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Basic Teaching

This document provides an overview of basic teaching methods that can be used to teach adaptive behaviour skills to individuals with learning disabilities. It discusses teaching methods like modeling, incidental teaching, discrete trial training, and shaping behaviour. These methods can be used to teach communication skills, daily living skills, socialization skills, and motor skills. Discrete trial training involves breaking skills down into discrete trials with clear antecedents, behaviours, and consequences. Prompts are used initially and then faded out. Reinforcers are given contingent on the desired behaviour to increase the likelihood of that behaviour occurring again. The teaching methods aim to improve awareness, application, and evaluation of strategies for teaching adaptive life skills.

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FaZida Bakri
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59 views

Basic Teaching

This document provides an overview of basic teaching methods that can be used to teach adaptive behaviour skills to individuals with learning disabilities. It discusses teaching methods like modeling, incidental teaching, discrete trial training, and shaping behaviour. These methods can be used to teach communication skills, daily living skills, socialization skills, and motor skills. Discrete trial training involves breaking skills down into discrete trials with clear antecedents, behaviours, and consequences. Prompts are used initially and then faded out. Reinforcers are given contingent on the desired behaviour to increase the likelihood of that behaviour occurring again. The teaching methods aim to improve awareness, application, and evaluation of strategies for teaching adaptive life skills.

Uploaded by

FaZida Bakri
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Basic Teaching Methods

Dr. Ng Lai Oon


Health Psychology Unit
Faculty of Allied Health Sciences
Universiti Kebangsaan Malaysia

Rationale

To increase awareness of teaching methods in


promoting adaptive behaviour skills learning
To set precedence for systematic teaching
methods in modules for sexual and
reproductive health in children with learning
disabilities
To encourage the use of precision teaching in
regulating outcomes of modules

Objectives

To provide basic understanding of basic


teaching methods
To improve awareness of basic teaching
methods within the trainers teaching
repertoire
To apply basic teaching methods in the
teaching of adaptive behaviour skills
To facilitate assessment and evaluation
strategies for the basic teaching methods

Teaching Methods

Methods used in teaching involve basic and


structured teaching methods:
1.
2.
3.
4.
5.

Modelling
Incidental teaching
Discrete Trial Training
Shaping of behaviour
Chaining forward and backward

Adaptive Behaviour Skills

Communication Skills
Daily Living Skills
Socialisation Skills
Motor Skills

Communication Skills

Receptive language verbal and nonverbal,


language concepts

Expressive language verbal and nonverbal,


language concepts

(e.g. prepositions, adjectives, etc.)

(e.g. prepositions, adjectives, etc.)

Picture exchange language concepts,


initiating interaction
Written communication alphabet,
handwriting, spelling, reading

Daily Living Skills

Personal care

Domestic skills

e.g. house chores,

Community skills

e.g. body parts, dressing, feeding, cleaning

e.g. concept of time, money, danger/safety

Academic skills

e.g. reading, writing, spelling, counting,


arithmetic, etc.

Socialisation Skills

Interpersonal Relationships

Play and Leisure Time

Initiating
Making friends
Keeping friends
Initiating
Turn-taking
Generating own play

Coping Skills

Handling conflicts
Emotion management
Problem solving

Motor Skills

Gross motor balance, limb and trunk


movements
Fine motor finger manipulation

Modeling
What is modeling?
Teaching by showing and child responds by imitating
(see-do channel)
Most direct form of teaching
Types of modeling
Direct behavioural modeling see others-do
Self modeling see self-do
Covert modeling imagine-do
Symbolic modeling exposed to story-do

Application of Modeling

Teaching new skills with see-do method


Prompting steps of new skills in shaping a new
repertoire of behaviours
Skills that can be modeled directly include

communication skills (e.g. imitation of speech


sounds),
daily living skills (e.g. imitation of feeding),
socialization (e.g. imitation of greeting), and
motor skills (e.g. imitation of body movements).

Symbolic Modeling

Facilitating understanding by symbolic


modeling using stories as analogy to modeled
behaviour
o

E.g. Sang Kancil and the crocodiles in teaching of


creative coping skills

The learning of coping skills involving


reasoning and abstract concepts may do better
with symbolic modeling
o

E.g. Ultramans alarm blinks when he is in danger


and he takes action by getting help.

