Identifying

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Identifying Developing Alternative Effective
Instructional Interventions Strategies

• Leia Blevins, M.Ed.
• Project Manager
• James Fox, Ph.D.
• Project Director
• ETSU Make a Difference Project

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Alternative Teaching Intervention Strategies

• Why Alternative?
• Current teaching not working or not working
  enough
• Student learning not occurring and/or behavior
  problems during instruction
• identify reasons for student learning problems
• plan implement alternative teaching

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Alternative Strategiescontd.

• Must examine our teaching practices
• Ineffective or inappropriate teaching
• Unintentional
• Compounded by inappropriate or unproductive
  student learning behaviors
• Make a Difference data other research data
• FBA recommendations
• between 33 60 of recommendations

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Direct Instruction

• Directly teaching specific skills
• using evidenced-based teaching procedures
  strategies based on research
• Using direct measures of skills to make
  instructional decisions

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Effective Instructional Cycle Major Steps

• Modeling
• Guided Practice
• Independent Practice
• Feedback

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MODELING

• Showing/Telling child correct response
• Provides correct response before errors occur
• Examples
• This is a Red Car (Saying showing/pointing)
• Dennis, watch me, Im going to ask Tommy to play
  ball Tommy, I play ball?

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GUIDED PRACTICE

• Opportunity for child to perform behavior with
  assistance from teacher
• Assistance
• Prompting
• Added teacher behavior or stimulus to jump
  start correct response or appropriate behavior
• Given before or during opportunity for desired
  behavior
• Purposes
• Enable child to get it right
• Prevent incorrect or inappropriate behavior from
  happening
• The behavior that happened last in that situation
  is likely to be repeated again the next time

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GUIDED PRACTICE contd.

• Types of assistance or prompting
• Verbal, Physical, both
• Stimulus prompts
• Changing the cue or stimulus the child is given
  to increase ability to respond correctly
• Response prompts
• Adding something after the cue but before or
  during behavior

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PROMPTING EXAMPLES

• Stimulus Prompts
• Show me B
• Choices on cards
• A B
• Go ask someone to play
• Teacher stands next to or points at a specific
  peer who is likely to respond positively

• Response Prompts
• Verbal Directions
• When we sit in circle we keep our hands to
  ourselves
• Modeling
• Physical Guidance
• Teacher tells children to make transition
• Places her hand on Tommys back gives gentle
  push toward next center

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INDEPENDENT PRACTICE

• Same cue or opportunity to respond
• No prompting
• Evaluate whether or not child has learned correct
  response or behavior
• Without assistance
• Need clear statement of what correct or
  appropriate behavior is
• Simple evaluation method
• Repetition of Correct Behavior in that situation

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FEEDBACK

• What teacher or situation supplies that lets
  child know
• Whether he/she is correct
• What to do if incorrect or inappropriate behavior
  occurs
• Occurs relatively quickly after child behavior
  during independent practice
• Correct Acknowledgement, praise, move on to
  next step
• Incorrect Correct Error, Repeat Instructional
  Cycle

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FEEDBACK EXAMPLES

• After Correct or Appropriate behavior
• Praise, confirmation of correct response
• Good job Yes, that is the blue car!
• Release from task opportunity to engage in more
  preferred activity
• OK, you cleaned up your table, now you can go to
  the Housekeeping Center

• After Error or Inappropriate Behavior
• Error correction
• This is the blue car (teacher points to blue
  car)
• You put the papers in the trash but you need to
  put the crayons in the box
• Mild negative
• No, this is the blue car (teacher points to blue
  car)
• No, youre not finished until you put the
  crayons in the box

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Curriculum-Based Assessment

• Testing what is taught
• Steps
• Identify curriculum samples
• samples from different levels of difficulty
• Collect student performance samples
• Score samples
• Chart analyze performance data
• Decide on instruction
• Repeat assessment analysis

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Collect Student Performance Samples

• Short samples of performance in skill
• performance (Production) vs selection
• reading short passages
• writing spelling words dictated by teacher/aide
• sentences written to story-starter
• writing answers to math problems
• Multiple samples at ea. difficulty level
• Timed (2 - 3 min. each)

