DOCUMENT RESUME

ED 391 314 EC 304 563

AUTHOR Campbell, Patti C.; Campbell, Charles Robert

TITLE Instructional Teaming, Part B: Skills for Delivering

Instruction. Trainee Workbook. Building Inclusive

Schools, Module 4.

INSTITUTION Kansas Univ., Parsons. Schiefelbusch Inst. for Life

Span Studies.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE 95

CONTRACT H086U10015

NOTE 107p.; Developed by the Kansas Project for the

Utilization of Full Inclusion Innovations for

Students with Severe Disabilities. For other module.,

in this series, see EC 304 560-565. For related

videotapes, see EC 304 566.

PUB TYPE Guides ClassrJom Use Teaching Guides (For

Teacher) (052) Guides Classroom Use

Instructional Materials (For Learner) (051)

Tests/Evaluation Instruments (160)

EDRS PRICE MF01/PC05 Plus Postage.

DESCRIPTORS Classroom Techniques; Decision Making; *Disabilities;

Elementary Secondary Education; *Inclusive Schools;

Inservice Teacher Education; *Instructional

Development; Instructional Improvement; Positive

Reinforcement; Regular and Special Education

Relationship; *Teaching Methods; *Team Teaching;

Teamwork

ABSTRACT

This manual presents the trainee's workbook and the

trainer's guidelines for the fourth of six modules in a teacher

inservice series developed to promote the unified effort of both

regular and special education personnel in understanding and applying

nationally recognized practices to implement fully inclusive

education for students with diverse learning abilities and

disabilities. Module 4 is on skills for delivering instruction on the

instructional team. The trainee workbook is in the form of: (1) 37

transparency masters which provide information on using performance

assessment, applying reinforcement, identifying potential

reinforcers, instructional delivery techniques, time delay,

prompting, graduated guidance, and instructional decision making; and

(2) 3 activities applying the principles covered by the

transparencies. The manual for trainers offers specific objectives

and suggested comments keyed to each of the transparencies,

addressing the topics of delivering instruction, performance and

product, instructional intervention, instructional modifications,

performance data, and data-based instructional decisions. A

pre/posttest is also included. (DB) **********************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original do,:ument. ***********************************************************************
An Instructional Series

Innovative Practices that Support

Students with Diverse Learning

Abilities in Neighborhood Schools

Building

Inclusive

Schools

hu

CI

U S. DEPARTMENT OP EDUCATION Office of Educational Research and impapaament

EDU ATIONAL RESOURCES INFORMATION

CENTER IERICI This document has been reprOducer ea

received from the betson or ofganization

originating it

0 Minor chenges have been ma00 10 0110,0v. reproduction guibty

Points of view Of opinions $tated I n this doctr

ment do not necessarily represent official OE RI position or pocy

Instructional Teaming

mniu Part B: Delivering Instruction

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Schiefelbusch Institute

for Life Span Studies

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' BEST COPY AVAILABLIIIIINIIIIIMENNESIENE.
A Module

Instructional Teaming Part B

Skills for Delivering

Instruction

Trainee Workbook

Developed by:

Patti C. Campbell, Ed.D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman

Kristen Forbes, M.S.

Margaret M. Denny, M.S.

3
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising,

nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools,

and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, U.S.

Department of Education (Grant #H086U10015). The Information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endorsement can be

Inferred.
Contents

Transparency

Number Page

#1 Instructional Teaming Part B: Delivering Instruction Objectives 1

#2 Using Performance Assessment Part A 2

#3 Using Performance Assessment Part B 3

#4 Delivering Instruction 4

#5 Delivering Instruction- Section -I 5

#6 Postive reinforcement 6

#7 Schedules of Reinforcement 7

#8 Continuous reinforcement 8

#9 Intermittent reinforcement 9

#10 Continuous renforcement schedules 10

#11 Maintaining a Performance/Product 11

#12 Types of Reinforcers 13

#13 Primary reinforcers 14

#14 Secondary reinforcers 15

#15 Reinforcers can be 16

#16 How to Identify Potential Reinforcers 17

#17 Points to Remember When Choosing Reinforcers 18

#18 A Reinforcer Hierarchy 19

#19 Delivering Instruction- Section -II 20

#20 Instructional Delivery Techniques 21

#21 Antecedent Prompt and Test 22

#22 Antecedent Prompt and Fade 23

#23 Time Delay 24

#24 Graduated Guidance 25

#25 Most-to-Least Prompting 26

#26 Least-to-Most Prompting 27

#27 System of Least Prompts 28

#28 Delivering Instruction - Section III 29

#29 Delivering Instruction - Section IV 30

#30 Delivering Instruction - Section -V 32

#31 Preliminary Analysis Rules 33

#32 Delivering Instruction - Example I 34

Instructional 'framing: Part B Trainee Workbook
ii 1

Transparency

Number Page

#33 Instructional Decision Making 35

#34 Delivering Instruction- Example II 36

#35 Delivering Instruction- V.iraphing Example 37

#36 Lehigh Decision Rules 38

#37 Delivering Instruction - Activity #3 Answers 40

Activity

Number Page

#1 Determine the Reinforcement Schedule 12

#2 Delivering Instruction 31

#3 Delivering Instruction Activity 39

Appendix A 41

References 42

Pre/Post Test 43

Instructional Teaming: Part B Trainee Workbook
Instructional Teaming Part B:

Delivering Instruction

Objectives

The trainee will:

design instruction based on performance assessment

data that includes an identified performance/

product, an instructional sequence!, and modifications

for a student with diverse learning abilities.

collect and graph instructional data to make

instructional decisions for a student with diverse

learning abilities.

Instructional Teaming: Part B Trainee Workbook

=11111MME16. 1
_ Using Performance Assessment

Part A: Reforming Assessment

Rethink

Reorganize

Rewrite

Redefine

Redetermine

Restructure

%

Instructional Teaming: Part B Trainee Workbook
a

quo #3 1

It)..k.k.

Using Performance Assessment

Part B: Reforming Instruction

Define performance/ product

Delineate instructional sequence

Indicate instructional modification

Collect/graph performance data

Make data-based instructional decisions

Instructional Teaming: Part B Trainee Workbook

,9

3
I. Instructional Objective Student: David Delivering Intruction Teacher JOIleS Session Length: 10 miniPerformance/Product/Goals: handwashing Perforrmance objective: Given the cue, "Time Behavior. Indep. wash hands Condition: to get ready for lunch" settings). bathroom sink Reinforcer(s). "good job" H. Components 201918116114131211109876543 * 21 IV. Performance Data Criteria. 80% 3 consecutive days schedule. continuous R+ for each component III. Modifications 1 lll/ 20) 1 90 19) 1 18) 1 80 17) 16) 1 70 15) 14) 1 60 13) 1 1 -( 12) ) 50 11) ) hang up towel GGGV V V)/ 1 I I I 1 10) ) dry hands 40 V V V I J I I I V V V 9) ) pick up towel PPG V V VVV I I I -- 8) ) turn off water PP G GGGGGVVV 7) ) rinse off hands 34 VVI 1 I 1 I 1 1 1 1 I 1 6) ) put soap in dish 20 G GJG GVIIIIIII 1 5) ) rub soap between hands GVIIII I I I I I I I 4) ) pick up soap 10 VJ IIVVIVI I I I I 3, ) turn on water P VV 6 GVGV V I 1 I 2) hand CW - tap HW ) go to the bathroom sink PPP PGV VV I 9/17 I 9/20 I 9/21 I 9/22 9t23 9/24 1) W7 918 9/9 W10 9/139/14 9/15 9/16 V. Instructional Decisions Date 9/17/94 Trend/Mean accelerating/38% Decision No change ; ' .4 -11, a:111111 0.1: I Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder, 1987, Baltimore, . `. Paul H. Smokes, Copyright 1987 by Paul H. Brooks Publishing Company 1 0 Scoring Key I = Independent V = Verbal/Visual G = Gesture P = Physical Assist 1 1
C.7t rnstructional Objective Student: David Teacher. Jones Session Length: 10 min, Performance/Product/Goals. handwashing Delivering Intruction Perforrmance objective. Behavior. Indeu. wash hands ..Setrting(s). bathroom sink 11. Components 201918

116114131211109

86543 * 2

1 Given the cue, "Time Condition: to get ready for lunch" Criteria. 80% 3 consecutive days Reinforceris): "good job" schedule continuoLs R+ for each component IV. Peiformance Data III. Modifications

I 'M 20)1 90

. 19)

1 18)1 80 17)1 16)i 70 15)) 14)

1 6050 13) 12) 11)11) hang up to .

- GGGVVV IkV 1 1 I 1 I t ) drv hqnds 40 VVV PPG,

IV

1V

7VVV

1 1 V

1 VV

I I 9) 8) ) pick :.lp towel ) tum oft water PP 7G e GGGGGVVV ) rinse off hands 20 VVIIIIIIIIIII

GGVIIIIIIII

G

G

G

V I I I I I 1

I

II

II 6) 5) 4) ) put soap in dish

) rub soap between hands ) pick up soap 10

V I I V

V IVIIIII 3)

) turn on water

P VV

G GVGV

V I I I 2) hand CW - tap HW ) go to the bathroom sink

P ' 6 W7

P9/8

P9/9 PGV W10 9/13W14 VV W15 9/16

I W17

I 9/20

I W21

I 9122 9/23 9/24 1) V. Instructional Decisions Date 9/22/94 Trend/Mean aasaigralingLall% Mastery/80% 1:rfctiisggei Extend performance (generalization) Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder, 1987, Baltimore, MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company ° Scoring Key

1 = Independent V = Verbal/Visual G = Gesture P = Physical Assist
6

11 #6 mul

Positive reinforcement . .

increases the chances of a behavior or performance

occuring again or being maintained.