Incidental Teaching

Teaching a skill or fact when an opportunity


arise by providing a new and related
information within the given setting
Opportunities can be natural or facilitated
Teaching can be carried out by:

Modelling: Showing / guiding the skills


Stating the fact
Asking a leading question that facilitates discovery

Application of Incidental Teaching

Reinforcing learning when open-ended questions are


posed to student in situations such as:

Problem-solving: Suggesting ideas, guiding means-to-end


Listing out observations
Generating ideas

Communication Skills: Promotion of speech and


language by adding model and vocabulary
Daily Living Skills: Modelling of self-care, domestic
and community skills
Social Skills: Modelling of socially appropriate
behaviours and play
Motor Skills: Modelling of gross and fine motor skills

Facilitating Learning from


Incidental Teaching

Reward demonstration of learning


Provide opportunity for learning to take place
E.g. asking leading questions, providing the
circumstances

Discrete Trial Training?

DTT is the application of modelling and


reinforcements in teaching a new skill
Based on ABC sequence analysis
DTT is only PART of a childs total program
A Trial consists of:

An instruction (Antecedent)
Waiting for behaviour response
Behaviour response
Reinforce / Redirect / Prompt / Ignore Outcome
(Consequence)

Behaviour Sequences

ABC revisited:

Antecedents
Consequences

Behaviour runs in a sequence of consequence


chains
DTT has many trials
Discrete means each trial contains ABC as a
separate unit Rationale: Learning is easier and faster when
trial commences and ends the same way

The Discrete Trial

Step 1: Give instruction


Step 2: Wait few seconds for response
Step 3: When child responds or not, give
appropriate consequence
Each ABC unit is called a trial.
Trials are usually given in short sets of 10
repetitions.
Sets are called drills

DTT Example: Sitting Down


A

Instructor

Child

Instructor

Sit down

Child sits

Good sitting!

Sit down

Child doesnt move

Looks away, then


sets up next trial

Sit down +
physical prompt

Child sits

Good sitting!

Sit down

Child bends

Almost there. Lets


try again

DTT Example: Give Me [Colour]


A

Instructor

Child

Instructor

Give me blue

Child gives red

Takes card, looks


away. Sets up next
trial

Give me blue +
Child gives blue
prompt e.g. pointing
to blue

Correct!

Give me blue

Good boy!

Child gives blue

DTT Example: Speech response


A

Instructor

Child

Instructor

Tell me about the


picture

Cat

Mm..hmm

Tell me more

House

Yes, theres a house


and a cat

What else can you


see?

Car

Yes, a house, a cat


and a car

Where is the cat?

Car

Correct. The cat is on


the car

Where is the car?

Front of house

Good! The car is in


front of the house

Antecedents

All antecedents are stimuli anything


perceivable (e.g. see, hear, taste, smell, feel)
Antecedents can be internal or external
Not all stimuli are antecedents they may be
neutral in meaning and ignored
Discriminative Stimulus (Sd) the antecedent
that is critical to ones behaviour response
DTT helps to turn neutral stimuli into Sd buy
associating it with some meaning

Types of Antecedents

Neutral no effects, not noticed


Discriminative Stimuli its presence
influences behaviour (e.g. see martial arts)
Prompts artificial signals or guide to behave

Physical guidance,
gestures,
modelling,
positioning/size (making obvious)

Setting stimulus control

Fading Prompts

Prompts are only aids to learning the Sd (e.g.


instructions) at the beginning
Prompts have to be faded as soon as possible
to avoid prompt-dependence
Over-prompting can also influence behaviour
to include the modelled prompt (e.g. hand
signals during behaviour)

Settings for DTT

Free from distractions


Create opportunities for wanted behaviour
(e.g. hunger for asking for food)
Reduce opportunities for unwanted behaviour
(e.g. looking at TV during trial)
DTT situation should have high likelihood of
behaviour occurring

Behaviour

Action, response, series of actions


Has a beginning and an end
Should be stated in measurable terms (operational
definition) e.g. frequency, duration, intensity,
products
Does not necessarily reflect thought/emotions but
a means-to-an-end (functional behaviour)
DTT helps to supplement and speed up the
development behaviour.
Therefore, DTT needs to measure behaviour

Consequences

Consequences are events that follow


immediately after a specific behaviour.
Influences likelihood of the behaviour
occurring again
Behaviour increase consequences are
reinforcing
Behaviour decrease consequences are
punishing or neutral

Reinforcers

Usually also termed rewards


Sensory hugs, pat, tickles
Social smiles, applause, cheers, praises
Tangibles Food, drinks, toys, books, stickers,
money
Activities play, singing, music,
entertainment, quiet time/personal time