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at
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dk
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See SaySound Symbols ing words
Correct Incorrect 1st try 2nd try
Directions Say each word
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See WriteAdverbs
Directions After each sentence, write what the
underlined adverb tells Where? When? How? To
what extent
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See to WriteDecimals Add Money
Correct Incorrect 1st try 2nd try
Directions Add and write answers to each example
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Performance Charting Analysis

• How well does student perform skills?
• Number correct vs incorrect
• percentage correct
• Rate of correct errors per amount of time
• Evaluation
• Expert opinion
• 90 mastery
• 70 - 90 instructional
• lt 70 frustration
• Peer comparison
• previous (baseline) performance

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Correct
Incorrect
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Basic Decision Rules

• 3 days of little or no growth (lt 25 increase)
• Slice back to easier skill
• Teach tool skills - give tool skill practice
• Change learning channel
• (See-Write to See-Say)
• Change task (skill sheet format)
• Include performance incentive
• Instruct to errors

• Student is at Aim for 2 out of 3 trials
• Move to more difficult task
• Aim specific level of instructional objective

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Error Analysis

• What kinds of Errors does student make?
• Classify errors
• categorization by types
• many ways of categorizing errors
• Hypothesize "cause of error

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Error Category Examples

• Oral Reading
• ignoring punctuation
• hesitation
• repetition
• insertion
• self-correction
• substitution
• teacher assistance
• mispronunciation

• Written Math
• incorrect operation
• incorrect number fact
• incorrect algorithm
• skip step in procedure
• wrong step sequence
• wrong procedure
• subtract smaller from larger
• 24 - 18 solved as 8 - 4
• random error
• slip careless error
• error in setting up problem

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Error Analysis Chart
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Analyze Work Samples

• In place of (?) in addition to CBA
• Examine for
• error patterns
• variations in student performance when components
  of task are changed
• length
• format -- written, oral, computer-based
• grouping--whole class, small group, individual,
  collaborative learning
• worksheets vs manipulatives

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Student Report

• Interview Student
• Curricular questions
• Verbalize steps while solving problem
• Does he/she recognize error?
• Can he/she correct it?
• Why did he/she make error?
• Behavioral questions
• Liked, disliked subjects Why?
• Subjects in which he/she has problems Why?
• What could be changed to make it better, easier?

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5 Reasons for Academic Learning Problems

• Wont do the work
• Performance deficit
• Cant do the work
• Task too hard
• Student needs more practice
• Student needs more help
• Hasnt done in this situation before
  (generalization)

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Wont Do the Work

• Performance Deficit
• Motivational problemcompeting behaviors, sources
  of reinforcement
• Quick check for Performance Deficit
• Get 3 5 days of baseline chart
• Using same task, offer student incentive
• If you beat last several days (baseline)
  performance, I will let you .
• Use known incentive (effective reinforcer)
• Present task
• Collect performance data chart
• If student performance under incentive increases
  by 15-20, then consider it a performance problem
• Or Analyze sources of reinforcement for behaviors
  competing with task performance

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Strategies for Wont Do(examples)

• Use High Interest Materials
• Give student choices
• Which task 1st
• How to complete, when
• Use shorter tasks
• Goal setting
• Student selects
• Teacher praise for goal achievement
• Stern talk

• Self-monitoring
• Mystery Motivator
• Teacher selects goal
• Clear marker
• Study Buddy (peer tutor)
• School Home note reward
• Treasure chest
• Box with many small items

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Cant DoMaterial is Too Hard

• To test for
• provide student with easier task/materials
• if performance improves, task too hard
• Alternatives
• slice back in skill sequence to easier skill
• check teach tool skills
• Change learning channel
• See Write to See Say
• Break task into smaller steps
• Intersperse (Sandwich) easy with more difficult

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Cant DoMaterial is Too Hard

• To test for
• provide student with easier task/materials
• if performance improves, task too hard
• do Wont Do test 1st

• Alternatives
• slice back in skill sequence to easier skill
• check teach tool skills
• Change learning channel
• See Write to See Say
• Break task into smaller steps
• Intersperse (Sandwich) easy with more difficult

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Cant DoNeeds More Practice

• Initial teaching (establishing skill)
• 10 - 20 allocated time
• effective instruction cycle
• Building fluency
• 80 allocated time for practice

• Test for
• Give student task where he has 90 accuracy but
  low rate
• Baseline performance
• Increase practice opportunities
• 3 - 5 x before performance assessment