Examples:

Receiving a paycheck

Earning stars

Being told "Good job"

Being recognized

Instructional Teaming: Pae B Trainee Workilook
r

#7 i

Schedules of Reinforcement

Continuous reinforcement

Intermittent reinforcement

Instructional Teaming: Part B Trainee Workbook

15
8

Continuous reinforcement . . means that the target behavior is reinforced each

time it occurs.

Example:

1/:.vid is told "good job" each time he correctly

performs each step of the handwashing

performance.

16

Instructional Teaming: Part B Trainee Workbook
to

to

Intermittent reinforcement . . . means that the target behavior is reinforced

on a predetermined schedule.

Example:

David is told "good job" every other time he

correctly performs a.ich step of the handwashing

performance.

Instructional Teaming: Part B 'frainee Workbook

9
#10 imp

Continuous reinforcement schedules. .

can be unrealistic

may cause dependence

may result in satiation

10

Instructional Teaming: Part B Trainee Workbook

1 8
Maintaining a Performance/

Product

ratio

Intermittment Reinforcement

Fixed Variable

interval ratio interval

Instructional Teaming: Part 13 Trainee Workbook

1 9
12

Determine the Reinforcement Schedule

Directions: Read each example and determine if it is continuous (C) or intermittent reinforce- ment (I). If it is intermittemnt reinforcement, determine if it is a fixed interval (FI), fixed

ratio(FR), variable interval (VI), or variable ratio (VR) schedule.

1. Each time John picks up his fork, he is reinforced.

2. For each 5 minutes Sue is quiet (not talking to herself or others) she receives a token.

3. For evely 5 math problems Cindy

correctly solves, she receives 2 minutes of free time.

4. Matk receives praise every time he

correctly idenfifies a vocabulary word on a flash card.

5. Bryan is reinforced for every 2nd, 8th, 12th, 16 th, and 19th correct response or an average of every

10th response.

6. Joe is reinforced on the following

schedule: 7 minutes, 6 minutes, 5 minutes, 6 minutes, 6 minutes, and 7 minutes or an average of 6 minutes.

CR FI FR VI VR

Instructional Teaming: Part B Trainee Workbook

20
Types of Reinforcers

Primary reinforcers

Secondary reinforcers

Instructional Teaming: Part B Trainee Workbook

2 i
Primary reinforcers . . . do not rely on previous learning to have

reinforcing value.

Examples:

food

warmth

water

14

Instructional Teaming: Part B Trainee Workbook

22
Secondary reinforcers . . . do rely on previous learning to have

reinforcing value.

Examples:

money

token

games

Instructional Teaming: Part B Trainee Workbook

23
Reinforcers can be . . naturally occuring

Examples:

social

events

or contrived

Examples:

tokens

activities/objects

2 4

16

Instructional Teaming: Part B Trainee Workbook
#16

How To Identify

Potential Reinforcers

-41:011k2

Observe in natural settings

Ask caregiver/significant other

Observe in structured settings

Ask student

2

a

Instruntional Teaming: Part B Trainee Workbook

17
Zro44104**

Fl

#17 mil

Points to Remember

When Choosing Reinforcers

Use the philosophy of "least intrusive"

reinforcement.

Move to naturally occurring reinforcement as

soon as possible.

Use chronologically age appropriate reinforcers.

26

Instructional Teaming: Part B Trainee Workbook
A Reinforcer Hierarchy

Food

Toys and Activities

Tokens

Approval

Self-praise

2

Instructional Teaming: Part B Trainee Workbook
Delivering Intruction I. Instructional Objective Student: David Teacher: Jones Session Length: 10 min, Performance/Product/Goals. handwashing Perforrmance objective. Given the cue, 'Time Behavior: Indep. wash hands et read. f r I nch" Caita, 80% 3 consecutive days Condition.LQ) I...Q. j________ Staines): bathroom sink Reinforcer(s): "good job" Schedule. continuous R+ for each component . Components i Peifonnance Data 20191811611413121110987654321 III. Modifications 7 mil 1120 1 MI UUI9 1 Ihil 1118 I ME I I NM III 6 11111.1 UI 1 1 MIMI ) INE11111 ) ME A 12) ) IFNI II ),.,. .,- 1E11 G G G v v Aar I I I I I UI ) d hands vvv I 111 t t vvv . )..k ow-I 1111111PPG Vir VVVV I I I UI ) turn off water IIIMI P P Are' ) rinse off hands NM v v UI . ).ut soa in dish IMIEGGGGV I 1 I I I I I I ) rub soa I between hands ME G V I I I I I I I I I 1 I UI , ) pick up soap IMIllartIvvivIIIII UI ) turn on water ) go to the bathroom sink 41T MOWPPPPGVVV VVGGVGV VI II II II UI UI hand CW - tap HW sti W8 9/9 W10 9/139/14 9115 9/16 9/17 9/209/21 9r12 9/23 9/24 V. Instructional Decisions Date Trend/Mean aoskratingan Decision Mastery/80% Extend performance (generalization) 9L17194 9/22/94 Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder, 1987. Baltimore, MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company Scoring Key I = Independent V = Verbal/VisuaI G = Gesture P = Physical Assist 29
#20 el

Instructional Delivery Techniques

antecedent prompt and test

antecedent prompt and fade

time delay

graduated guidance

most-to-least prompting

least-to-most prompting

Instructional Teaming: Part B Trainee Workbook

3 0

21
Antecedent Prompt and Test

Teacher provides the correct response and asks for

a response without benefit of the prompt.

Example:

The teacher points to a nickel in a group of mixed

coins and says, "This is a nickel, point to the

nickel."

The student points to the nickel without further

prompting.

31

22

Instructional Teaming: Part B Trainee Workbook
Antecedent Prompt and Fade

Teacher provides the correct response and then

gradually fades it out.

Example:

The letter "R" is written for the student to trace,

then a broken line "R" is provided for the student

to trace.

Gradually broken lines are faded out and the

student writes the letter "R" without benefit of a

prompt.

3 2 23

Instructional Teaming: Part B Trainee Workbook
24

nr

lb

11-i, #23

---out

Time Delay

Teacher systematically increases the amount of

time between the task direction and the assistance

given to the student.

Example:

When teaching tire student to "wash hands" the

teacher first gives assistance to the student (0

second delay).

Subsequent trials increase the number of seconds

before a prompt is given.

.33

Instructional Teaming: Part B Trainee Workbook
Graduated Guidance

Teacher provides full physical assistance

decreasing to partial physical assistance, and

finally to shadowing.

Assistance is then withdrawn or provided as

needed.

Example:

When teaching the student to "wash hands" the

teacher first gives full physical assistance to move

the student through the performance.

3 4 25

Instructional Teaming: Part B Tr ainee Workbook
26

Most-to-Least Prompting

A hierarchiacal prompting system where the

teacher begins with the most assistance delivered

initially and gradually decreases assistance.

Example:

When providing instruction in "washing hands,"

the teacher begins by physically 3uiding the

student through the entire instructional sequence.

35

Instructional Teaming: Part B Trainee Workbook
It%

Least-to-Most Prompting

A hierarchiacal prompting system where the

teacher begins with the least assistance delivered

initially.

More assistance is provided as needed.

Example: . When providing instruction in "washing hands,"

the teacher begins by saying, "It's time to get

ready for lunch" and gives an opportunity for an

independent response.

3 6 27

Instructional Teaming: Part B Trainee Workbook
28

Cbi

a

01 Ziti\\:* #27 at

System of Least Prompts

yes

Record "I" yes

no

Vrbal/visual prompt

Walt 3-5 seconds

.41 I Record "G"

I Record "P"

