Effective Teaching Procedures For Children With Autism
Variables- Value of Sr+; Immediacy of Sr+; Magnitude
Of SR+; Effort of R
Are these methods used?
Teaching Methods / DefinitionsUse competing and Positive Sr+ / Your “reinforcer” is most valuable to your child (i.e. over escape, self-stimulatory behavior etc.). You must establish a strong EO prior to placing demands. You might try playing with the toy first (non-contingent) and following the child’s lead (child-directed play). Make sure that you have your strongest reinforcer at the table (in site).
Mix and Vary Tasks / Make sure to vary the types of instructions you are providing (i.e. “touch your head” “do this” “what is it?’)
0 Sec and then 2-3 Sec time Delay Prompt / You are waiting 2 seconds for your child to respond to your instructions before beginning the correction procedure (reintroduce the instructions with prompt, independent). When you are using the correction procedure make sure that the prompt immediately follows your instructions (0 sec). When you are working on a new skill prompt immediately after your initial instructions until the child is able to imitate the correct response (errorless learning).
Transfer trial after every prompted trial / You are transferring after each prompted trial. Try to get a more independent response each time (move to a least assisted prompt before providing reinforcement). For example, if you had to hand over hand a sign, during the next trial try providing less assistance in forming the sign by guiding the child by the elbows.
Error Correction Methods / Whether the child did not respond or responded incorrectly repeat the instructions and provide a prompt. Provide the reinforcement once the child has made an independent response (or least assisted response).
Reduce Learner Errors / You are prompting first before asking new questions (errorless learning). For example “Look a leaf” “What is it” “Leaf” or “What is it, leaf” “What is it” “Leaf”
Intersperse Easy and Hard Tasks / You are using an 80/20 ratio, 4 maintenance responses per 1 acquisition response. This is important to maintain behavioral momentum and keeps your child successful.
Teach to fluency / You are using an appropriate VR schedule and prompting the child (correction procedure) after 2 sec. The skill is not mastered if the child does not respond within 3 seconds.
Fade in # of demands / You are always increasing the number of demands your child will tolerate while making sure that you are offering highly reinforcing activities contingent on correct responding to demands. You are maintaining a high VR schedule.
Immediately Deliver Sr+ / You are providing reinforcement immediately after your child has made a correct response, even if you are only providing reinforcement for target response.
Low Response Effort at First / You begin by targeting maintenance skills (low response effort) and slowly introduce more challenging instructions after a few successful trials.
Extinction of off-task responses / You are ignoring behaviors that interfere with teaching/learning.
Use Shortest “ITI” needed and possible, initially / Your teaching procedures are moving at a quick pace. Work quickly by introducing the next instructions soon after a correct response. For example “clap hands, touch nose, hands up.”