Selecting Reinforcers

Watch and see what the child does


Assessing reinforcers

Put a variety of things in front of child


Let the child choose and pick
Let child play/consume for a few seconds
Rearrange items and repeat first step
Take item away from child and observe reaction
Test the item in increasing behaviour

Be aware of bliss point (supply & demand)

Punishments

Consequences that are aversive that weakens


behaviour
Examples are:

Verbal reprimands/scoldings
Removal of enjoyment/toy/TV/Time out
Overlearning cleaning up messes
Physical pain
Fines
Being sent away

Summary of DTT in ABC


A

Instructor

Child

Instructor

Setting events
Discriminative
stimuli
Prompts
Neutral Stimuli

Behaviour

Reinforcers
Neutral stimuli
Information
feedback
Corrective
procedures (e.g.
redirection, timeout, general
compliance)

Making Antecedents Work

Prepare teaching environment (e.g. instructions,


reinforcers, distractions)
Choose appropriate discriminative
stimulus/signal/instruction

Teach naturally occurring behaviour (I.e. daily


living skills

Sd given only when given attention


Sd must be clear, distinct and given once per
trial.
Sd must be given the same way every trial

Prompting

Minimal and most natural


Immediately after Sd/Instructions
Prompted response is reinforced less
Vary prompts
Fade as soon as correct response made
Delay prompts after few trials
If child is prompt-dependent, find other tactics

Delivering Reinforcers

Instant delivery (easy availability)


Must be desired by the child
Small and short duration
Varied
Combined with social reinforcers
Be dramatic and fun animated
Be aware of reinforcement schedules

Maintaining Gains

DTT done :

At different times
With different materials
In different places
With different people

Drills need to be interspersed with other drills


to keep interest
Practise drills at every opportunity in less
structured situations

Organising DTT

Preparation
Time
People
Room and materials
Operationalise Drills and Learning Criteria
Recording system
Prepare break area for play

Carrying Out DTT

Keep drills short


Vary drills
Have short breaks between sets of drills
Be in control of Antecedents and
Consequences
Keep child in DTT action or in play
Work in different settings
Work with different people
Show enthusiasm

Be Consistent!!

Recording Drills

It suggested that drills be done in a set of 10


easy to calculate %
Learning criteria is usually the ability to
perform at 100% rate 3 sets in a row.
Make provisions for recording successes,
prompted successes and failures.
Also record antecedents such as instructor,
place, etc
Make note of consequences given

Example Record
10

XP

XP

XP

P
XP

P X

P
X

P
XP

XP

XP

P
XP P

XP

XP

XP

Corrects

10

10

Day

10

SHAPING AND CHAINING


What is Shaping?
Teaching a new behaviour by rewarding any behaviour
that resembles the desired behaviour until the desired
behaviour is achieved.
Desired behaviour given the biggest reward.

E.g. Playing Hot & Cold

Why shaping?
Some behaviour are not within a childs repertoire and
are difficult to learn.
Shaping allows the child to grow into the new
behaviour or skill, thus encourages the behaviour by
promoting success and minimizing frustrations.

Application of Shaping in Teaching

Used to behaviours that are too difficult for the child


to learn.
Communication Skills: Rewarding approximations of
speech sounds closest to desired speech
Daily Living Skills: Rewarding approximations of
self-care, domestic, and community skills that are
closest to the target level of skill.
Socialisation Skills:
Motor Skills: Rewarding approximations of motor
movements closest to the desired pattern of
movement

Chaining
What is Chaining?
Teaching behaviours in a chain of steps where each
step becomes a cue for the next step.
Similar to shaping but with more structure.
A behavior chain is a series of related behaviors, each
of which provides the cue for the next and the last that
produces a reinforcer.
Almost everything we do can be considered part of a
behavior chain.

For example, when you are reciting the alphabet, you start
with A, then B, then C and so on until the task is
completed at Z.

Forward Chaining

Forward chaining is a chaining procedure that begins


with the first element in the chain and progresses to the
last element (A to Z).

Start with the first task in the chain (A).


Once the child can perform that element satisfactorily, you
have him perform the first and second elements (A & B) and
reinforce this effort.
Do not teach A, then teach B separately; A and B are
taught together.
When these are mastered, you can move to A, B and C.
Notice they are not taught in isolation; hence the term chain.

Backward Chaining

This is often a very effective way of developing


complex sequences of behavior.
In forward chaining, you are teaching A to Z;
in backward teaching, you are teaching Z to A.
Backward chaining is a chaining procedure that
begins with the last element in the chain and proceeds
to the first element.

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