Prompting by Sydney Maybee https://padlet.com/smaybee/r21j1l8x1u8z Students with ASD en-us 2018-12-12 04:03:58 UTC 2024-11-08 02:07:03 UTC hello@padlet.com smaybee https://padlet.com/smaybee/r21j1l8x1u8z/wish/313707936 2018-12-12 04:43:05 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/313707936 smaybee https://padlet.com/smaybee/r21j1l8x1u8z/wish/313707956 2018-12-12 04:43:12 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/313707956 Two Types of Prompting Tasks jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314101829 1. Discrete Task: Requires a single response in a short duration. (Example: Identifying colors)
2. Chained Task: Requires several individual behaviors to be sequenced together to form a more complex skill (Example: Setting a table)]]> 2018-12-13 01:34:56 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314101829 Three Prompting Procedures jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314102562 1. Least-To-Most: Can be used for a discrete or chained task. Use this procedure when learner uses the target skill, but not all the time, or when the learner regresses in the use of the target skill.
2. Graduated Guidance: Used for a chained task. Use only when the target skill is in routines or when the moment comes to fade out the prompt.
3. Simultaneous Prompting: Can be used for discrete or chained tasks. Use when the teacher is beginning to teach a new skill with the learner. ]]> 2018-12-13 01:39:15 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314102562 Types of Target Stimuli jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314103799 1. Naturally Occurring Event (Example: asking for a drink of water when thirsty)
2. Completion of One Event or Activity (Example: Finishing an assignment to move on to the next one)
3. External Signal (Example: When the school bell rings for the next class period or transition stage)]]> 2018-12-13 01:46:45 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314103799 Task Directions jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314104758 1. Antecedent: Target stimulus and task direction for student to use the target skill.
2. Target Skill: Learner's response.
3. Consequence: Feedback/reinforcement by teachers/support.]]> 2018-12-13 01:52:59 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314104758 Positive Reinforcement jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314105220 Preferred activity
Verbal praise
Preferred objects/games
Food activity]]> 2018-12-13 01:55:34 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314105220 Least-to-Most Prompt Levels jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314105466 Independent Level: No prompts
Intermediate Level: Verbal prompts
Controlling Prompt Level: Verbal prompt and physical prompt

]]> 2018-12-13 01:57:24 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314105466 Five Types of Prompts jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314105653 1. Gestural
2. Verbal
3. Visual
4. Model (full, partial)
5. Physical (full, partial)]]> 2018-12-13 01:58:26 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314105653 Length of Response Interval jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314106175 1. Determine how long it takes the learner to respond only when they can do a target skill or behavior successfully.
2. Compare with another student with ASD how long it takes them to do a target skill or behavior and use that amount of time as a response interval
3. Give the learner time to begin and complete a task with intervals of seconds.]]> 2018-12-13 02:01:46 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314106175 Prompt Fading Procedures jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314106996 1. Decrease the intensity of the prompt
2. Provide less assistance by changing the prompt type
3. Remove the prompt immediately]]> 2018-12-13 02:06:51 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314106996 jmaldonado25 https://padlet.com/smaybee/r21j1l8x1u8z/wish/314108973 By: Sydney Maybee
      Jessica Maldonado
       Shannon Bible]]> 2018-12-13 02:20:36 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314108973 Prompting Goals smaybee https://padlet.com/smaybee/r21j1l8x1u8z/wish/314510317 -Improve social and communication skills
-Improve play and adaptive skills
-Improve academics and on task behaviors
-Increase the ability to generalize every day objects Have the students be successful 

]]> 2018-12-14 00:52:50 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314510317 sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314511265 2018-12-14 00:59:47 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314511265 When getting learners attention you need to (least-to-most prompting sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314511554
  • Delivering the target stimulus
  • Get their attention by using a strategy (saying the learners name)
  • Presenting the prompt or task direction.

    • ]]>     2018-12-14 01:01:53 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314511554     How to respond to learners (Least-to-most prompting) sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314512585 2018-12-14 01:10:45 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314512585 Graduated Guidance Prompting sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314512872
  • Walk over to the learner
  • Get the learner’s attention
  • Get their attention
  • Present them with the task direction.

    • ]]>     2018-12-14 01:13:03 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314512872     How to respond to learners (graduate guidance) sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314514326 2018-12-14 01:22:00 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314514326 Simultaneous Prompting sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314518126
  • Deliver the target stimulus,
  • Use an attention getting strategy (using a stimulus)
  • Give the student a cue or task direction.

    • ]]>     2018-12-14 01:44:15 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314518126     When ASD students DO NOT show progress. Ask yourself these. smaybee https://padlet.com/smaybee/r21j1l8x1u8z/wish/314518225 Is target and behavior skills well defined? 
    Is the skill measurable and observable?
    Is the skill to difficult for the student?]]>     2018-12-14 01:44:51 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314518225     How to respond to learners with probe sessions (simultaneous prompting) sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314519432 2018-12-14 01:52:53 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314519432 smaybee https://padlet.com/smaybee/r21j1l8x1u8z/wish/314520215 2018-12-14 01:59:18 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314520215 Least-to-most prompting video sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314520700 2018-12-14 02:03:17 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314520700 Graduated Guidance Video sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314521071 2018-12-14 02:06:04 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314521071 Simultaneous Prompting Video sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314521385 2018-12-14 02:08:19 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314521385 People who use prompting smaybee https://padlet.com/smaybee/r21j1l8x1u8z/wish/314523102 -Special Education Teachers
    -Paraprofessionals 
    -Therapists
    -Teachers   ]]>     2018-12-14 02:20:33 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314523102     How to respond to learners with instructional sessions (simultaneous prompting) sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314525700 2018-12-14 02:39:29 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314525700 Cited sbible https://padlet.com/smaybee/r21j1l8x1u8z/wish/314916387 https://afirm.fpg.unc.edu/prompting
    https://www.youtube.com/watch?time_continue=2&v=gOAbePwwfnU
    https://www.youtube.com/watch?time_continue=10&v=gOAbePwwfnU
    https://www.youtube.com/watch?time_continue=1&v=Vtr_JGURqZo]]>     2018-12-15 20:10:50 UTC https://padlet.com/smaybee/r21j1l8x1u8z/wish/314916387