Instructional Teaming: Part B Trainee Workbook

3 7

BEST COPY AVAILABLE
co I. Instructional Objective Student: David Perforrmance objective: Behavior. Indeo. wash hands setting(s). bathroom sink Reinforcer(s): 1918116114131211109876543 * 21 Delivering Intruction Teacher: Jones Sssion Length. 10 minc Performance/Product/Goals: handwashing Given the cue, "Time Conditiotr to ç1t ready for lunch" "good job" IV. Performance Data Criteria. 80% 3 consecutive days Schedule. continuous R+ for each component U(Modifications 100 .. 20) i 19) 1 90 18) 1 80 17) 1 16) i 70 15) 14) I 60 , 13) 121 11 50 11) > hang up t . 40 GGVV VI V I V II II IV IV IV 10) 9) ) dry hands > pick up towel PPG V V VV V I I I 8) ) tum off water 30 PP ;GC GGGGGVVV 7) ) rinse off hands V V I I I I I I I I I I 6) ) put soap in dish GGGG V I I I I I I I I 5) ) rub soap between hands GVII I II II I III , 4) ) pick up soap 10 V IIVVIVI 1111 3) ) turn on water P VVGGVGV V I I I 2) hand CW - tap HW ) go to the bathroom sink - P P 13 P G V V V I I I I 1) . . WI 9/8 W9 W10 W13 W14 W15 W16 W17 W20 9/21 9/22 9/23 9124 V. Instructional Decisions Date 9/17/94 9/22/94 Trend/Mean acceleratincj/38% Mastery/80% Decision No change Extend perionnance (generalization) Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder, 1987, Baltimore, MD: Paul H. Brookes. Copyright 1987 by Paui H. Brooks Publishing Company 8 Scoring Key 1 = Independent V Verbal/Visual G = Gesture P = Physical Assist 3 9
co 1. Instructional Objective Student: David Teacher: Jones Session Length:Mid:1a Performance/Product/Goals: handwashing Delivering Intruction Perforrmance objective. Given the cue, "Time BehaviorjrldeD. wash hands Condition: to aet ready for lunch" Criteria 80% 3 consecutive days Setting(s). bathroom sink Reinforcer(s): "good job" H. Compon.mts 201918116151413121110987653 * 21 Schedule: continuous R+ for each component IV. Prformarzce Data . Modifications 100 1 20) 19) I 90 18) 1 80 17) 1 16) 1 70 15) 1 I i ;) 1 60 13) I 1111 12) I 50 11) ) hang up towel GGGVVV I VI I I I I 10) ) dry hands 40 V V V I I V V V 9) ) pick up tQwel PPGA V V VV V I I I 8) ) tum off water 30 P P GG GGGGVV V I b ) dose off hands VVIIIIIIIIIII 6) ) put soap in dish 20 GGGGVIIII I III 5) ) rub soap between hands GVIli I I I I I I I I 4) ) pick up soap 10 V IIVVIVI I III 3) ). !um on water P VVGGVGV V I I II 2) hand CW - tap HW 1) ) go to the bathroom sink P P P P G V V V I I I V. Instructional Decisions 9Ib W/ Date Trend/Mean Decision 9/17/94 accelerating/38% No change Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder,1987, Baltimore, MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company Scoring Key 1 = Independent V = Verbal/Visual = Gesture = Physical Assist) 4 0 4 1
0.) I. Instructional Objective Student Teacher Delivering Intruction Session Length:1° ininPerformance/Product/Goals. PB cracker making Perforrmance objective: Given a jar of peanut butter, crackers, and knife Criteria80% independent responses; 3 cons.days Behavior make a PB cr'ker Condition: Settings). kitchen Reinforcer(s). Data"gpod job" Schedule. continuous R+ for each step II. Components N. Petformance III. Modifications 20) 100 20) 19) 19) 18) 90 18) 17) 84 17) 16) 16) 15) 70 11) 14) 14) 13) 60 13) 12) 12) 11) 50 11) 10) eat the cracker 10) 9uout the lid on the jar _AO 9) 8) Dut down the knife 8) 7) spread the PB on the c'ke 30 7) 6) pick up the cracker 6) 5) scoop some PB 20 5) 4) put the knife in the jar 4) 3) pick up the knife 10 - 3) 2) open the jar 2) 1) get the jar of PB 0 1) V. Instructional Decisions Date Trend/Mean Decision Source. Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder,1987, Baltimore. MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company 4 2 Scoring Key = Independent V = Verbal/Visual G = Gmture P = Physical Assist 4 3
0.1 1. Instructional Objective student. David - Delivering Intruction Teacher: Jones Session Lengtha0 _03111 Performance/Product/Goals: handwashing Perfonmance objective: Given the cue, "Time Behavior: lndep. wash hands Condition: to get ready for lunch" Criteria: 80% 3 consecutive days settings). bathroom sink Reinforcer(s): II. Components IV. Performance Data 201918116114131211109876543 * 2 "good job" Schedule: continuous R+ for each component III. Modifications tiA/ 20) 19) , 90 18) , 80 17) 16) 1 70 15) i 14) 1 60 ( 13) 1 12) 1 11) i hang up towel 50 GGGVVV I VI I I I I 10) ) dry hands 40 V V V I I I I V V V 9) ) pick up towel PPG V V VV V I I I 8) ) turn off water P P G GGGGGVV V 7) ) rinse off hands 30 VVIIIIIIIIIII 6) ) put soap in dish 20 GGGGVII II I III 5) ) rub soap between hands GVIIIIIIIIIII 4) ) pick up soap 10 V IIVVIVI I II I 3) ) turn on water P VVGGVrIV V I I I 2) hand CW - tap HW ) go to the bathroom sink e P9t7 PAS P919 P9110 G9/13 V9114 V9115 V9118 I 9/17 I 9/29 I 9/21_9/22I 9/23 9124 I ) Date Trend/Mean 9/17/94 accelerating/38% Il 4.. :0 Decision No change I1 s'1011111 I Source: aptc rorn sscssmcnt o in vi ua s wit vere an icaps Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company P. 4 4 py : OW : . timore, Scoring Key I = Independent V = Verbal/Visual ; = Gesture P = Physical Assist 4 5
Preliminary Analysis Rules

At least 8 and no more than 20 opportunities

to respond.

A least 6 data points.

No more than 4 days break in instruction.

Source: Adapted Fim Browder, D. (1991) Assessment of individuals with severe disabilities: An applied behavior approach

to life skills assessment, 2nd Edition. Baltimore: Paul H. Brookes Publishing Co.

33

Instructional Teaming: Part B Trainee Workbook

4 6
CA) I. Instructional Objective student: David Teacher: Jones Session Length. 10 min, Performance/Product/Goals: handwashing Delivering Intruction Performance objective. Given the cue, "Time Behavior: Indeo. wash hands Condition: to aet ready for lunch" settings). bathroom sink Reinforcer(s): "good job" II. Components 20191811615141312098765431 IV. Performance Data Criteria. 80% 3 consecutive days schedule. continuous R+ for each component III. Modifications 1 AA) 20) 1 19) 1 90 18) 1 80 17) i 16) 1 70 15) J 14) i 60- 13) l 0 V 11) j hang up towel G GG V VVI 1 1 I 1 I 10) ) dry hands , ! VVV 1 1 1 I VVV 9) j pick up towel PPG V V VV V I 1 1 R) j turn off water PP G GGGGGVV V 7) ) rinse off hands 30 VVII I I I I I I I I I 6) ) put soap in dish t GGGGVII 1111 I 5) ) rub soap between hands GVII I I I I I 1 1 I I 4) ) pick up soap 0 V J IIV V IVI 1111 3) ) turn on water P1G VVGGVGV V I I I 2) hand CW - tap HW Kgo to the bathroom sink n P P P G V V V I I I I 1) 9/7 918 9/9 W10 9/139/14 9/15 9/16 9/17 9/20 9/21 si22 9/23 9124 V. Ins ctional Decisions Date Trend/Mean 9/17/94 accelerating/38% 9/22/24 magenark Extensizterfarmancalgeneralizalion) Decision No change Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder,1987, Baltimore, MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company 4 7 Scoring Key = Independent V = Verbal/Visual G = Gesture P = Physical Assist 4 8
Instructional Decision Making

Analyze Visually

Mastery

No Progress

Determine Progress

Draw slope

Calculate mean

Make Decision

Refer to Decision Rules

Source: Adapted From Browder, D. (1991) Assessment of individuals with severe disabilities: An applied behavior approach

to life skills assessment, 2nd Edition. Baltimore: Paul H. Brookes Publishing Co.

35

Instructional Teaming: Part B Trainee Workbook

4 9
cr) 1. Inst.. 'twtional Objective Student:_na.VA Teacher: Jones Session Length: 10 f11111,Performance/Product/Goals. handwasi ling Perforrmance objective: Delivering Intruction Given the cue, "Time Behavior: Indep. wash hands Condition. to aet ready for lunch" "good job" settings): bathroom sink II. Components 2019181161141312109876543 * 21 Reinforcer(s). IV. Petformance Data Critia. 80% 3 consecutive days Schedule: continuous R+ for each component III. Modifications rou 20) , 19) 1 90 18) 1 80 17) 1 I---- 16) 1 70 15) 14) 1I 60 13) I 7GGG?)./()IVIIII! 12) 1 50 I I) ) hang up towel 10) ) dry hands 40 VVV 1 1 I 1 VVV 9) ) pick up towel , P G V VVVVIII 8) ) turn off water PP 30 G GGG G VV 7) ) rinse off hands VV I I I I I I I I I I I 6) ) put soap in dish GGGG 20\GVI V I I I I I I I I 5) ) rub soap between hands 1 1 1 1 1 1 1 1 I 4) ) pick up soap 10 V II VIVI I III 3) ) turn on water P VVG&-VGV I 1 2) hand CW - tap HW ) go to the bathroom sink PPGVVV I I I I 1) V. Instructional Decisions Date Trend/Me 9/17/94 acceleratin 9/22/.24 9/7 9/8 9/9 9/10 9/139/14 159/16 9/17 9/21)9/21 9/22 8%c V 9t24 sion N. change :111 8^11111/1.1 Z 1 Source. Adapted from Assessment of individuals with Severe ndicaps (p. 272) by D. B der, 1987, Baltimore, MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publi Corn an 5 0 Scoring Key I = Independent V = Verbal/Visual G = Gesture P = Physical Assist r 1
I. Instructional Objective Student: David Delivering Intruction Teacher: Jones Session Length. 1 0 min, Performance/Product/Goals: handwashing Perfornnance objective: Given the cue, "Time Behavior Indep. wash hands Condition: to aet ready for lunch" Setting(s)- bathroom sink Reinforcer(s): "good job" IV. Performance Data II. Components 201918

116114131211109

876543 * 2

1 Criteria- 80% 3 consecutive days Schedule. continuous R+ for each component III. Modifications 20

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V I I I I V. Instructional Decisions Date 9/17/94 917 9/9 9110 9/13 9/14 9/15 9/16 91117 KO 9/21 9122 9123 9124 Trend/Mean acceleratird38% to :I :I Decision No change 1:1- . el Source: Adapted from Assessment of individuals with Severe Handicaps (p. 272) by D. Browder, 1987, Baltimore, MD: Paul H. Brookes, Copyright 1987 by Paul H. Brooks Publishing Company ,52 Scoring Key

I = Independent V = Verbal/Visual G = Gesture P = Physical Assist (5'3
4#\...4811AL #36

Lehigh Decision Rules for Data Analysis Part 1. Biweekly Reviews

Category

1. Mastery

2. No progress

3. Adequate progress

4. Inadequate progress

5. Motivation problem

Data Pattern

Criteria achieved

during decision phase

Same mean as baseline

or

No independent

responses

Trend is accelerating or

flat, and mean is higher by 5% or more.

