Prompting Impact on Inferences about Student Learning Project
![Prompting: Impact on Inferences about Student Learning Project #H 325 A 120003 Prompting: Impact on Inferences about Student Learning Project #H 325 A 120003](https://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-1.jpg)
Prompting: Impact on Inferences about Student Learning Project #H 325 A 120003
![Goals for Presentation ² Describe how to create a task analysis ² Define prompts Goals for Presentation ² Describe how to create a task analysis ² Define prompts](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-2.jpg)
Goals for Presentation ² Describe how to create a task analysis ² Define prompts and contrast with supports, assistive technology, and scaffolding ² Describe how prompts are used to promote student learning – Differentiate between response and stimulus prompts – Identify ways to fade prompts for independent student responding
![Student Achievement vs. “Something Else” ² Student achievement – Select picture for main idea Student Achievement vs. “Something Else” ² Student achievement – Select picture for main idea](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-3.jpg)
Student Achievement vs. “Something Else” ² Student achievement – Select picture for main idea • Full credit- eye gaze, point – Find main idea across stories – More credit for more complex text ² “Something Else” – Select picture with model promptpoint where I point – Student works with peer who selects the picture – Student did not select picture, but could check “not my best work”
![Task analysis 1. Forward chaining (FC) 2. Backward chaining (BC) 3. Total task (TT) Task analysis 1. Forward chaining (FC) 2. Backward chaining (BC) 3. Total task (TT)](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-4.jpg)
Task analysis 1. Forward chaining (FC) 2. Backward chaining (BC) 3. Total task (TT) ²Video Example: http: //youtu. be/NG 0 ADkn. JBYY
![Forward Chaining (FC) ²Train one step at a time ²First step in a task Forward Chaining (FC) ²Train one step at a time ²First step in a task](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-5.jpg)
Forward Chaining (FC) ²Train one step at a time ²First step in a task analysis is trained to mastery before teaching second step Step 1 Train 1 st Step 2 Train 2 nd Step 3 Train 3 rd
![Backwards Chaining (BC) ² Train one step at a time ² Instructor performs all Backwards Chaining (BC) ² Train one step at a time ² Instructor performs all](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-6.jpg)
Backwards Chaining (BC) ² Train one step at a time ² Instructor performs all steps in the TA for the student except the very last step – this step is trained to mastery. ² Then, the instructor performs all but the last two steps in the TA – this step is trained to mastery… Step 1 Train 3 rd Step 2 Train 2 nd Step 3 Train 1 st
![Total Task (TT) ²Teach all steps of the TA each time you teach it Total Task (TT) ²Teach all steps of the TA each time you teach it](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-7.jpg)
Total Task (TT) ²Teach all steps of the TA each time you teach it ²Continue until all steps are mastered Step 1 Train 1 st Step 2 Train 1 st Step 3 Train 1 st
![Prompting is from Principles of Applied Behavior Analysis ² From principles of applied behavior Prompting is from Principles of Applied Behavior Analysis ² From principles of applied behavior](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-8.jpg)
Prompting is from Principles of Applied Behavior Analysis ² From principles of applied behavior analysis – Basic principle is that every response is preceded by stimulus and followed by a consequence • Reinforcer: a consequence that increases the recurrence of the response in the presence of this target stimulus • The stimulus becomes a discriminative stimulus for making the response
![Learning Has Occurred… ² When individual consistently makes a response in the presence of Learning Has Occurred… ² When individual consistently makes a response in the presence of](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-9.jpg)
Learning Has Occurred… ² When individual consistently makes a response in the presence of a specific, discriminative stimulus ² This is called “stimulus control”
![Discriminative Stimulus is the Cue to Respond ² Examples – Stimulus: “coat” • Response: Discriminative Stimulus is the Cue to Respond ² Examples – Stimulus: “coat” • Response:](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-10.jpg)
Discriminative Stimulus is the Cue to Respond ² Examples – Stimulus: “coat” • Response: reads “coat” – Stimulus: 3+3= • • A) 5 B) 9 C) 6 Response: selects c) – Stimulus: “Where do we get apples? ” • Response: “From a tree” ² Note: – In each of these examples, the student has an equal chance of being right or wrong…the stimulus or cue to respond in no way provides help with the answer
