Supp Presentation ESS441

8/10/2019 Supp Presentation ESS441

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Teaching

Sequential Tasks

Companion PowerPoint to the Teaching

Sequential Skills DVD and Coachs Manual

Utah Personnel Development Center

Cathy LongstrothPatti HaningCindy Myers

February 5, 2010 revision


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Two Types of Task Analysis

Discrete Trial

Chained Activities


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Discrete Trial Examples

Each trial is separate and distinct from

other trials

Learning numbers 0-20Coin identification

Learning functional words and phrases


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Sequential Tasks (Behavioral Chains)

Steps are performed in sequence such that eachstep acts as the cue for the next one (skills are

taught on 2 dimensions)

Dressing skillsLeisure skills

Self-Care skills

Classroom and family routines


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Adult

Younger students may spend more time in discretetrial training and link the skills learned to functional

activities. Older students may spend more time in

routines and activities and work on discrete trial tasks

that originate from those activities.


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Do we need a formal program for

all the sequential tasks we teach?


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Steps to Teaching Sequential Skills

Step 1. Perform a task analysis

Step 2. Take baseline data

Step 3. Determine whether you will use a

forward chain, backward chain or total

task presentation.


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Steps to Teaching Sequential Skills

Step 4. Determine a plan for fading

prompts

Step 5. Set up the data collection system

and schedule

Step 6. Use evidence based instructional

strategies to teach the skills

Step 7. Use the data for problem solving


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When do we need a Task Analysis?

Most students with autism or significant

disabilities can learn most classroom

routines by the SHOW - TELL - HELP

method

If the student cannot do this- Do a Task

Analysis


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Step 1The Task

Analysis


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Step 1. The Task Analysis

1. Perform the activity or have

another person perform the activity.

2. Record the steps of the activity.3.Customize the steps for the

student.


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Step 2Baseline Data


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Step 2. Baseline Data

Determine the present levels of performance

of all steps by following the task analysis and

providing least to most assistance.At this point you will not be providing

instruction, just seeing what the student can

and cannot do and how much assistance isnecessary for correct performance.


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Step 3: Determine if the skill will be

taught in a forward, backward, or total

task presentation.

The difference depends on where

you focus the point of instruction


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Forward Chain

The Point of Instruction and reward

begins with the FIRST unmastered

step and progresses to the LAST

unmastered step

Examples: Writing first name, saying

full name, counting, learning a poem,

navigating to a site on the computer


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Learning to Make Peanut Butter

Sandwich without Visual Guide


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Forward Chain


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Forward Chain

Examples: Writing first name, saying

full name, counting, navigating to a site

on the computer


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Backwards Chain

Point of instruction and reward begins

with the LAST unmastered step in the

chain and progresses to the FIRST

unmastered step.After the last step is mastered, instruction

begins at the second to last step

The student still does the skill from thefirst to last step, but the emphasis of

instruction is on the last step, then last

two steps, then last three steps, etc.


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Backwards Chain


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Backward Chain

Examples: Zipping zipper, buttoning, puttingon shirt, putting on socks, eating with aspoon, drinking from cup or glass, drinking

with a straw, tying shoelaces, putting on ajacket, operating a CD player, moving objectfrom one container to another, washing anddrying hands, saying telephone number,

putting together a puzzle, countingbackwards


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Backwards Chain

Backwards chains are generally preferred

because the end of the routine is always the

same and more clearly signals the

opportunity for the reward.

e.g. After hands are dry, the task is done (and

rewarded)

However, different learners may be more orless successful with difference methods


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Is this a forward, backward, or

total task chain?


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ResponsePick up the spoon

Scoop the food

Lift the spoon to mouth

Clear food from spoon with lip closure

Chew and swallow food

Put the spoon down

Instructional Step Untaught Steps Mastered Step


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ResponsePick up the spoon

Scoop the food

Lift the spoon to mouth

Clear food from spoon with lip closure

Chew and swallow food

Put the spoon down



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Response

Turn on the waterWet hands

Put soap on hands

Put hands under the water

Rub hands together

Rinse hands

Dry hands



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Response

Turn on the waterWet hands

Pick up the soap

Put hands under the water

Rub hands together

Rinse hands

Dry hands



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Total Task Chain

All steps in the chain are taught

simultaneously, as compared to one step

at a time to criterion in forward and

backward chaining. Most often used when the student has

mastered most of the steps in the chain. This

type is most often used in

vocational/community instruction.


