Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #1
AGENDA
• Teaching Adaptive Skills • Teaching Strategies
• Learning Styles
• Task Analysis
• Prompting
• Reinforcement
• Corrective Feedback
• Data Collection
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #2
COURSE OUTCOMES PARTICIPANTS WILL . . . • Understand different learning styles and how they affect the
learning process. • Understand why it is important to choose strategies that match
an individual’s learning style. • Become competent in using different teaching strategies (such
as prompting, reinforcement, feedback, and task analysis). • Know how to teach using individualized teaching & support
strategies. • Know why it is important to incorporate information from
therapy assessments and plans into the teaching & support strategies form.
• Understand how to measure progress and the importance of
data collection.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #3
FACTS ABOUT LEARNING
True learning means you do things in a new way. People will learn faster and better when they:
• Want to learn. • Know why it is important for them to learn. • Believe that what they learn will help them in real ways. • Are in a supportive environment where it is safe to fail and
where they are free from threat. • Feel good about themselves and feel able to learn what is
expected of them. • Learn by doing the task. • Have a chance to practice what they have learned. • Are given feedback on their performance. • Are praised when doing things well.
NOTES:
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #4
WHAT ARE SOME WAYS YOU CAN DEVELOP A GOOD RELATIONSHIP WITH THE INDIVIDUAL THAT YOU
WILL BE TEACHING?
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #5
MEANINGFUL SKILLS
FOCUS ON SKILLS THAT ARE:
Relevant to the individual’s vision.
Functional in the individual’s daily life.
Culturally sensitive to the individual. EXAMPLES OF MEANINGFUL SKILLS:
1. Purchasing a food item at the grocery store 2.
3.
4.
5.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #6
WRITTEN STRATEGIES
Written strategies are detailed sets of instructions,
explaining procedures to follow. They are the "recipe" that staff follow when supporting someone to learn a new skill or to complete a task or activity. They need to include enough detail so anyone can provide the appropriate support.
Teaching and support strategies are needed when the
individual will work on an unlearned skill, a skill that the person is trying to master, a complex task, or any activity in which the person needs specific support from others in order to be successful.
The need for teaching and support strategies should be
indicated in action plans. When teaching a new skill, it is important to be consistent in
the method or strategies you are using so the individual can be successful in learning the skill.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #7
WHAT SHOULD BE INCLUDED IN A WRITTEN STRATEGY?
I. The people involved in teaching the skill.
II. The time and place to teach.
III. The materials that will be needed and where those materials are located.
IV. Instructions on how to assist the person if he/she makes an incorrect response and/or has difficulty.
V. Instructions on how to reinforce the person if he/she has made a correct response.
VI. How to integrate therapy recommendations into teaching.
VII. The teaching steps staff should follow.
VIII. What to do if the person is unwilling or unable to complete a specific action step or participate in learning a new skill.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #8
WHAT TO CONSIDER WHEN DEVELOPING A WRITTEN STRATEGY, THE TEACHER SHOULD: Consider… the type of task and how it would be most easily
learned by the person.
Consider… the complexity of the task and how far it needs to be broken down.
Consider… the characteristics of the learner. Does the learner
have particular problems with understanding, hearing, vision, or physical movement? Will the person benefit from use of aids/assistive devices task simplification?
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #9
LEARNING STYLES
VISUAL LEARNERS – use seeing, reading, and visualizing. They prefer a visual map instead of verbal instructions.
CLUES
VISUAL LEARNERS USUALLY: • need to see it to know it • have a strong sense of color • may have artistic ability • often have difficulty with spoken directions • may overreact to sounds • often misinterpret words
TIPS FOR VISUAL LEARNERS
• use graphics/pictures • use color coding to organize things • • •
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #10
LEARNING STYLES (CONTINUED)
AUDITORY LEARNERS – use listening and sound. They prefer verbal instructions and spoken reinforcement.