![Add a Stimulus ² If the target ² When shown cards stimulus does not Add a Stimulus ² If the target ² When shown cards stimulus does not](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-11.jpg)
Add a Stimulus ² If the target ² When shown cards stimulus does not with sight words and control the told, “find the word behavior, pair it ‘coat’, ” the student with a stimulus that does not select does to develop ‘coat’ stimulus control ² So something is – This supplementary added to the flash antecedent card and task stimulus is a direction prompt
![Definition of a Prompt ²Stimuli added to the target stimulus to help the student Definition of a Prompt ²Stimuli added to the target stimulus to help the student](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-12.jpg)
Definition of a Prompt ²Stimuli added to the target stimulus to help the student make the target response
![Two Types of Prompts Stimulus Prompts Response Prompts ² Embedded in the materials ² Two Types of Prompts Stimulus Prompts Response Prompts ² Embedded in the materials ²](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-13.jpg)
Two Types of Prompts Stimulus Prompts Response Prompts ² Embedded in the materials ² Provided by the teacher – Color coding correct answer – Position cue – Making correct answer more salient (e. g. , bold; larger font) – Tell student the student how to respond • Verbal prompt – Show the student how to respond • Model prompt – Guide the student to make the motor response • Physical prompt
![Two Examples Where do we find apples? (shows three pictures) ² Places picture of Two Examples Where do we find apples? (shows three pictures) ² Places picture of](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-14.jpg)
Two Examples Where do we find apples? (shows three pictures) ² Places picture of trees closer to student ² “On trees, point to the word ‘trees’” – Position cue ² Puts a red dot on the corner of the correct card – Color coding ² Has picture of tree with apples drawn on ‘trees’ card – Picture cue – Verbal prompt ² “On trees, this one; point like this” – Models pointing to ‘trees’ ² “On trees, let me help you point” – Guides student to point to ‘trees’
![To Establish Stimulus Control (Show Learning), Prompts are Faded Stimulus Prompt Fading Response Prompt To Establish Stimulus Control (Show Learning), Prompts are Faded Stimulus Prompt Fading Response Prompt](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-15.jpg)
To Establish Stimulus Control (Show Learning), Prompts are Faded Stimulus Prompt Fading Response Prompt Fading ² Make less salient ² Time Delay across teaching trials ² Least to Most – The red dot becomes Intrusive Prompting smaller and smaller on ² Most to Least each trial Intrusive Prompting – The placement of the correct card is put closer to the other card on each trial – Parts of the apple tree are erased on each trial
![Time Delay ² Pair the target stimulus with prompt – E. g. , Model Time Delay ² Pair the target stimulus with prompt – E. g. , Model](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-16.jpg)
Time Delay ² Pair the target stimulus with prompt – E. g. , Model correct answer immediately • “Where do we find apples? On trees, this one. . ” (points to answer) ² Add small increments of time to transfer stimulus control from prompt to target stimulus • “Where do we find applies? ” (Waits 4 seconds for student to anticipate correct response. If no answer, models correct response) – When implemented correctly, can produce near errorless learning
![Time Delay ²Two types: – Constant Time Delay – Progressive Time Delay ²ALL types Time Delay ²Two types: – Constant Time Delay – Progressive Time Delay ²ALL types](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-17.jpg)
Time Delay ²Two types: – Constant Time Delay – Progressive Time Delay ²ALL types start with zero-delay (0 -s) trials ²Only ONE response prompt is used – This is called CONTROLLING PROMPT
![Prompt Hierarchies Least to Most to Least ² Wait 3 seconds for ² Physically Prompt Hierarchies Least to Most to Least ² Wait 3 seconds for ² Physically](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-18.jpg)
Prompt Hierarchies Least to Most to Least ² Wait 3 seconds for ² Physically guide on first independent response trials of learning ² If no response, give verbal prompt…wait 3 ² After set number of trials, fade to model seconds prompt ² If no response, give model prompt…wait 3 ² After set number of seconds trials, fade to verbal ² If no response, prompt physically guide correct – Begins to make error on ² After set number of any step, interrupt and trials, wait for give next level prompt. independent response