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Cant Do Needs More PracticeInterventions

• Increase time for practice
• less time for instruction, more for practice
• Spread practice opportunities throughout day
• Use flash cards where appropriate
• Increase task pace
• incentives for working faster accurate

• Alter learning channel
• Drill Overcorrection for error correction
• e.g.,reading errors
• immediate feedback (within 3 sec.)
• model correct, have student repeat 5 times
• Use Peer tutoring

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Cant DoNeeds More Help

• Student has lots of errors
• increased practice counterproductive?
• Need to learn/teach skill
• Test
• task/skill in which student has high errors low
  rate
• provide extra help
• prompting,cueing, modeling, feedback

• Interventions
• Tell student steps
• Model steps
• Prompting
• Give feedback
• immediate
• corrective
• model correct
• Punish incorrect?

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Cant DoNeeds More Help

• Response Cards for teaching in small large
  groups
• increases opportunities to respond
• Comprehension Instruction
• Student reads
• Teacher stops asks comprehension question at
  appropriate point
• student reads new story, teacher reminds student
  to ask himself questions

• Teach student signal to request help
• Tape recordings to increase vocabulary words
• teacher tapes words
• student follows along reads
• Listening Passage Preview
• student listens to adult or peer read then reads
• Cover, Copy Compare

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Make Learning Easy(Reduce Chances for Errors)

• Be prepared
• Know what, how you will teach, have materials
  available accessible to you
• Simplify teaching situation
• Reduce distractions, keep materials reinforcers
  out of reach
• Use clear simple requests
• Get attention first, then present request/task
• Keep it simple, clear, concrete behavioral
  request
• Use prompting

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Prompting

• Definition
• Jump-starting a behavior
• added stimulus to set occasion for behavior
• not a part of goal Stimulus for target behavior
• added stimulus likely to get behavior to occur
• use a fully charged battery to jump start
• Types
• Stimulus Prompts vs Response Prompts
• gestural or verbal
• 2 dimensional or model
• partial or full

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Response Prompts

• an extra stimulus that will get behavior started
• teacher assistance
• before a response occurs
• to increase probability of correct behavior

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Response Prompt Examples

• Teacher What is the capital of Tennessee?
• Teacher Response Prompt Na.
• Student response Nashville
• Teacher Presents blue yellow cards says
  Phil, Point to blue
• Teacher Physically guides Phils hand part way
  toward blue card
• Phil touches blue card

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Prompting

• Definition
• Jump-starting a behavior
• added stimulus to set occasion for behavior
• not a part of goal Stimulus for target behavior
• added stimulus likely to get behavior to occur
• use a fully charged battery to jump start
• Types
• Stimulus Prompts vs Response Prompts
• gestural or verbal
• 2 dimensional or model
• partial or full

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Response Prompts

• an extra stimulus that will get behavior started
• teacher assistance
• before a response occurs
• to increase probability of correct behavior

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Response Prompt Examples

• Teacher What is the capital of Tennessee?
• Teacher Response Prompt Na.
• Student response Nashville
• Teacher Presents blue yellow cards says
  Phil, Point to blue
• Teacher Physically guides Phils hand part way
  toward blue card
• Phil touches blue card

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Stimulus Prompts

• Adding something to stimulus to increase correct
  response
• Movement cues
• Position cues
• Redundancy cues

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Stimulus Prompt Examples

• Teacher Presents blue yellow cards says
  Phil, Point to blue
• Teacher taps at blue card (movement cue)
• Teacher places blue card nearer to Phil
  (poisition cue)
• Teacher makes blue card larger than yellow card
  (redundancy cue)
• Phil touches blue card

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Error Correction

• Teacher assistance
• after incorrect response
• vs. "No" "That's incorrect (an aversive)
• No only tells what is incorrect,
• what NOT TO DO next time
• guessing game
• What is 2 2? ? 5 ? No ? 10 ? No ?
  1
• Corrective Feedback
• model or give information about correct response
• What is 2 2? ? 5 ? 22 is 4 ? What is
  22? ? 4 ? Thats right!