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Total Task Chain


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Total Task Chain

Examples: Clearing table, making sandwich,

brushing teeth, shopping for groceries,

vacuuming carpets, sweeping floors, washing

and drying clothes, riding the bus


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Check for Understanding

Practice with a peer as a student

Teach saying the alphabet as a forward chain -

begin to withdraw verbal prompts using a time

delay* on the A, (help student say B through Z),then AB (help student say the whole alphabet C

through Z), then ABC (help the student say D

through Z)

*See information on Time Delay in this

PowerPoint


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Teach saying the alphabet as backward chain -

begin to withdraw verbal prompts using a time

delay* on the Z, (help student say A through Y),then YZ (help student say the whole alphabet A

through X), then XYZ (help the student say A

through W)

*See information on Time Delay in thisPowerPoint


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Teach saying the alphabet using a total task

approach. Only give verbal prompts on letters the

student is having difficulty stating correctly. Forinstance, the student may say elemeno instead

of L,M, N, O. Have the student say the alphabet A

to Z, but verbally prompt the correct letters

before the error occurs. Gradually withdraw the

verbal prompts.


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Step 4Prompts and

Prompt Fading


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Step 4: Determine the most

effective prompts and outline a

strategy for fading prompts out.

PLAN the fading out of added

help.


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Prompts Enable Errorless Learning

Full physical prompts

Partial physical prompts

Gesture

Verbal prompts

Indirect prompts

Visual prompts


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A prompt is extra information that you

provide to a student that helps themlearn some skill.

It is also meant to be temporary.

The goal of prompting should be to helpthe student learn some skill so that they

can then perform that skill independently.

Amy Peters


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At some point, all students will need

some form of prompting

Careful prompting is most important

with students with moderate, severe

or profound disabilities This is because these students are

more at risk for becoming dependent

on the assistance provided

Amy Peters


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There are lots of different types

of prompting. Different methods

are appropriate for differentsituations and students.

Amy Peters


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Verbal prompting is when

Spoken cues are given to a student thatinstruct a student to perform a certainactivity

Verbal prompts are usually paired withother types of prompting

and it can be difficult to fade

The student must be able to understandand follow verbal directions

Amy Peters


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Verbal Prompts can be helpful for:

Teaching the labeling of actions (e.g.,

check schedule)

Creating a verbal chain so that a child

can self-talk the steps of the chain (e.g.,

Annie can learn the letters of her name areAn.nie)


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Modeling is when

The student copies the action(s)

of another person performing thedesired behavior

The student must be able toimitate and

Modeling is usually paired with

other types of prompting

Amy Peters


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Manual guidance is

physical prompting from another person

It is most effective when the prompter cuesthe learner from behind

Types of manual guidance include

Hand over hand

Forearm and

Shoulder

It can be used in the absence of other

types of prompting and it is the easiest tofade.

Amy Peters


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Gestural prompting is usually

Used in combination with other types of

promptingIt is using some action to cue the learner

like

Pointing

NoddingMotioning

Approving or disapproving looks

This form of prompting may be difficult to

fade

Amy Peters

l


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Textual prompts are

Written forms of information or

instructions

They include things likeChecklists

Scripts

And pictures

Amy Peters


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Spatial prompting is

Arranging the materials to highlight the

correct response

An example in classroom might be saying to a

student to get out your blue folder and the

blue folder is on top of the other materials

inside of the students desk

Amy Peters


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Writing it down will facilitate several important

things. First it will help all staff implement prompting

procedures consistently and with fidelity.

It will also help the teacher determine if the

prompting procedure being used is working.

Most importantly, it will help the teacher determine

what the steps will be to fading the prompt that is

being used.

Amy Peters


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Prompting is onlyeffectiveif it can be faded andeliminated over time.

If it is necessary to continue to prompt a student toget them to complete some task, then it is additionalsupport, not a prompt.

Additional support is okay, and some students willneed additional support to complete some tasks.

But, if it is a prompt there must be a plan in place toget fade it.

Amy Peters


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Prompting should be designed to

help students learn to respond tocues that occur in their naturalenvironment.

We answer the phone when it rings.

Amy Peters


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Cues students need to respond to in theschool environment include lining up from

recess when the bell rings. Instead of hearingthe bell and only lining up when told to do soby a staff member.

Another example would be having a timer setin a classroom to cue the student when someactivity is ending. However, sometimes whathappens is that the timer only cues the

teacher to tell the student to turn off thetimer and transition to a different activity

Amy Peters


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Fading Prompts by

Using Time DelayTime Delay is a prompt fading strategy thatinvolves inserting a delay between giving an cueand delivering a prompt. To start, there is a 0

second delay. The teacher helps the studentimmediately. After the student starts tounderstand and perform the response, theteacher adds a fixed (constant) delayperhaps 4or 5 seconds- before helping the student. Theteacher may decide to use time delay that getsprogressively longer (progressive time delay).Staff may wait 3, 4, and then 5 seconds beforeproviding assistance.