![Least to Most steps ² Teacher picks about 3 response prompts and orders them Least to Most steps ² Teacher picks about 3 response prompts and orders them](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-19.jpg)
Least to Most steps ² Teacher picks about 3 response prompts and orders them from least to most intrusive – PRACTICE: Order these- physical, verbal, model ² Select a delay interval (e. g. , 4 -s, 5 -s) ² First: provide directional cue ² Second: wait for the specified delay (e. g. , 4 -s) ² Third: praise (if correct within 4 -s), OR if student does not respond, after 4 -s, provide first prompt
![Least to Most Error Correction & Fading ² What if student makes an error? Least to Most Error Correction & Fading ² What if student makes an error?](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-20.jpg)
Least to Most Error Correction & Fading ² What if student makes an error? – Skip to most intrusive prompt (e. g. , show or demonstrate the answer) – Tell student to repeat response after you have modeled it – Do not praise, even after student repeats response ² The prompts are self-faded – Students ability to respond dictates the level of prompt used; as student becomes better at the skill, less intrusive prompts are delivered (the teacher doesn’t decide when to fade prompts- this is based on the student’s own progress)
![Most to Least steps ²Teacher begins with the prompt that is most likely to Most to Least steps ²Teacher begins with the prompt that is most likely to](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-21.jpg)
Most to Least steps ²Teacher begins with the prompt that is most likely to result in a correct student response (e. g. , physical prompt) ²Over trials, less intrusive prompts are used (e. g. , verbal prompt)
![Fading Most to Least Prompts ²Teacher decides before beginning instruction how many trials to Fading Most to Least Prompts ²Teacher decides before beginning instruction how many trials to](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-22.jpg)
Fading Most to Least Prompts ²Teacher decides before beginning instruction how many trials to conduct at each level of prompting ²Review: How were prompts faded in a system of least prompts? Time delay?
![Two Important Points Reinforcement Error Correction ² Praise student for ² In time delay, Two Important Points Reinforcement Error Correction ² Praise student for ² In time delay,](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-23.jpg)
Two Important Points Reinforcement Error Correction ² Praise student for ² In time delay, use making correct small increments of response with no time to discourage more assistance than errors needed on prior trials – Correct any errors and – e. g. , If student can make response with verbal prompt, don’t praise waiting for a model prompt remind student to wait for help if needed. ² In prompt hierarchies, may correct error but try to interrupt and give next level prompt
![Learning Has Occurred… Transfer of stimulus control ² From prompt to the target stimulus Learning Has Occurred… Transfer of stimulus control ² From prompt to the target stimulus](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-24.jpg)
Learning Has Occurred… Transfer of stimulus control ² From prompt to the target stimulus – e. g. , Student can now select correct answer with no teacher assistance Progress… ² Because learning can be slow, teachers may keep track of progress by noting movement from one prompt level to the next – e. g. , Did need physical guidance, now only needs a model • 1. M • 2. M • 3. M
![What about Scaffolding? New for this Behaviorist would consider population…because new a verbal prompt What about Scaffolding? New for this Behaviorist would consider population…because new a verbal prompt](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-25.jpg)
What about Scaffolding? New for this Behaviorist would consider population…because new a verbal prompt hierarchy to academics ² Where do we get apples? – Let’s read the paragraph again (rereads paragraph) – Let me read some key sentences (rereads sentences with correct answer) – Listen to this sentence“The apples came from an orchard of well established trees. ”
![Five Ways to Eliminate Prompts 1. Change Response Mode ² Define an active response Five Ways to Eliminate Prompts 1. Change Response Mode ² Define an active response](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-26.jpg)
Five Ways to Eliminate Prompts 1. Change Response Mode ² Define an active response the student CAN make; minimize the barrier of response mode Permission to use photograph obtained from Attainment Company