Trend is accelerating or

flat, and mean is higher by less than 5%.

or

Trend is flat, same mean.

Trend is decelerating

regardless of mean

change.

or

Trend ie accelerating or

flat, and mean is lower.

Decision Rule

Extend performance

(fluency, generalization)

aIirst period of review, wait 2 more weeks- change

b. After 4 weeks,

simplify skill

Make no changes

Improve antecedents

(e.g. prompting

strategies)

Improve motivation

Source. Adapted From Browder, D. (1991) Assessment of individuals with severe disabilities: An to life skills assessment, 2nd (p. 124) applied behavior approach Edition. Baltimore: Paul H. Brookes Publishing Co. permission. ; Reprinted with

38

Instructional Teaming: Part B Trainee Workbook

5 4
Delivering Intruction I. Instructional Objective Student: Teacher. Session Length. Performance/Product/Goals. Perforrmance objective. Behavior: Condition. Criteria. 80%; 3 consecutive days Setting(s). Reinforcer(s). Schedul . Components 2019181161141312111 IV. Peiformance Data III. Modifications mu- 20) 1 19) 1 90 18) 1 1'7) ) 00 16 ) 70 15) ) 60 14) 13) )) 1111 12) ) . I 1 I ) harm up towel V, I 111,11! I IlGio) VV V . ) dry hands ormall111/1MEM - P P P P EVVVV VVVV VVVV VVVVPVV ,)__Lick up towei 8) ..Jrn_off water MI P, P F ' P ." PP PP PV P VP PV , rinse off hands PP PP LE PA/ VV PP PP PP PP , ; put soap in dish IC ;) rub soap betw'n hand...ENI I IIVIIIIIIIIGII V V, I elli I I I I I G G G I I G G 4) I pick up soap WM PEIEVGGGG P G VV VG-VGG !) tum on water PP PP ILig PP P1313 V V P V 2 ) go to bathroom sink ' 161-1--gamagutiumavaa 4 V . instructional Decisions Date W2 9/3 9/4 9/5 9/8 9 9/10 911 9/i2 W13 W18 W17 W18 W19 W20 9/23 9/24 W25 W28 9/27 Trend:Mean Decision Source: Adapted from Assessment of individuals Wit vere an icr-7Vr--a'-ip.---77T7'71 ) y 7-FivTier, 1987, Baltimore, MI): Paul H. Brookes. Copyright 198" by Paul H. Brooks Publishing Company Scoring Key I = Independent V = Verbal/Visual G = Gesture P = Physical Assist5 6
Delivering Intruction I. Instructional Objective Student. Teacher. Session Length. Performance/Product/Goals. Perforrmance objective. Behavior: Conditien: Criteria. 80%; 3 consecutive days Setting(s). Reinforcer(s). Schedul II. Components 201918116114131211 IV. Peiformance Data M. Modifications 1 - rou 20) 1 . , 19) 1 90 18) I , , 12.) I 80 .. . 16) I 70 " 151 ) 14) ) 131 ) -60 12) ) . SO _ 11) ) hang up towel - VIVI IIIVI I I I I I I I I 1 ) dry hands 10 GGG V VV/VV3VV VV VV 91 ) pick up towel PP PP V %./VV V V V V V 8) ) turn off water P P P p 0 - 0) :I PV PP VP ' 7) , rinse off hands 30 - P P P P /Ai fair"AtiliAliket/AL . P le put soap in dish I -.--.04111Oring PIILI_Mitall-mt117)1"1111, ,) rub soap betw'n hand.5, _e AllthalINIMMIlinUMan6KIR ,) pick up soap 10 " G Y1 ,) turn on water ' P ' Ail G P '. NIENE07) V V V V 2n ) go to bathroom sink Pt P PPP PP V . Instructional Decisions Date -R1441 4 W5 9/6 90 9/10 9/11 9/12 9/13 9/16 9/17 91113 9/19 920 9123 9/24 9/25 9/26 9/27 Trend/Mean argleffigRIPIA3 Decision Wael0f8TiWion ource: apt rorn Assessment o in ivi ua s wit vere 1nn.icaps (p. 72) y D. Brow er, 98 ttmoft, MD: Paul H. 13rookes, Copyright 1987 by Paul H. Brooks Publishing Company 57 Scoring Key 1 = Independent V = Verbal/Visual G = Gature P = Physical Assist 1
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References

Alberto, P.A. & Troutman, A.C. (1995). Applied behavior analysis for teachers (4th ed.).

New Jersey: Pentice-Hall.

Browder, D.M. (1991). Assessment of individuals with severe disabilities (2nd ed.).

Maryland: Brookes Publishing Co.

Snell, M.E. (1993). Instruction of students with severe disabilities (4th ed.). New York:

Macmillan.

Snell, M.E. & Grigg, N.C. (1987). Systematic instruction of persons with severe handicaps (3rd ed.). Ohio: Merrill.

Wolery, M., Bailey, D. B. ,Jr., Sugai, G.M. (1988). Applied behavior analysis with

exceptional students. Massachusetts: Allyn and Bacon.

Wolery, M., & Gast, D.L. (1984). Effective and efficient procedures for the transfer

of stimulus control. Topics in Early Childhood Special Education, 4(3), 52-77.

42

Instructional Teaming: Part B Trainee Workbook

61
Pre/Post Test

T F 1) The system of least prompts requires a prompt hierarchy of at least 4

prompts.

T F 2) An interval schedule of reinforcement is recommended for teaching

new skills.

T F 3) Praise is considered a primary reinforcer.

T F 4) If a student has poor communcation skills, it is extremely difficult to

determine consequences of reinforcing value.

T F 5) A teacher needs only to be concerned with teaching a new skill to

criterion because a student will maintain the new behavior indefinitely

once it has been developed to that level.

T F 6) Verbal prompts are more intrusive than physical prompts.

T F 7) Bounce data refer to data which are highly variable.

T F 8) An accelerating trend line would require that the teacher analyze steps

in the task analysis for difficulty and simplify the task analysis.

T F 9) Data must be collected a minimum of 6 times in a 2 week period if the

teacher is to make instructional decison based on this data.

T F 10) Trend estimation suggests to teachers the general direction of learner

progress.

43 11111

Instructional Teaming: Part B Trainee Workbook

62
Trainee Notes ***'-\%.

63
Module

Instructional

Teaming

Part B

Building

Inclusive

Schools

Innovative Practices

that Support Students with

Diverse Learning Abilities

in Neighborhood Schools

64
Developed by the

Kansas Project for the Utilization of Full Inclusion Innovations

for Students with Severe Disabilities

The Purpose of this Series

This series will: 1) promote the widespread use of promising, nationally recognized practices advocating fully inclusive education for

students with diverse learning abilities in their neighborhood schools, and 2) provide an instructional package that promotes these promising

practices through the unified effort of both regular and special education

personnel.

University of Kansas

Schiefelbusch Institute for Life Span Studies

Kansas University Affiliated Program

2601 Gabriel

Parsons, Kansas 67357

Project Co-Directors

Charles Robert Campbell, Ed.D.

Patti C. Campbell, Ed.D.

© 1995 by the University of Kansas

This material was developed through a grant with theOffice of Special Education and Rehabilitation, US.

Department of Education (Grant #1-1086U1C,015). The Information and viewpoints presented herein do not

necessarily reflect the position or policy of the Office of Special Education, and no official endorsement can be

Inferred.

65
Module

Instructional Teaming Part B

Shills for Delivering

Instruction

Trainer Guidelines

Developed by:

Patti C. Campbell, Ed.D.

Charles Robert Campbell, Ed.D.

Contributors

Kristi Dulek, M.S.

Kelly Spellman

Kristen Forbes, M.S.

Margaret M. Denny, M.S.

86
Contents

Section Page

1.0 Overview 1

2.0 Delivering Instruction 2

3.0 Performance/Product 5

4.0 Instructional Intervention 19

5.0 Instructional Modifications 26

6.0 Performance Data 27

7.0 Data-based Instructional Decisions 31

Instructional Teaming Part B Trainer Guidelines

6 7

i
Trainer Guidelines Trainee Workbook

1.0 Overview

1.1 Objectives

Instructional Teaming Part B:

Delivering Instruction Objectives

Page 1 Trainee Workbook

CI The trainee

design instruction based on performance assessement data that includes an identified performance/ product, an instructional sequence,and

modifications for a student with diverse learning abilities .

collect and graph instructional data

to make instructional decsisions for

a student with diverse learning abilities.

1.2 Pretest

Optional - see Pre/Posttest Section

T#1

Instructional Teaming Part B:

Delivering Instruction

Objectives

!The trainee

I design instruction &Ned oi petformance

assessment data that inclules an identified

performancelproduct, an instructioanl

sequence, and modifications for a student

with diverse learning abilities.

collect and graph instructional data

to make instructional decisions for a

student with diverse learning abilities.