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Fading Prompts

• Prompting requires
• Hierarchy of Prompts
• plan for fading prompts increasing learner
  independence
• shifting stimulus control
• Strategies
• Antecedent Prompt Test
• Most to Least Prompting
• Least to Most Prompting
• Graduated Guidance
• Time Delay

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Time Delay

• Definition
• Shifting control by delaying when prompt is
  presented
• Most to Least Least to Most change type of
  prompt
• Types
• progressive 0 sec delay to 1 sec to 3 sec to
  5
• constant 0 to standard dely interval

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Time Delay Example

• Child cant read off task when frustrated
• teach sight word recognition of common words
• cards with words, Say the word (goal cue)
• Progressive procedure
• show card, Say the word, 0 sec delay, teacher
  says word, student imitates
• correct --gt praise next word
• 100 correct for 3 days
• 3 sec delay
• correct --gt praise next word
• incorrect (wrong or exceeds 3 sec.), model
  correct have student repeat it

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Most to Least Prompting

• Begin with most intrusive/effective prompt
• Reduce prompting as student progresses
• Need
• hierarchy of prompts
• performance criterion for reducing prompts
• Steps
• Target Stimulus --gt PROMPT --gt Correct
• Target Stimulus --gt prompt --gt Correct
• Target Stimulus --gt prompt --gt Correct
• Target Stimulus ----------------gt Correct

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Most-to-Least Example

• Teaching eye contact to child with autism
• gaze aversion vs eye contact
• Prompt hierarchy
• Look at me or call name (goal cue)
• hold reinforcer in face, touch chin, turn head,
  hold head, your face in his face (added prompts)
• deliver all of prompts goal cue --gt eye contact
• looking at 100, then gradually eliminate
• face in face then holding head then turning
  head, etc.

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What are Materials Modifications/Adaptations

• Changes which result in enhancement of
  instructional stimuli to allow students to more
  readily attain the consequence of instruction

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9 Types of Materials Modifications-Adaptations
(Ebeling, Deschenes, Sprague, 1994)

• Output
• Participation
• Alternative Goals
• Substitute Curriculum

• Size
• Time
• Level of Support
• Input
• Difficulty

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Size

• Adapt number of items learner is expected to
  learn or complete.
• (Reducing the response cost of an activity and
  providing greater opportunity for reinforcement)
• Examples
• Dividing worksheet into multiple strips
• Multiple Brief Lessons

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Time

• Adapt time allotted or allowed for learning, task
  completion, or testing.
• Examples
• Extended time for test taking
• Setting an appropriate lesson pace

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Level of Support

• Increase personal assistance for learner
• Class Wide Peer Tutoring
• Peer Buddies
• Increase material support
• graphic organizers,
• guided notes
• Physical Support
• Carrels
• Seating Placement
• Schedules (visible)
• Rules (visible)

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Input

• Adapt HOW instruction is delivered to learner
• Computer Assisted Instruction
• Strategy Training
• Direct Instruction

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Difficulty

• Adapt skill level, problem type, or rules on how
  learner may approach the work.
• Appropriate Placement within Curriculum (CBM)
• Choices of tasks, order of completion
• Include multiple problem types to address
  curriculum components (Levels of Learning)
• alternating easy hard tasks

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Participation

• Adapt extent learner is actively involved in the
  task
• Cooperative Learning
• Choral Responding / Response Cards
• Partial Participation

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Output

• Adapt how learner can respond to instruction.
• Alter written to verbal response or vice-versa
• Allow student to use word processor
• Response Cards
• Cooperative Learning Groups

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Alternate Goals

• Adapt goals or outcome expectations while using
  the same materials.
• Integrating School Survival Skills within the
  context of the General Education Curriculum
• Identifying the Big Ideas (Kameenui Carnine,
  1998)

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Substitute Curriculum

• Provide different instruction materials to meet
  a learners individual goals.
• School Survival Skills
• Functional Skills Curriculum

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Instructional Procedure Curricular Modifications

• Examples

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Jolivette, Lassman, Wehby (1998)

• Modifying instruction improved academic
  learning
• Student
• 2nd grade, EBD, problems with mixed math
  operations (adding subtracting)
• Procedures
• advanced organizer (inspect, identify, highlight
  sign solve)
• counting up, hand to head with subtraction sign
  number
• Template to isolate each problem
• Counting up best for On-Task Accuracy

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Dunlap, Foster-Johnson, Clarke, Kern Childs
(1995)