![Five Ways to Eliminate Prompts 2. Assistive Technology ² Use AT to remove barriers Five Ways to Eliminate Prompts 2. Assistive Technology ² Use AT to remove barriers](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-27.jpg)
Five Ways to Eliminate Prompts 2. Assistive Technology ² Use AT to remove barriers to responding Permission to use photograph obtained from Attainment Company
![Five Ways to Eliminate Prompts 3. Use Prompt Fading Response Prompts (Teacher delivers during Five Ways to Eliminate Prompts 3. Use Prompt Fading Response Prompts (Teacher delivers during](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-28.jpg)
Five Ways to Eliminate Prompts 3. Use Prompt Fading Response Prompts (Teacher delivers during instruction) Stimulus prompts (embedded in the materials) ² Use time delay or a prompt hierarchy to fade teacher response prompts ² Reduce salience of any stimulus prompts across teaching trials
![Five Ways to Eliminate Prompts 4. Use Differential Reinforcement ² Reinforce students for responding Five Ways to Eliminate Prompts 4. Use Differential Reinforcement ² Reinforce students for responding](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-29.jpg)
Five Ways to Eliminate Prompts 4. Use Differential Reinforcement ² Reinforce students for responding without teacher assistance during instruction – Ms. Williams praised correct responses with our without prompts, but when a student made a correct response without help, she gave the student a “high five” and an enthusiastic “Wow! By yourself!” – Mr. Thomas recognized responses made without teacher help by giving students tokens for each unprompted correct; at the end of the lesson enough tokens earned the leisure material of choice
![Five Ways to Eliminate Prompts 5. Increase the Delay ²Wait longer for an independent Five Ways to Eliminate Prompts 5. Increase the Delay ²Wait longer for an independent](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-30.jpg)
Five Ways to Eliminate Prompts 5. Increase the Delay ²Wait longer for an independent response before giving the prompt – In the beginning the teacher may also need to let the student know why s/he is waiting • “You try it…”
![Prompt Confusion ²The task direction is not a prompt – “Read the word” is Prompt Confusion ²The task direction is not a prompt – “Read the word” is](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-31.jpg)
Prompt Confusion ²The task direction is not a prompt – “Read the word” is NOT a verbal prompt; it’s the cue to respond ²Support to get student ready to respond is not a prompt – Placing students hands above all answers so can slide hand to correct card is NOT a physical prompt
![Prompts and Research ² The standard for showing learning in research with students with Prompts and Research ² The standard for showing learning in research with students with](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-32.jpg)
Prompts and Research ² The standard for showing learning in research with students with moderate and severe developmental disabilities is unprompted correct responses – Typically only independent correct responses are graphed – Sometimes researchers will also graph prompted responses to show prompted responses decreased as independent responses increased
![How Much Learning ²Although the standard for research is responding without prompting for showing How Much Learning ²Although the standard for research is responding without prompting for showing](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-33.jpg)
How Much Learning ²Although the standard for research is responding without prompting for showing skill acquisition in research, the amount of learning may be small and occur after extended instruction (e. g. , months) – For example • Naming five sight words • Counting out dollars up to 10
![FINAL THOUGHT Can we infer student learning? YES. . . equal opportunity for student FINAL THOUGHT Can we infer student learning? YES. . . equal opportunity for student](http://slidetodoc.com/presentation_image_h/1ec9db9d19ab9b6712cd891cb328c291/image-34.jpg)
FINAL THOUGHT Can we infer student learning? YES. . . equal opportunity for student to be right or wrong ² Using an alternative ² ² ² response mode (e. g. , eye gaze) Using assistive technology Support to get ready to respond (e. g. , moving hands onto the table; better positioning in chair) Universal design of test materials Giving a direction to make a response (e. g. , “show me the answer”) Measuring simpler, smaller responses SOMEWHAT ² Partially faded stimulus prompt ² Verbal direction; model NO ² Full physical guidance
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