Social Welfare Department

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• Social Welfare Department
• Clinical Psychological Service Branch
• Central Psychological Support Service
• Staff Training for ICCC
• Topic Training Strategies (1)

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Content Outline

• Theoretical Framework
• Environmental Strategies
• Instructional Strategies
• Implementation

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Theoretical Framework

• Many factors influence childrens learning
  development
• Genetic endowment, temperament
• Mothers prenatal health, Circumstances
  complication of birth
• Health of child
• Support resources of family
• Social physical environment

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Theoretical Framework

• Child initiated interactions are particularly
  beneficial
• Such interactions are relevant appropriate to
  childrens ability levels
• Children will learn more if actively engaged
• School provide support with toys, materials,
  activities, peers, teachers and opportunities for
  interaction within the physical social
  environment.

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Training Strategies

• Environmental Strategies
• Strategies that facilitate child-initiated
  behavior
• Instructional Strategies
• Strategies that aim at producing specific child
  behavior
• These strategies used in combination with one
  another, depend on childs current abilities, the
  skills need to be promoted and the situation
  (i.e. activities, schedule, the peers and adult
  present)

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Examples
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Environmental Strategies

• Structuring space materials (??????)
• Structuring social dimensions (??????)
• Using childs preferences (???????????)
• Structuring routines (????????)
• Structuring play activities (????????)

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Instructional Strategies

• Positive reinforcement (?????)
• Naturalistic teaching strategies (????????)
• Peer-mediated strategies (??????)
• Prompting strategies (????)

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Environmental Strategy 1

• Structuring physical space materials
• General consideration
• Provide necessary assistance
• Select toys by preferences stimulation
• Special strategies

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Environmental Strategy 2

• Structuring social dimensions
• Observing identifying peers
• Encouraging and supporting interaction
• Providing opportunities for interaction

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Facilitating Interaction

• Answer childrens questions
• Invite encourage participation
• Add meaningful content on behalf of the child
• Teach children to interact directly with their
  classmate with a disability
• Allow spontaneous interactions among the children
  to occur

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Environmental Strategy 3

• Using childs preferences
• Identifying preferences
• Using preferred materials
• Encouraging non-preferred activities
• Providing defined range of choices

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Environmental Strategy 4

• Structuring routines
• Transition routines
• Arriving and leaving classroom Going from play
  to cleanup time etc.
• Require a couple of minutes to complete
• Can involve interaction communication
• Teacher can provide necessary assistance or
  learning opportunities during the transition
  routines

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Naturalistic Time Delay

• Use a time delay look at he child expectantly
  or questioningly for 5 seconds.
• The delay gives child time to respond before
  adult provides a model of appropriate lang.
• May repeat the model twice, each time waiting for
  the child to talk before giving child what he/she
  wants.

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Transition-based Teaching

• Requires a few seconds at the beginning of
  transition and often results in rapid learning.
• Similar to naturalistic time delay
• During transition, teacher gives the child an
  opportunity to respond.
• Provide model or prompt if child is unsure.
• Praise if child responds and transition
  continues.
• Example
• Child completes a puzzle and begins to move to
  another activity area
• Teacher, Whats this color?, point to a
  particular color on puzzle.
• Acknowledge response of child or model the
  correct response and has child repeat it, then
  continue

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Environmental Strategy 5

• Structuring play activities
• Setting rules
• Identifying theme for play
• Identifying roles for children
• Affection training

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Affection training (Friendship training)

• Occur in teacher-led group activities such as
  singing songs, doing finger plays and playing
  games
• At the beginning of activity, teacher provides a
  brief discussion of the value and importance of
  friends
• During the group activity, the games and songs
  are adapted to increase physical contact and
  social interaction
• The nature of the songs and games are changed by
  the teacher to facilitate interaction.

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Instructional Strategy 1

• Positive reinforcement
• characteristics of reinforcers
• rules for using reinforcers
• specialised uses
• differential reinforcement
• correspondence training
• behavioral momentum

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Correspondence training

• Involve reinforcing a correspondence between
  what children say and what they do
• Promote children use of skills that they can use
  but not often use
• Ask children what they are going to do, give
  encouragement and opportunity to do it
• Reinforce children for matching what they do with
  what they say they will do

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Behavior momentum

• Apply to children who do not consistently follow
  adult requests
• Children are first reinforced for behaviors they
  readily display and then ask to engage in a
  behavior they are less likely to do
• Example child refuse to clean up a play area,
  teacher go the child and say Give me five,
  touch your nose in a rapid succession and
  reinforce with enthusiastic praise when he
  comply. Then say, it is time to clean up please
  put the toys away.

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Instructional Strategy 2

• Naturalistic teaching strategies
• aim
• characteristics
• strategies
• Mand-model procedure
• incidental teaching

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Naturalistic Teaching

• Responsive Interaction (?????)
• Corrective echoing (?????)
• Expansion (??)
• Expatiation (??)
• Parallel Talk (????)
• Self-talk(??)

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Mand-model Procedure

• Identify times and low-structure activities
• Ensure that the identified activity includes toys
  and materials that are likely to result in high
  levels of child engagement and play
• Allow or help child to play with toys and
  materials
• Play alongside the child, following his lead
  being responsive to his communicative initiations

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Mand-model Procedure

• When child is playing and receptive to adult
  interaction
• Ask a question that is related to his attention
  and will give her a chance to use behaviors
  related to her communication goals
• After asking question, look expectantly at the
  child for a response
• If child uses a communication behavior that is a
  goal, affirm her statement by expanding it and
  responding to the content of the statement.
  Continue the interaction or allow her to continue
  playing
• If child does not use the desired communicative
  behavior, provide a model of the behavior and
  look expectantly at her for imitation. If she
  imitates, affirm her statement by expanding it.
• Repeat steps (3) and (4)

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Incidental teaching

• procedure requires that child initiate a topic
  of conversation adult converse about the topic.
  
• Adult follows childs lead only stays with the
  topic as long as the child is attentive.
• By talking in short, simple sentences and by
  repeating often, adults can stimulate the
  language development of the child during daily
  routines.

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Instructional Strategy 3

• Peer-mediated strategies
• aims
• characteristics
• strategies
• peers selection
• skills training
• encouraging and giving feedback

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Instructional Strategy 4

• Prompting strategies
• aim
• types of prompts
• guidelines for using
• least amount
• use before perform
• when attention is engaged
• supportive and instructive manner
• provide reinforcement
• fade out

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Implementation

• organize assessment
• use purposeful interaction
• principles of independence participation
• promote skills goals from multiple domains
• distribute teaching learning opportunities
• activity / skill matrix
• implement instruction in ongoing activities

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Activity/ routine-by-skill matrix