• Modify instructional activities for functional
  outcomes
• Students
• 3 adolescents (9-13 yrs) (autism, mental
  retardation, SED, Opp Defiant Disorder)
• ID problem tasks functional outcomes
• write captions for photographs, photo album
  (Jill)
• copy sentences laminated and used by others
  (Natalie)
• assembly taskmaking preferred snacks (Jary)
• More On-task fewer problem behaviors

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Mattingly Bott (1990)

• Multiplication facts 0 - 9
• students
• 4 learning-behavior disordered, 5th 6th grade
• 100 facts, 0-9, 3 x 5 cards 6 sets of facts
• Procedure
• Look -- Read the fact -- Say the answer
• 1st trial was 0 time delay
• all others 5 sec delay before teacher says answer
• correct received praise
• incorrect received time delayed correct answer
• no wait received teacher head down time out 5
  sec

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• conventional wisdom
• reading instruction at each student's
  instructional level,
• level at which a student is 91-95 successful at
  word recognition and 75 successful at answering
  literal comprehension questions about the
  reading.
• If students routinely more successful than this,
  then they are at an independent reading level and
  are not likely to gain new reading skills.
• If students are less successful than the
  instructional level, then they are struggling
  with too many words and are likely to become
  frustrated.

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Areas to Consider
Chameleon changes according to the environment
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What works for one may not work for another

• Learning styles (auditory, visual, tactile,
  etc.)
• Reinforcers (intrinsic, extrinsic, etc)
• Disability characteristics
• Distractable (attends to everything)
• Hypersensitive (sounds, lights, etc)
• Physiological (illness, medications, etc)

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Environmental Arrangement of Classroom

• Space
• Student independence accessing materials
• Quiet/active space
• Density
• Room to move w/o bothering others
• Physical Boundaries
• Mobility - do boundaries prevent inclusion?

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Classroom Physical Layout

• Does the arrangement of the classroom add to
  distractions ?
• Example - Mitch

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Classroom Physical Layout

• Are supplemental aids and seating placement being
  use correctly?
• EXAMPLE Ned

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Increase Task Engagement and Class Participation

• Maximizes students learning time
• Decreases challenging behaviors
• Increases social opportunities
• Makes learning fun
• Decreases boredom

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Ways to Increase Task Engagement/Participation
contd.

• Using Schedules (classwide/individual)
• Prepares student for the day
• Reduces anxiety
• Encourages student independence
• Transitions
• Clear expectations
• Routines
• Cues/prompts

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Ways to Increase Task Engagement/Participation
contd.

• Cooperative Learning
• Students working in small group
• May need to start one/one and slowly increase
• Greater opportunity for practicing cognitive
  skills ( reasoning, analyzing, etc.)
• Relationship building
• Improve interpersonal, collaborative problem
  solving skills

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Ways to Increase Engagement/Participation contd.

• Its all in the lesson delivery
• Objectives stated
• Reminder of possible rewards
• Make it exciting, make eye contact, gestures, use
  visuals, etc
• Be prepared and organized

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Ways to Increase Engagement/Participation contd.

• Direct Instruction
• Modeling
• Guided Practice
• Independent Practice
• Feedback

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IDEAS for Increasing Engagement Participation
contd.

• Response Boards
• Hot Pursuit tickets
• Dialing for Rewards
• Spinning for Assignments
• Jeopardy
• Family Feud

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Strategies for Increasing Compliance
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Strategies for Increasing Compliance

• Premack Principle - Also know as Grandmas rule
  If you want ____, you have to do ______.
• Behavior Momentum
• Issuing positive and fun requests before issuing
  more difficult requests
• Helps build up momentum for compliance
• Example Given directions for pleasant activity
  before challenging assignments are made

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Strategies for Increasing Compliance contd.

• Providing Choices Providing choices gives
  students the opportunity to have some control
  over their environment
• High Probability Request to increase likelihood
  that a student will perform non-preferred tasks

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Positive Behavior Strategies
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Positive Behavior Strategies

• Tolerance for Delay Gradually increase time
  student remains engaged in activity or other
  appropriate behavior
• without challenging behavior
• need to determine critical time period

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Positive Behavior Strategies

• Critical Time Period shortest time student will
  engage in an activity without challenging
  behavior
• Delay signal to signal student activity is
  about to end, Just 1 more
• Safety signal temporarily releases student from
  task/activity, Why dont you take a short
  break.