68

Instructional Teaming Part B Trainer Guidelines
Trainee Workbook Trainer Guidelines

T#2

Using Performance Assessment

Part A: Reforming Assessment

Rethink

Reorganize

Rewrite

Redefine

Redetermine

Restructure

2.0 Delivering Instruction

2.1 Using Performance Assessment to

A I I

Using Performance Assessment

1 Page 2 - Trainee Workbook

CI The first step in delivering

appropriate instruction is

appropriate assessment. (This topic

is addressed Instructional Teaming:

Part A, Designing Instruction).

0 To review, appropriate assessment

requires the instructional team to

Rethink the student's current

curriculum (IEP goals and

objectives).

Reorganize IEP goals into real-life,

functional performance and/or

products.

Rewrite goals that do not lead to

functional and/or age appropriate

performance and products.

Redefine the components (instructional objectives) of each real-life

performance or product.

Redetermine the criterion of successful performance (or acceptable

product).

Restructure conditions that

typically evoke the performance.

Instructional Teaming Part B Trainer Guidelines

6 9
Trainer Guidelines Trainee Workbook

CI What students know and do not

know about the tasks they are asked

to perform and products they produce is important in designing appropriate instruction.

CI What to teach and how to design an

appropriate delivery strategy is facilitated when the assessment process is reformed to provides instructional information

2.2 Using Performance Assessment

to Develop Instructional

Interventions

UsingPerformance Assessment

Part B: Reforming Instruction

Page 3 - Trainee Workbook

Ca The following module describes

how to use information gleened

from performance assessment to organize and deliver appropriate instructional interventions.

First, the performance or product to

result from the instruction is defined.

0 Second, the intsructional sequence

is delinated.

CI Third, any instructional modifications are indicated.

T#3 '

Using Performance Assessement

Part B: Reforming Instruction

Define performance/product

Delineate instructional sequence

Indkate intructional modification

Collect/graph performance data

Make data -based instructional

decisions

70

Instructional Teaming Part B Trainer Guidelines

3
Trainee Workbook Trainer Guidelines

CI Fourth, performance data are collected and graphed.

O Finally, data based instructional

decisions are made regarding student progress towards the target

performance or product.

Delivering Instruction

Page 4 - Trainee Workbook

O The remaining sections of this module describe how to use the five

section "Delivering Instruction"

form to deliver instruction to a

student with diverse lear ning needs.

The five sections include:

I. Instructional Objective

II. Components

III. Modifications

IV. Peiformance Data

V. Instructional Decision

71

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

3.0 Performance/Product

3.1 Identifying the target performance/product

T#5 Delivering Instruction - Section I

Page - 5 I:ainee Workbook

LJ Section I-Instructional Objective

Based on the information obtained

from the performance assessment,

the instructional team targets performance or a product for instruction.

For example : David's team targeted " handwashing" (based on performance assessment results) as

requiring instruction.

His instructional objective is:

Given the prompt "Time to get

ready to eat," David will independently wash his hands at the bathroom sink with 80% accuracy for

3 consecutive days.

LJ An important part of any successful

instructional sequence is a sound

and carefully planned reinforcement

strategy.

For example: David's instructional

team thought that letting David do

special chores would be reinforcing

to David.

C

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T#5

2 \ ,/

72

Instructional Teaming Part B Trainer Guidelines

5
Trainee Workbook

\Na%0

T#6

Positive reinforcement ...

increases the chances of a

behavior or performance occuring

again or being maintained.

Examples:

Receiving a paycheCk

Earning stars

Being told "Good job"

Being recognized

Trainer Guidelines

David's performance, howcver, actually decreased.

The team found out later that David

thougH he was being punished be

cause he was not doing a good job.

0 The next section suggests strategies

for choosing and using appropriate

reinforcement strategies to acquire

and maintain student performance.

3.2 Acquiring and Maintaining a

Performance or Product

Positive reinforcement.. . Page 6 - Trainee Workbook

ZI Positive reinforcement increases the

chances of a behavior or performance occurring again or being

maintained.

0 People respond to a variety ofpositive

reinforcers daily.

Adults go to work everyday with the

knowledge they will receive paychecks at the end of the payperiod.

Chances are that many people

would find something else to do with

their time if they did not receive

thisform of "positive reinforcement."

Children also seek forms of "positive

reinforcement."

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

Those who finish their class work

on time may earn a star or commendation for a "job well done."

Even seemingly negative things

could be postively reinforcing to

some children.

Cl Things that increase the chances

that an individual will repeat a performance (behavior) are positive

reinforcers.

If a student continues to disrupt the

class after being told he is the "class

clown"(recognition) by the teacher

then he is being "positively reinforced" by the teacher.

1:1 The type of reinforcement the

team uses and the delivery schedule

used will depend on what is reinforcing to the student and the instruc

tional level (acquisition, maintenance, fluency, or generalization)

the student is "learning the task."

Schedules of Reinforcement

Page 7- Trainee Workbook

There are two basic reinforcement

schedules, continuous and intermittent.

Schedules of Reinforcement

Continuous reinforcement

Intermittent reinforcement

7 4

Instructional Teaming Part B Trainer Guidelines
8

Trainee Workbook Trainer Guidelines

`°\.°\11:4(

T#8

continuous reinforcement. ..

means that the target behavior is

reinforced each time it occurs.

Example:

David is told "good job" each time

he correctly performs each step of

the handwashing performance.

T#9

Intermittent reinforcement.. .

means that the target behavior is

reinforced on a predetermined schedule.

Example:

David is told "good job" every other

time he correctly performs each step

of the handwashing performance.

_y

T#8

11.112:1 Continuous reinforcement ... Page 8 - Trainee Workbook

Continuous reinforcement. Each

time the targeted behavior is exhibited, reinforcement is provided.

When the student is first learning

a performance, (acquisition level)

it is best to reinforce (strengthen)

the behavior each time it occurs.

ID Only after the behavior is reinforced continuously for a period

of time will it become habitual.

For example: David is told "good

job" each time he correctly performs each step of the handwashing performance.

This schedule is typically used

during the acquisition level of

learning (when the student is acquiring a new performance).

Intermittent reinforcement .

Page 9 - Trainee Workbook

ID Intermittent reinforcement means

the targeted behavior is reinforced on a predetermined schedule.

For example: David is told "good

job"eveny other time he correctly

performs each step of the handwashing performance.

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

This schedule is used after the be

havior has been "acquired" to

maintain or strengthen a behavior

or performance. C.1 At the point where the student

has met criterion for acquisition,

continuous reinforcement is faded

to an intermittent schedule of reinforcement.

Continuous reinforcement

T#10 schedules . . . Page 10 - Trainee Workbook

CI Continuous reinforcement is

unrealistic.

In the "real world" people are not

reinforced for every correct performance or every acceptable product.

For example: In the workforce,

workers typically receive a paycheck

(an example of positive reinforcement) only at the end of the pay

period (biweekly, ,weekly or monthly).

CI If continuous reinforcement is not

faded, the behavior may become

too closely associated with the reinforcer.

F01 example: The student learns to

expect the reinforcement and may

not perform unless immediate

Continuous reinforcement

schedules. ..

can be unrealistic

may cause dependence

may result in satiation

7 6

Instructional Teaming Part B Trainer Guidelines
10

Trainee Workbook Trainer Guidelines

T#11

Maintaining a Performance/ Product

Intermittment Reinforcement

Fixed Variable

ratio interval ratio interval

reinforcement is provided.

0 The student may become satiated

with too much reinforcement.

For example: If the student receives

reinforcment for every occurance of

a performance, the reinforcer may

lose its motivating effect.

0 Continuous reinforcement is useful

during the acquisition of a new task

or performance.

After a task or performance is acquired, intermittent schedules of

reinforcement are used to maintain

(or strengthen the occurance) of the

task or performance across time.

Maintaining a Performance/

T#11 Product

Page 11 - Trainee Workbook

0 To promote maintenance of a newly

acquired skill or performance, the

teacher moves to an intermittent,

or less than continuous, schedule

of reinforcement.

0 Possible intermittent reiforcement

schedules include fixed and variable

schedules.

Cl Fixed ratio schedules require that the

student exhibit a behavior or performance a specified number of limes

1111111

Instructional Teaming Part B Trainer Guidelines

7 7
Trainer Guidelines Trainee Workbook

before reinforcement is given.

For example: David is reinforced

every third time he cleans the

table correctly.

Fixed interval schedules require

that a specified amount of time passes before reinforcement occurs.

For example: David works at the

computer for 10 minutes before he

gets a break.

O Variable ratio schedules require that

the student exhibit a behavior or performance a varying number of times

before reinforcement is given.

For example: David is reinforced for

the first, third, and sixth table he

cleans correctly.

Variable interval schedules require

that a varying amount of time

passes before reinforcemnt occurs.

For example: David is reinforced at

2 minutes, 6 minutes, 10 minutes

for on task work at the computer.

(An average of 6 minutes or VI:6)

CI Variable schedules are useful in maintaining high rates of responding. 78

Instructional Teaming Part B Trainer Guidelines
Trainee Workbook

12

Trainer Guidelines

A#1

Determine the Reinforcement Schedule

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T#12

Types of Reinforcers

Primary reinforcers

Secondary reinforcer,

Determine the Reinforcement

Schedule L' Page 12 - Trainee Workbook

CI Ask trainees to indicate if the

example demonstrates a continuous or intermittent reinforcement schedule.

If it demonstrates intermittent

reinforcement then trainees

should indicate the type (variable ratio, fixed ration, variable interval, or fixed interval).

