differential reinforcement involves the presentation of reinforcement under defined conditions and the withholding of reinforcement under other conditions. Response shaping is a variation of differential reinforcement involving differential reinforcement of successive approximations. Correspondence training involves reinforcing children for making verbalizations about their behaviors, or for matching their verbalizations and their behavior. Peer tutoring is a type of peer-mediated intervention that involves a peer teaching a target child a skill.
Peer modeling a type or peer-mediated intervention involving having a peer perform the response desired from the target child. Group contingencies involves the teacher providing reinforcement equally for all group members but makes this blanket reinforcement dependent upon the performance of just one or a few of the group’s members. This strategy utilizes the techniques of modeling, incidental teaching, mand-model procedure, and naturalistic time delay.
Error correction involves the teacher providing the target stimulus (aka discriminative stimulus, instruction or cue) and presents an opportunity for the child to respond.
Antecedent prompt and test involves the teacher presenting a prompt simultaneously with the target stimulus before the learner responds, presenting an opportunity to respond and reinforcing correct responses. Antecedent prompt and fade involves the teacher presenting a prompt simultaneously with the target stimulus, presenting an opportunity to respond and reinforcing correct responses. Simultaneous prompting involves the teacher providing a prompt simultaneously with the target stimulus, presenting an opportunity to respond and reinforcing correct responses. Most-to-least prompting (decreasing assistance) involves the teacher using a hierarchy of prompts ordered from most to least intrusive.
System of least prompts (increasing assistance) involves the teacher using a hierarchy of prompts ordered from least to most intrusive.
Constant time delay involves the teacher initially presenting the target stimulus simultaneously with a controlling prompt followed by an opportunity to respond for a specified number of trials.
Progressive time delay involves the teacher initially presenting the target stimulus simultaneously with a controlling prompts followed by an opportunity to respond for a specified number of trials.
Graduated guidance involves the teacher beginning each trial with the type and amount of prompt necessary and as the child begins to perform the task the prompts are removed immediately. Incidental teaching involves the teacher arranging the environment to cause the child to initiate.
Mand-model procedure involves the teacher observing the child and noting his focus of attention. There are three types of stimulus modifications: stimulus shaping, stimulus fading and superimposition. Source: Descriptions were adapted from “Teaching Infants and Preschoolers with Disabilities, Second Edition” which was written by Donald B.
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Some ways of structuring the environment will increase the likelihood that children will perform important skills. The child’s behavior should be watched to determine what secures the child’s attention and what causes shifts in the child’s focus of attention. Being responsive to children’s behavior can teach them to learn on their own and can be used to increase the behaviors that are important for more adaptive functioning. Activities should be structured to encourage high levels of engagement and child-initiated play and interactions. There should be focus placed on teaching children to try new things, to explore, to vary their responses and to persist despite unsuccessful attempts to solve some problem. Children are generally more motivated to participate in activities they prefer than in low-preference activities. Routines are performed daily and usually in ritualistic ways which leads to the child beginning to anticipate particular steps. Using violation of expectancy can increase social initiations, increase communicative initiations, and foster independence.
These procedures involve relatively brief interactions between adults and children (usually in a low-structured setting), provide instruction based on the child’s focus of attention, and provide assistance as the child needs (e.g. In subsequent trials, the prompt is removed and a “test” is given to determine in the behavior occurs when presented with the target stimulus alone.
Over trials, the prompt is systematically faded until the learner responds to the target stimulus alone. Initially the most intrusive prompt is presented simultaneously with the target stimulus, and correct responses are reinforced.
On each trial, the teacher presents the target stimulus alone and provides an opportunity to respond.
If the child stops or begins to perform incorrectly, the type and amount of prompts needed are immediately applied and withdrawn as appropriate. When the child initiates, the teacher asks for an elaboration of the child’s language and provides a response interval.
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A multi-level English curriculum featuring cartoon animated videos, engaging games, interactive tests and a progress tracker. The assumption is that attention is prerequisite to learning and that child-initiated attention sets the stage for optimal learning.
There should also be an emphasis on increasing the duration of children’s engagement, play interactions and communicative exchanges. This does not imply children should never encounter difficult situations or be encouraged to participate in low-preference activities, but it does mean that children should be provided as many choices as possible. Research has shown that the more structured activities are, the more peer social interactions occur among children with and without disabilities. If no response or an error results, the least intrusive prompt is presented as is an opportunity to respond. For subsequent trials, the interval between the delivery of the target stimulus and presentation of the prompt is increased for a fixed number of seconds. For subsequent trials, the interval between the delivery of the target stimulus and presentation of the prompt is gradually increased. Reinforcement is provided if the child completes even a minimal amount of the task correctly; reinforcement is not provided if the child resists at the end of the task. If the elaboration is forthcoming, the teacher responds accordingly to the child’s initiation (e.g. If the child responds correctly, the child praises the child and terminates the interaction. Stimulus fading is when a non-critical characteristic of the stimulus is changed over time. It is meant for printing and storing in a 3-ring binder, but because it is just a simple spreadsheet, you can modify it as needed. It has the symbol of Hogwarts because all year round we pretended we were studying there, like Harry Potter. In structuring the environment, adults should identify and endeavor to use children’s preferences for particular materials, peers and activities. The amount of structure and the nature of play activity can set the stage for interactions and learning. When criterion is reached with the most intrusive prompt, the next less intrusive prompt is provided until performance meets criterion.
Again, if no response is forthcoming or an error occurs, the next most intrusive prompt is presented with an opportunity to respond. If the child does not respond correctly, the teacher provides a model, a response interval and consequences as appropriate. Superimposition is when the target stimulus and some current stimulus are put on top of one another and their relative salience is changed over time until the target stimulus becomes the controlling stimulus.
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With over 6556 resources, we lead the way with offering free resources for English teaching and learning. If the elaboration is not forthcoming, the teacher provides a prompt and another response interval. Reinforcement is provided and the trial is terminated when the child responds correctly to any level of the hierarchy.
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