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Teaching Safety Skills to High School Students with Moderate

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Anna Butler

on 20 April 2016

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Transcript of Teaching Safety Skills to High School Students with Moderate

Teaching Safety Skills to High School Students with Moderate Disabilities

Vincent Winterling
David Gast
Mark Wolery
Jacqueline Farmer

JOURNAL OF APPLIED
BEHAVIOR ANALYSIS

1992
PARTICIPANTS
-FOUR Students from a self-contained
high school class
-Ranging in age from 17-21
-Diagnosed with moderate-Severe
ID & Autism

MATERIALS &
SETTINGS
-2 TYPES OF
BROKEN MATERIALS
-PLASTIC
-GLASS
-1:1 instruction
-Home-ec class
-Regular class
-Graduate
studenT
As therapist
PRECAUTIONARY
MEASURES
-USE OF CTD
*MINIMIZES ERROR
-Wore Latex
Gloves

-Interrupted
Incorrect
Responses
-
Waited until
Proficient
-Taught to
Dislodge with
Utensil
Basic Procedures
3 Conditions:
-Probe
-Instructional
-Follow-up

-Conditions conducted daily

*sessions lasted
NO longer than
20 minutes

BASIC
PROCEDURES

All start with
Attentional cue
"are you ready
To work?"
-1 of 3 tasks--
Broken Glass:
-Floor
-Sink
-Countertop
Task Direction: Depends on Task
PROBE TRIALS
Conducted PRIOR to
instructional trials
Used TOTAL
TASK chaining
-Attentional Cue: "Are you ready to Work?"
-Task Direction: (Depends on task)
*IF student fails to respond OR responds incorrectly, the session was TERMINATED
*Student has 5s to initiate, and 75s to complete each step
Data Collection
(+) if conformed to definition and completed within 75s

(-) if did not conform &/OR did
not complete within 75s
**Random-Opportunity Probe Trials**
INSTRUCTION TRIALS
PRIOR TO START......
*Orientation Lecture
*Pretask Demonstration
CONTROLLING
PROMPT
-Verbal Description +
a model of the
correct response
0s delay trials
5s delay trials
-Attentional cue
-Task Direction
-Controlling prompt
provided immediately
*student imitate
Therapist Bx

*Therapist gives
consequence
Consequences
Prompted correct:
Descriptive Verbal Praise
Incorrect:
"Wait for me to show you if you don't know how to do it." + Model
-Attentional cue
-Task Direction
-Waited 5s
*If no response, Controlling prompt was given*
-Next step's 5s started immediately after the consequent of the step prior
Consequences
Unprompted/Prompted correct:
Descriptive Verbal Praise
Incorrect:
"Wait for me to show you if you don't know how to do it." + Model
Follow-up Trials
-All 3 tasks assessed
-Assessed 1 week & 1 month post training

*Provided with assistance if they
waited for a prompt
*Incorrects Interrupted & completed
for the child
DESIGN & IOA
Multiple Baseline
Across Participants
(Replicated Across
Behaviors)
Point by point
ON Student Bx
& Therapist Bx implementing treatment
RESULTS
3 participants met criterion
in a mean of 12.5 trials!!
There was a mean of 8.5% errors throughout the whole study.

177 errors total (148 UNprompted/ 29 Prompted)
SINK
FLOOR
Countertop
Mean of 14.3 trials
Range of 11-18
Mean of 12 trials
Range of 8-14
Mean of 11.3
Range of 5-16
HOW I GOT HERE...
I STARTED THINKING ABOUT WHAT I WOULD LIKE TO TEACH A STUDENT THAT WOULD BE FUNCTIONAL, YET CHALLENGING..
WHY NOT
SAFETY SKILLS?
I HEARD ABOUT
THIS STUDY & A
SIMILAR ONE IN
ANOTHER CLASS
MY SEARCH:
1. UGA LIBS
2. "SAFETY SKILLS"
3. "GAST"
Several articles
popped up:
1st: Dr. Clees-- Sequential Model
2nd: Dr. Davis'-- Lit Review
3rd: This article
Later: Gast's (VM) fire estinguisher
Read through Abstracts...
LIKED WHAT I SAW HERE>>>>
CTD
3 Different Tasks
Maintenance
*NO ONE
HARMED*
Summary
SAFETY SKILLS
DO NOT NEED TO BE OVERLOOKED BECAUSE THEY'RE DANGEROUS
THESE SKILLS CAN BE TAUGHT USING TEACHING METHODS SUCH AS CTD & PTD (MENTIONED IN THE DISCUSSION)
TEACHERS & PARENTS CAN FEEL CONFIDENT USING A PROCEDURE MUCH LIKE THIS ONE
IT IS IMPORTANT TO BE CREATIVE WHEN TEACHING THESE SKILLS!
IT IS CRUCIAL THAT A PROCEDURE THAT PRODUCES MINIMAL ERROR IS USED WHEN TEACHING THESE SKILLS! (LIKE CTD!)
Full transcript