3.3 Selecting Appropriate Reinforcers

T#12 Types of Reinforcers

Page 13 - Trainee Workbook

y

CI Once the schedule of reinforcement is determined, the teacher

must choose appropriate reinforcers

to use during instruction.

0 Remember, positive reinforcement is the contingent presentation of a consequence that immediately follows a behavior or preformance and increases the likelihood of the behavior or performance occuring again.

ID Positive reinforcers are those consequences that are made contingent upon a behavior that increase

the likelihood of the performance

of that behavior.

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

T#13

C3 In other words, i f a reinforcer is motivating to the student, he/she will

perform the desired behavior in

order to receive that reinforcement.

Two types of reinforcers are: primary reinforcers and secondary reinforcers.

Primary reinforcers...

Page 14 - Trainee Workbook

LI A primary reinforcer is a consequence that does not rely on previous !earning to have reinforcing

value.

For example: food, warmth, water

Secondary reinforcers.

Page 15 - Trainee Workbook

Ci A secondary reinforcer is a consequence that relies on previous learning to have reinforcing value.

For example: money, tokens, games

LI Secondary reinforcers acquire value

when they are paired with primary

reinforcers or with other secondary

reinforcers that have been learred.

For example: money acquires value

when it is used to purT#13

Primary reinforcers

do not rely on previous learning to

have reinforcing value.

Examples:

food

warmth

water

T#14

Secondary reinforcers

do rely on previous learning to

have reinforcing value.

Examples:

money

token

games

Instruetional Teaming Part B Trainer Guidelines

13
14

Trainee Workbook Trainer Guidelines

T#15

Reinforcers can be . . . naturally occuring

Examples:

social

events

or contrived

Examples

tokens

activities/objects

chase something desired or valued.

Secondary reinforcers frequently

used in school settings include

stars,

grades,

verbal approval,

tokens, and

special activities

Secondary reinforcers have some distinct advantages over primary reinforcers.

They are typically not as affected by

satiation as primary reiforcers.

Secondary reinforcers are more easily controlled and manipulated by

the teacher.

T#15 Reinforcers can be . . .

142.1.11::

81

Page 16 - Trainee Workbook

I=1 Reinforcers can be . . . naturally occuring, that is, something that already exist as a part of

the natural environment.

For example: some naturally

occuring social reinforcers include:

smiles,

praise,

attention, and

friendly remarks

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

For example: some naturally

occuring event reinforcers inlude:

being class line leder, messenger,

hall monitor, and extra minutes at

recess.

Reinforcers can also be contrived,

that is, something that is added to

the environment.

For example: some contrived token

reinforcers include:

stars on a chart,

colored chips, and

points on the board

For example: some contrived activity/object reinforcers include:

toys,

games,

books, and

clothing

How to Identify Potential

1416 Reinforcers

Page 17 - Trainee Workbook

CI There are a number of ways to

identifty potential reinforcers: C.3 Observe the student in natural

settings for a period of time (preferably several days).

Through observation the teacher

can establish individual preferences

such as preferred people, games, toys,

and activities that have reinforcing value.

T#16

How To Identify

Potential Reinforcers

Observe in natural settings

Ask caregiver/significant other

Observe in structured settings

Ask student

Instructional Teaming Part B Trainer Guidelines

15
16

Trainee Workbook Trainer Guidelines

Ask or interview a cc.regiver/significant other about the student's

preferences.

This technique can be particularly

useful as the caregiver can offer

insight into student preferences.

Consider, however, that some reinforcers used at home may not

always be feasible in the school

Eetting.

Li Observe the student in structured

settings.

This involves setting up a structured period where the student

can sample many different potential reinforcers.

Student reaction to each

potential reinforcer is recorded.

For example A student is briefly

allowed to sample a variety of

items (food, toys, magazines, books,

n:usic, etc.) one at a time.

Then the student is given the

entire group of potential reinforcers and the interaction time with

each is observed and recorded.

As with observations in natural

settings, this is a good method for

determining reinforcers for

student's with limited language

skills.

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

0 Ask the student what he/she likes

and dislikes.

For verbal students , this technique can be very effective.

This technique can be useful for

students with limited language if

structured so that the student can

participate.

Points to Remember When

T#17 Choosing Reinforcers

1:1:31111 Page 18 - Trainee Workbook

O There are a few points to remember when using reinforcers:

Q Use the philosophy of "least

intrusive" reinforcement.

Begin with the assumption that

naturally occurring reinforcers

will be adequate to acquire and

maintain the behavior.

Naturally occurring reinforcers,

reduce the likelihood of drawing

unnecessary attention to the

student.

O Move to naturally occuring

reinforcers if contrived reinforcers

are used.

For example: When teaching

"sandwich making," a natural

occuring reinforcer would be to

eat the sandwich.

T#17

Points to Remember When

Choosing Reinforcers

Use the philosophy of "least

intrusive" reinforcement

Move to naturally occurring

reinforcement as soon

as possible

Use chronologically age

appropriate reinforcers

84

Instructional Teaming Part B Trainer Guidelines

17
18

Trainee Workbook Trainer Guidelines

T#18

A Reinforcer Hierarchy

Food

Toys and Activities

Tokens

Approval

Self-praise

CI Teaching in natural settings promotes use of natural reinforcers.

Li Use chronologically age appropriate reinforcers.

For example: Reinforcers for young

children should reflect the interests

and activities of young children of

the same age who do not have

disabilities.

Reinforcers for older children and

youth should also mirror activities

of similarly aged peers without disabilities.

LI Once a list of reinforcers is established, arrange a reinforcer

hierarchy.

T#18 A Reinforcer Hierarchy

Page 19 - Trainee Workbook

OffilNIC

85

CI Snell and Grigg (1987) suggest

movement down the following reinforcer hierarchy:

food;

toys and leisure activities;

tokens or payment with back-up

reinforcers from edibles and other

tangibles; parental, peer, and teacher approval; and self-praise

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Traine.a Workbook

4.0 Delineate the Instructional

Intervention

4.1 Choosing Instructional

Interventions

Delivering Instruction - Section II

Page 20 - Trainee Workbook

CI Steps or components identified from

the task analysis of the pelformance

assessement are listed in Section II,

Components.

Ci These components are recorded as

statements beginning with action

verbs on the far left hand column of

the form.

For example:

"go to the bathroom sink"

Note that components (steps) are

listed in the order they are performed

from the bottom of the column up so

that the data collection form can also

serve as a graph of student

performance.

GI Next, the instructional team determines an appropriate intervention

strategy to deliver instruction.

CI An instructional strategy is a replicable, systematic approach to providing instruction that addresses both

antecedent and consequent events.

1.1

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86

1W19

I il

Instructional Teaming Part B Trainer Guidelines

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Trainee Workbook

111111MIIE

Trainer Guidelines

Instructional

DeliveryTechniques

antecedent prompt and test

antecedent prompt and fade

time delay

graduated guidance

most-to-least prompting

least-to-most prompting

T#20

T#21

Antecedent Prompt and Test

Teacher provides the correct response

and asks for a response without benefit

of the prompt.

Example: The teacher points to a nickel in a group

of mixed coins and says, 'This is a nickel, point to the nickel."

The student points to the nickel without

further prompting.

For example: David's instructional team decided to use a least -tomost prompt (least prompts) hierarchy for delivering instruction.

1:1 The scoring key (bottom right hand

corner) shows the prompt hierarchy

chosen for David.

I= Independent,

V=Verbal/Visual,

G. Gesture, and

P. PhysicalAssist

1:3 The instructional delivery sequence and prompt hierarchy chosen

will depend on the needs of the

student and the target performance

or product.

Instructional Delivery

#20 Techniques

Page 21 - Trainee Workbook

Six commonly used instructional

delivery strategies (Wolenj, Bailey,

and Sugai, 1988) include:

antecedent prompt and test,

antecedent prompt and fade,

time delay,

graduated guidance,

most-to-least prompting, and

least-to-most prompting.

Antecedent Prcrrpt and Test

Page 22 - Trainee Workbook

ID When using an antecedent prompt

and test technique, the teacher pro 87 vides the student with the correct

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

response and then asks fora response

without benefit of a prompt.

For example: The teacher points to a

nickel in a group of mixed coins and

says, "This is a nickel, point to the

nickel."

The student points to the nickel with

out frrther prompting.

Antecedent Prompts and Fade

Page 23 - Trainee Workbook

CI The teacher provides the correct response and then gradually fades itout.

For example: The letter "R" is written for the student to trace, then a

broken line "R" is provided to trace.

Gradually broken lines are faded

out and the student writes the letter

"R" without benefit of a prompt.

Time Delay

Page 24 - Trainee Workbook

GI In a time delay strategy the teacher systematically increases the

amount of time between the task

direction and the assistance given.

For example: The teacher provides

immediate assistance delivering a

prompt (0 sec. delay).

Subsequent trials increase the number of seconds before assistance is

given (2 seconds, 3 seconds, etc.).

T#22

Antecedent Prompt and Fade

Teacher provides the correct response

and then gradually fades it out.

Example:

The letter "R" is written for the student

to trace, then a broken line "R" is

provided for the student to trace.

Gradually broken lines are faded out and the student writes the letter"R"

without benefit of a prompt.

T#23

Time Delay

Teacher systematically increases

the amount of lime between the task

direction and the assistance given to

the student.

Example:

When teaching the student to"wash

hands" the teacher first gives

assistance to the student (0 second

delay).