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Positive Behavior Strategies contd.

• Tolerance for Delay steps
• Deliver Delay Signal
• once student is engaged just before Critical
  Time Period
• Deliver Safety Signal
• release student from activity
• Gradually increase task engagement
• amount of time engaged before Delay cue
• or, amount of time between Delay Safety cues
• Monitor Learner Progress

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Positive Behavior Strategies

• Format Use direct requests instead of questions
• Example I want you to stop teasing Kim and
  begin your math, instead of Will you please
  stop teasing Kim and get to work?

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Positive Behavior Strategies

• Distance and Loudness of Request
• Reduces amount of attention drawn to student
• Decreases students need to save face
• Eye Contact
• Need to have the students full attention
• Shows student you mean business

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Positive Behavior Strategies

• Limit Requests
• Give only one/two simple request at a time
• Students loose track of what they are supposed to
  do
• Make request specific Please sit in your seat
  with your feet on the floor

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Positive Behavior Strategies

• Contracts
• Should be written
• Everyone should agree and sign
• Keep your end of the bargain
• Do not give the reinforcement if it is not earned

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Contracts

• State specifically what is expected of the
  student
• State specifically what is given as the
  reinforcer (who, when where)

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Contracts

• Help the student agree to a reasonable
  expectation for his/her behavior and a reasonable
  result.
• Modify the contract as needed.
• Have a beginning and ending date.

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Positive Behavior Strategies

• Group Contingencies
• Get the group to help one peer
• example stop responding to inappropriate
  attempts for attention
• example initiate conversations
• example giving compliments

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Positive Behavior Strategies

• Group Contingencies
• Be careful not to set up a student to incur the
  wrath of peers
• Be careful not to let the student set the group
  up to fail
• Let entire class earn rewards for individual
  successes

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Positive Behavior Strategies

• Restitutional Overcorrection
• The student is required to make the environment
  better than it was before the misbehavior
  occurred
• Example Student writes on a desk, he/she will be
  required to wash off all the desks in the
  classroom.

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Positive Behavior Strategies

• Self Monitoring
• The ultimate goal of every behavior plan
• Particularly appropriate as students become older
• Builds in self-esteem and empowerment
• Start out monitoring with the student 100 of the
  time
• When student understands expectations, gradually
  decrease monitoring on an irregular schedule

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Positive Behavior Strategies

• Self-Monitoring
• Eventually monitor less frequent and decrease
  external reinforcers
• Teach the student to monitor his/her own
  reinforcers
• Help him/her learn to look for cues for behaviors
  and make choices

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Positive Behavior Strategies

• Reinforce Compliance
• Do not ignore compliance
• Give specific praise when a student is compliant
• Close Approximation A journey of a thousand
  miles start with a single step

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Positive Behavior Strategies

• Create a menu of rewards
• Good Behavior Game
• Good Kid Patrol
• Silent Signal
• Puzzle Pieces
• On Time Slips
• Wild Cards

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Social Skill Strategies

• SS incompetence can lead to a failure cycle
• In school, adulthood, relationships, job
  opportunities
• Little evidence that SS are taught in the
  classroom
• Classroom time crowded by academics

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Social Skills Strategies contd.

• Survivor make students more aware of
  problems/concerns in the school/classroom
• What would you do game?- Students respond to
  issues/situation that they have/may encounter
• Talk Ticket scheduled time for teacher
  attention
• Brag Boards Point out quality of individual
  strengths
• Journal Writing use class/school
  issues/situations to write about in jounal

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Social Skills Strategies contd.

• Set up social situations
• Create an accepting environment in your
  classroom/school
• Develop classwide/individual cues
• Avoid tradition selection procedures
• Praise and identify appropriate social skills

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Simple Data Collection Methods

• How to determine if strategies are effective
• Momentary time sampling
• Frequency recording
• Permanent product
• Be sure to collect baseline data to compare to
  intervention data

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Contact InformationDr. James Fox Project
DirectorPhone 423-439-7556 orfoxj_at_mail.etsu.edu
Leia Blevins Project Manager Phone
423-439-7547or blevinsl_at_mail.etsu.eduhttp//mak
eadifference.etsu.edu