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Remember with Prompting -If you put it in....

You have to take it out. . .


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Step 5

Data Collection

and Scheduling


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Step 6

Teach the Skill

S 6 U E id B d


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Step 6. Use Evidence Based

Practices to Teach the Skill

Reinforcement

Error Correction

Shaping


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Reinforcement

Conduct a reinforcement survey

Fade out the reinforcement to verbal praise

and naturally occurring reinforcement


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Error Correction

STOPthe student as soon as possible

BACKSTEP to last correctly performed

step and provide enough help for successProvide sufficient HELPfor correct performance

of the step that was performed incorrectly (

increase support by one level ) Help from behind if

possibleAvoid verbal prompts - Prompt from behind if possible


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Error Correction

Sometimes when we backstep, we need to

replace the cues that are normally there for

the step we are repeating. For example, if a

student is working on the leaving schoolroutine and drops his backpack, BACKSTEP

and replace the backpack.

If possible and practical, repeat the entirechain as soon as possible.

Shaping


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Shaping

Making the task easier

Button with large buttons, medium sized, then

small buttons

Use a larger sock when starting putting sock

on program or a larger T-shirt when getting

dressed.

Rewarding attempts that get closer, step by

step, to the end response.

Shaping


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Shaping

Kicking larger, then smaller balls

P tti It T th


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Putting It Together

The Lesson Plan/Cover Sheet

Objective: Have a clear and measureable behavioral

objective. Determine what you want the child to be able to

do at the end of instruction. If you are teaching colors,

how will the student use this skill in daily activities. Detail

how the objective is functional and aligns with grade level

core standards.

Putting It Together


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Putting It Together


The purpose of the Lesson Plan /Cover Sheet is to provide

an opportunity for the teacher to think the process

through thoroughly before beginning instruction

Another purpose of this document is to provide enough

information that all staff members will be on the same

page in all aspects of the instruction.

Putting It Together


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Putting It Together


Reinforcement: Use information from reinforcer survey to

establish adequate reinforcement to ensure success on the

task. Consider establishing operations that affect the

power of the reinforcer. For example, if a favorite food is

used, the lack of that food before the delivery of the

reinforcer will increase its reinforcing value.

Schedule of Reinforcement: How much reinforcement will

be given and when.

Putting It Together


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Putting It Together


Program Steps : These are listed on the task analysis/data

sheet.

Error Correction: Explain any exceptions to Stop. Backstep.

Prompt. Also consider increased reinforcement, pre-

correction/pre-rehearsal or additional practice outside the

chain at another time, branching or further refining the

task analysis, and

Chaining type: Forward, backward, or Total Task

Criteria for Moving to Next Step: How many times should

the student perform the independently before instruction

moves to the next step.

Putting It Together


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Putting It Together


Materials Needed: List any materials that need to be

available before instruction begins.

Prompt Fading Procedure: Determine if you will use a least

to most prompt fading procedure or time delay. If using

time delay be sure to state the prompt that will used when

the time delay is up (controlling prompt). List prompts that

may be used in teaching this skill on the task analysis/data

sheet. Give a higher value to prompts where strongerguidance is given by the teacher and a lesser value to

those in which the assistance is milder. Independent

performance receives a 0 score.

Putting It Together


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Putting It Together


Instructional / Cue /Discriminative Stimulus: Determine the cue that

signals the beginning of the chain of behaviors. It could be a teacher

cue, time to line up, or the ringing of the recess bell.

Generalization, Stimulus Factors: Have the student perform the skill in

other settings and with other people. Consider using multiple

examples of stimuli. For example, when teaching hand washing, have

the student practice with different faucets and different ways of dryinghands.

Putting It Together


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Putting It Together


Generalization, Response Factors: Think of the variety of responses

that are reasonable for this skill. For example, a student may write

with a pen, pencil, chalk, and marker.

Student Response: Student response for each step as listed on the

Task Analysis/Data Collection sheet.

Special Considerations: List anything that might affect the

performance of the program or that all the staff may need to know.


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Step 7

Problem Solving


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Step 7: Use data for Problem

Solving

Branchingadding more steps to the

task analysis Increased Reinforcement

Increased Prompting

Practice Outside the Chain


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Aim Line


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Extra Practice

Increases success

Reduces the need for assistance

Reduces anxiety

Examples

When working on buttoning, put buttons through

a slit in a tennis ballWhen working on going through cafeteria line,

practice typing lunch number on keypad

Documents

Supp Presentation ESS441