Subsequent trials increase the

numbtr of seconds before a prompt

is given.

'IP a

Instructional Teaming Part B Trainer Guidelines

21 410
22

Trainee Workbook

"'\1144*-

Trainer Guidelines

T#24

Graduated Guidance

Teacher provides full physical assisstance decreasing to partial

physical assistance, and finally to

shadowing.

Assistance is then withdrawn or

provided as needed.

Example: When teaching the student to

"wash hands" the teacher first

gives full physical assistance to

move the student through

the performance.

Pt25

Most-to-Least Prompting

A hierarchical prompting system

where the teacher begins with the

most assistance delivered initially

and gradually decreases assistance

Example:

When providing instruction in

"washing hands," the teacher begins

by physically guiding the student

through the entire instructional

sequence.

8 9

Graduated Guidance

Page 25 - Trainee Workbook

Teacher provides full physical

assisstance decreasing to partial

physical assistance, and finally to

shadowing.

Assistance is then withdrawn or

provided as needed.

For example: When teaching the

student to "wash hands" the teache -. first gives full physical assistance to move the student through

the performance.

Gradually physical assistance is decreased to partial physical assistance.

Finally, shadowing is substituted as

partial physical assistance is

decreased.

The teacher is always within proximity to intervene and insure a successfully performance.

Most-to-Least Prompting

Page 26 - Trainee Workbook

0 A hierarchical prompting system

where the teacher begins with the

most assistance deltvered initially.

Gradually, assistance is decreased

according to the prompting hierarchy as the student becomes more

skilled in task performance

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

For example: When providing instruction in "washing hands," the

teacher begins by physically guiding

the student through the entire instructional sequence.

Graudally less intrusive means such

as gestures, modeling, or verbal

prompts are substituted as the student becomes more skilled in the

performarice.

ff T#26 Least-to-Most Prompting

Page 27 - Trainee Workbook

CI A hierarchial prompting system

where the teacher begins with the

least assistance delivered intially.

More assistance is provided as

needed.

If the student fails to respond or

responds incorrectly, the next higher level prompt is offered.

Students receive only the level of

assistance needed to perform.

For example: The teacher says,

"It' s ,time to wash to get ready

for lunch."

If the s'udent does not respond by

moving towards the sink, the next

more instrusive prompt is offered.

T#26 ' Least-to-Most Prompting

A hierarchial prompting system

where the teacher begins with the

least assistance delivered intially.

More assistance is provided as needed.

Example:

When providing instruction in

"washing hands," the teacher begins

by saying, "It's time to get ready for

lunch" and gives an uportimity for an independent response.

Instructional Teaming Part B Trainer Guidelines

23
24

Trainee Workbook Trainer Guidelines

System of Least Prompts

T#27

4.2

T#27

The teacher says (a verbal prompt)

" David, go to the bathroom sink."

Each time the student fails to respond or responds incorrectly, the next

more instrusive prompt is given.

Deciding what instructional intervention sequence is appropriate

depends on the needs of the student and the performance or product to result from instruction

CI An excellent description of the instructional sequences listed in this

module can be found in Wolery,

Bailey and Sugai (1988).

CI For demonstration purposes, the example in the remaining sections of

this module will use an 'least intrusive prompts" instructional

sequence.

I I

as an Instructional Sequence

System of Least Prompts

Page 28 - Trainee Workbook

0 Delivering instruction using a leastto-most prompt (least prompts)

hierarchy involves:

delivering a stimulus cue;

providing an opportunity for independent preformance;

providing assistance as needed; and

providing positive reinforcement for

correct responses (Wolery & Gast,

1984). 91

Instructional 'reaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

After getting the student's attention,

a cue is given to initiate the stud

ent's performance.

For example:77w teacher announcing

that "It 's time to get ready for lunch"

is David's cue "to wash his hands."

The cue is consistently used to "let

David know" when to independently

wash his hands.

CI If the student responds correctly,

reinforce and continue with the next

step in the instructional sequence or

the next trial.

O If there is an incorrect or no response

in 3-5 seconds, the teacher uses the

next least intrusive prompt in the

hierarchy to tell the student what to

do (a verbal prompt is used in this

example).

After the verbal prompt is given,

wait 3-5 seconds.

If the student responds correctly,

reinforce and continue with the next

step in the sequence or the next trial.

1:1 If there is an incorrect or no response

in 3-5 seconds, the next least intrusive prompt in the hierarchy (a

gesture in this example) is used to

indicate what the student is to do.

If the correct response occurs, rein- 0

9 4

force and continue with the next step

Instructional Teaming Part B Trainer Guidelines

25 10
26

Trainee Workbook Trainer Guidelines

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T#28

a, It

ii

in the sequence or the next trial.

CI If the student does not respond in 3-

5 seconds, or responds incorrectly,

use the next least intrusive prompt

in the hierarchy (a physical guidance

prompt in this example) to guide the

student through the correct motion.

The system of least prompts easily

lends itself to systematic instructional data collection.

5.0 Instructional Modifications

5.1 Instructional Modifications

9 3

Delivering Instruction - Section III

Page 29 - Trainee Workbook

CI Instructional modifications are noted on the far right hand column,

Section III-Modifications.

Instructional modifications are typically determined from performance

assessment data.

O For example: David's instructional

team was concerned that presence

at the sink was not a sufficient cue

for David to turn the water to the

proper temperture.

Results from David's performance

assessement indicated that he hypically used only cold water when

washing is hands.

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

An additional assist or instructional

modification could provide a clear

cue to add hot water to the cold.

David's instructional team decided

to modifiy the instruction so that

after David turned on the cold

water the teacher would first hold

David's left hand under the cold

water and gesture toward (the tap)

the hot water knob.

0 Other instructional modifications

could include partial particpation

for students with physical or sensory disabilities.

For example: If a student is physically unable to turn on the water

knob in the "hand washing" sequence, the teacher must always do this

step for the student.

This required assistance is noted in

the modifi cation section and not

counted as an assisted step.

The teacher always performs this

step and instuction continues with

the next step.

6.0 Performance Data

6.1 Instructional Data Collection

T#29 Delivering Instruction - Section IV

Page 30 - Trainee Workbook

0 Data are collected and graphed on the

grid, Section IV- Performance Data.

t1

ii

-

T#29

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Instructional Teaming Part B Trainer Guidelines

94

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28

Trainee Workbook Trainer Guidelines

%°\.%"\-'1*-

CI The scoring key in the bottom

right hand corner shows the

prompt hierarchy.

For example: 1= Independent,

V. Verbal, G. Gesture, and

P. Physical Assistance

C:1 Effective teachers find it time efficient to combine data collecHon

and data graphing on the same

form.

CI This technique can be used to

record prompting levels (such as

the example in this module), task

sequences, or dichotomous data

(correct/incorrect).

Ci The following procedure is used

after e.lch component or step:

indicate the prompt required for a

correct response or after each trial

total the number of independent

responses.

For example: On the first day of

instruction in "handwashing"

David recievedphysical assistance

for 7 of the 10 steps in the performance sequence.

A "P" is placed on the gria opposite each of these steps in the

column dated 9/6.

He required a gesture for 3 of the

steps and a "G" was recorded

opposite those steps.

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

LI The teacher now has a record of

the student's responses to instruction (raw data).This raw data,

however, does not provide much

information to the teacher.

A clearer picture is provided when

the raw data is graphed.

6.2 Instructional Data Graphing

Ca The following procedure is used

after two weeks of instruction:

determine the percentage of correct

responses (# independent responses

/ # of steps or components in the

performance sequence).

place a large dot on the line

across from the appropriate percentage for the independent responses

for each trail.

Connect dots (data points) across

days or trials with straight lines.

For example: On the first day of

instruction of David s "handwashing" instruction there were 0 independent responses.

The percentage (0110) equals 0.

A large dot (data point) is placed

on the line across from the 0%.

On the second day there was 1

independent response (1/10 =10%).

to

Connected data points with lines.

29

Instructional Teaming Part B Trainer Guidelines

96

1
30

Trainee Workbook Trainer Guidelines

A#2 \

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time.

6.3 Implementing Instructional Data

Collection and Graphing

1

Delivering Instruction - Activity

A#2 Page 31 - Trainee Workbook

-4,---4-.,...

la Each team will teach the performance, making a peanut butter

cracker, using a "least prompts"

instructional sequence.

One team member will take instructional data as another teaches

the skill to a teammate who role

1 plays a student with diverse

learning needs.

Record the data from each training session on the Designing Instruction form.

Remember to start at the bottom

and move up.

Enter the letter that corresponds

to the prompt (amount of assistance

delivered) in the appropriate box.

Each training session is entered

in a different column.

ID Optional: Video tape each team

during the practice.

Have each group present their

videotape and data collection

example for review.

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

7.0 Data-based Instructional Decisions

7.1 Analyzing Instruction

T#30 Delivering Instruction - Section V

1 Page 32 - Trainee Workbook

1:1 Section V is used to record data

and instructional decisions.

13 It includes space to record the date,

the response trend and mean of independent responses ,and the instructional decision.

There are a number of decision making models that can be used to make

instructional decisons.

U Typically these models require that

the teacher provide instuction for a

specified amount of time, record the

student's responses, plot or graph

the data points, and make a decison

to change (or retain) teaching tactics

depending on the students peformance during instruction.

The Lehigh model for data evaluation

(Browder, 1991) is a particularly

useful model and is used in this

module for demonstration purposes.

Additional models for instructional

decision making are summarized in

Snell (1993), and Alberto and

Troutman (1995).

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31

Instructional Teaming Part B Trainer Guidelines
Trainee Workbook

32

Trainer Guidelines

T#31 \N. Preliminary Analysis Rules

At least 8 and no more than 20

opportunities to respond

At least 6 data points

No more than 4 days break in

instruction

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Preliminary Analysis Rules

Page 33 - Trainee Workbook

TT#32

Borrowing heavily from Browder

(1991) the following data analysis

rules are followed before making

an instructional decision:

The instructional sequence has at

least 8 and no more that 20 opportunities to respond.

Six data points with no more than

4 days break in instruction are

recorded.

Delivering Instruction - Example I

Page 34 - Trainee Workbook

Preliminary analysis of David's

"handwashing" instuction shows:

There are 10 opportunities to

respond (10 components).

Ten days (two instructional weeks)

of data are recorded.

U As minimum specifications are met

an instructional decision can be

made based on David's peformance.

Instructional Decision Making

Page 35 - Trainee Workbook

U Analyze VisuallyFirst visually

analyze the graph.

Was mastery achieved (criterion

reached) or was there no progress

99 (flat line)?

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines

If the answer to both questions is

NO, then progress must be

determined.

CI Determine Progress--To make an

estimation of progress the slope of

the data (accelerating, decelerating

or flat) is determined.

After determining the slope the

mean of the data points is

calculated.

Make Decision--After drawing the

slope and calculating the mean, an

instructional decision is made.

In this example, the instructional

decision is made based on the

decision rules from the Lehigh

University model.

O The following sections of this

module describe this process in

more detail.

7.2 Visual Analysis

Delivering Instruction-Example II

Page 36 - Trainee Workbook

O The first decision is based on a

visual analysis of the data.

CI The teacher asks, "Has mastery

been achieved?

For example: In David's

"handwashing instuction," the

criterion for mastery is 80% for 3

consecutive days.

Trainee Workbook

***011\04.111\0%

T#33

Instructional Decision Making

Analyzc Visually

Mastery

No progress

Determine Progress

Draw slope

Calculate mean

Make Decision

Refer to Decison Rules

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Instructional Teaming Part B Trainer Guidelines
34

Trainee Workbook

%°\.1'°\-1-4(

a

11

Trainer Guidelines

For Example: Visual analysis of

David's data shows mastery has not

been achieved.

David achieved 70% masiery on the

last recorded day of instruction.

CI The teacher then asks, "Does the

data indicate no progress (0

independent responses)?

For example: In David's "handwashing," instruction shows there

are some independent responses.

Independent responses are recorded

except on the first day of instruction.

If the answer to one of the questions was YES, the teacher will

refer to the Decision Rules for the

T#35 appropriate decision.

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LI As the answer to both questions was

NO, the teacher needs to further

analyze the data to determine the

nature of the student's progress.

A more detailed description of using

the Decision Rules is covered in a

following section of this module.

7.3 Determining Progress

Delivering Instruction-Graphing

,t7r#3g Example

Page 37 - Trainee Workbook

Cl To futher analyze the data the

Instructional Teaming Part B Trainer Guidelines

101
Trainer Guidelines Trainee Workbook

teacher will need to determine the

slope of the progress and the mean

number of independent responses.

The slope of progress can be accelerating (going up), decelerating

(going down), or flat (no change).

CI The following process is used to

determine the slope of the

student's progress:

Begin with the first two weeks of

data (10 data points).

Find the midpoint of the first three

data points by making a 1 a rge X at

the intersection of the second highest data point at day two (as on

T#35; Page 37).

Repeat this procedure for the last

three data poin ts (as on T#35; Page

37).

CI Draw a line (the slope) that intersects the two Xs and continues to

the point where it crosses the criterion line (as on T#35; Page 37),

CI Record the direction of the slope

on the first line of Section V of the

Delivering Instruction Form (as

on T#35; Page 37).

Use the date where the last data

point was made (as on T#35; Page

37). 1 2

35

Instructional Teaming Part B Trainer Guidelines
36

Trainee Workbook Trainer Guidelines

calm=

; 1. Memory

No morns

3. Adamant mopes'

4. Inadequate, moment Motivation problem

Calculate the mean number of

independent responses using all

of the data points in the two

week period.

Add all percentage points and

divide by the total number of percentage points.

For example:

9/6 0%

9/7 10%

9/8 30%

9/9 40%

9/10 no data

9/13 40%

9/14 60%

9/15 40%

9/16 60%

9/17 zole

Total = 350/9 data points

T#36 38.8%

Lehigh Decision Rules

Part 1. Biweekly Reviews

Data Pattern

Catania alloyed

Mating elocIsion

plum

Some moan os beoellne r

No lawlepentlent noponsas Tnnel Is seeder*

oe flat anti mean Is Mew

by $% et some. Mond Is oceslersetatiote.h.f mean

then MG

Sr

;m4 I. Bet sum mama Trend le dealer. Mins msardime of moan deep Tren4 to acarler- Mins oe fist sti4

sman

Decision

Extend pellet sum (fluency, enenilization)

I. Ent period of

review, wait 2 mem weeks - dune.

b. After weeks,

simplify "kW. Malta na shows

Improve Weer dans Icy, miry*

sinieglos.

lrpIo,e-oTM.

Mow pm. IthEdailliralgAlikiallUIMMI US) liftwon. MD P.M H. Swim Ilivninbri wlet powimian

Record the mean number of independent responses (the magnitude

of change) on the first line of Section V of the Delivering lastruction Form (as on T#35; Page 37).

7.4 Making Instructional Decisons

1 3

Lehigh Decision Rules Part 1.

Biweekly Reviews

Page 38 - Trainee Workbook

Once the slope and mean is determined, the teacher uses "decision making rules" to make an

instructional decision that

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines Trainee Workbook

matches the student's performance (data pattern).

For example: For David's handwashing peifomance (data pattern),

the slope for the first two weeks of

instruction is accelerating and the

mean is 38.8%.

Refering to the Lehigh Decision

Rules, David's data pattern most

closely matche, Category 3, Adequate Progress.

LI The decision rule is "make no

changes."

O This is recorded on the first line of

Section V of the Delivering Instruction Form (as on T#35; Page

37).

O The teacher will make another

decision after two additional weeks

of instruction or until criterion is

met.

For a thorough description of the

Lehigh Model for instructional

decision making see Assessment

of Individuals with Severe

Disabilities (Browder, 1991).

7.5 Graphing Data and Making an

Instructional Decison

1

Delivering Instruction-Activity

A#3 Page 39 - Trainee Workbook

MMMMMM OEIZiJOE.13:72 MMMMMMMMMM Gt.7:iaJzit20.2:1 MMMMM MMMMMMMMMM qt.20.1JMElki:1,2 MMMMMMMM Ot.,144:77CIDA.1 MMMMMMMMMM MMMMM C17:11.2.770D3J

M MMMMMMMM OF:1:2:1;170:0.33 MMMMMMMM St2:43:i7120.2,1 MMMMMMMMMM

.11i1.2A-1 MMMMMMMMMM oonomim:dibaaata:haa MMMMMMMMMM

.37.3 MMMMMMMMM

0.3.3Jat.,1,.13a MMMMMMMMM 610.3.2.12r-LW

. I

A#3

1 6.4

_ 37 4110

Instructional Teaming Part B Trainer Guidelines
38

Trainee Workbook Trainer Guidelines

T#37

ii

MEMM MMMMMM 7-17W12APrilla MMMMM OJJ

MMMMM OMMIIMOgW'77aTarl

11111111111 MMMMMM MUILIJ:CWAJ 4.11-azioa mum MMMMMM moo:,:.aolaaa

mm MMMMMMM MMU'rJ400.33J

1:0-14 MMMMM ftrimmWoo.A.r..mqaa

MOIMMENOMMMUL734.70177. =w-aa

immommummlnawdaol.aaaa

MMMMMM QUW.A:OW:JUJ

MMMMMM OW.7.7.721 MMMMMMM MMMMMM QM:Ma:Z:3331

MMMMMM UUJJJ0.7,:%1'

1111111111111111111

Using the data provided on the

Delivering Instruction Form A#3

each team will:

indicate the percentage of correct

responses for each day by putting a

:arge dot on the appropriate line for

each instructional day,

draw lines to connect each data

point,

determine the slope for the first ten

days of instruction,

determine the mean for the first

ten data poilts,

make an instructional decision using the LeHigh Decision Rules for

the first 10 days (two weeks) of instruction, and

repeat the process for the last ten

days (two weeks) of instruction).

Delivering Instniction - Activity

T#37 #3 Answers

Page 40 - Trainee Workbook

U The correct answers to Activity #3

are listed beloth.

For example:

First two weeks

9/2 = 10%

9/3 = 20%

9/4 = 0%

! 105 9/5 = 20%

Instructional Teaming Part B Trainer Guidelines
Trainer Guidelines

9/6

9/10

9/11

9/12

9/13

9/10

Total

no data

30%

20%

30%

10%

170/9 data

points

Mean

Slope

Decision

Second two weeks

18.8%

accelerating

No change

9/16 30%

9/17 30%

9/18 30%

9/19 20%

9/20 20%

9/23 20%

9/24 30%

9/25 20%

9/26 20%

9/27 10%

Total 230/10 data

points

Mean

Slope

Decision

7.6 Postest

23%

decelerating

Improve

motivation

Optional - see Pre/Posttest Section

106

Trainee Workbook

_A*1101rk

Instructional Teaming Part B Trainer Guidelines
Trainer Notes ***°N%