CLUES
AUDITORY LEARNERS USUALLY:
• retain information better when they speak things out loud
• need to hear it to know it • may have an inability to read body language
and facial expressions
TIPS FOR AUDITORY LEARNERS
• use tapes • engage in discussion • • •
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #11
LEARNING STYLES (CONTINUED)
PHYSICAL LEARNERS – (tactual/kinesthetic learner) use moving, touching, and writing. They like to draw pictures, enjoy working with their hands, and prefer hands-on learning.
CLUES
PHYSICAL LEARNERS USUALLY:
• have difficulty sitting still • learn better when physical activity is involved
TIPS FOR PHYSICAL LEARNERS
• use role playing • take frequent breaks • • •
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #12
ADDRESSING LEARNING STYLES
The VISUAL LEARNER would retain the material by watching a teacher solve the problem.
The AUDITORY LEARNER would “recall” the information if he could listen to the teacher explain it.
The PHYSICAL LEARNER would “grasp” the material more quickly by using blocks, an abacus, or other concrete material.
EXAMPLE TASK: Learning to add numbers
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #13
EXAMPLES OF HOW THERAPY RECOMMENDATIONS CAN HELP THE
LEARNING PROCESS
Identifying what sensory and/or physical challenges
may affect learning
Examples: auditory defensiveness tactile defensiveness limited range of motion
Identifying what assistive technology and other communication aids may assist with learning
Examples:
adaptive equipment adaptive switches communication devices interactive communication routine
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #14
HOW ARE ACTION PLANS DEVELOPED?
• Clarify the Desired Outcome o Example: what would “making breakfast” mean to the person?
• Identify the smaller steps that allow the individual to master the Desired Outcome o Example Desired Outcome: Independently cook 3 breakfast
meals by October of 2009 o Possible Action Steps: Learn to cook eggs Learn to prepare cereal Learn to cook pancakes
• Look at the assessment information to decide what the person can do now and requires help to do. o How much and what type of help is needed?
• For parts of a skill the person needs help with, decide, in collaboration with other team members, what can be adapted or modified to create independence on the step. o Examples: Individualized packets of cereal or an adapted
funnel to attach to the bowl.
• Decide if there is anything about a person’s communication style, learning style, or culture that would determine or influence possible supports needed with an action step.
• Ask therapists to provide additional recommendations.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #15
TASK ANALYSIS Definition:
"Breaking a task down into steps that are
taught in a logical order." The task analysis refers to the steps the learner will perform, not what the teacher will do.
The following is a task analysis for drinking from a cup: 1. Grasp handle of cup 2. Lift cup to mouth 3. Drink 4. Set the cup on the table.
Develop a task analysis for making a pot of coffee:
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #16
PRINCIPLES TO APPLY WHEN DEVELOPING A TASK ANALYSIS Break the skill down to the level required by the learner. • The skill should be broken down only to the point that is required by
the individual in order to learn. • An individual who has already mastered several of the smaller steps or
who learns quickly may not require such a detailed task analysis. • Breaking the skill down too far may be boring and unnecessary.
However, make sure to include any steps that are necessary for the individual.
• The steps in the task analysis should be listed in a logical sequence or
order for completing the task. Don't take steps for granted.
Teachers often break down tasks that they themselves have done many times such as doing the dishes, making coffee and doing laundry. We may not realize how many complex learning steps are actually needed to teach these skills.
Be careful not to leave out important steps!
It is helpful to have others review your task analysis to ensure that you did not leave out important steps. This could involve having someone actually complete the task by following your task analysis.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #17
TASK ANALYSIS WRITING EXERCISE (PART ONE) Number the steps listed below in the order that the steps should be completed for operating a VCR. Turn on VCR and TV Push "PLAY" button on VCR Slide videotape into the VCR in the appropriate opening Hold videotape with title side upward and the ribbon side toward VCR Turn channel on TV to channel 3 In the following task analysis for shaving with an electric shaver, several of the steps have been left out. Find at least two steps that have been left out of the task analysis. Picks up electric shaver Shaves right side of face
Rubs hand over left side of face to check for smoothness Re-shaves remaining beard on chin Shaves neck Rubs hand over neck to check for smoothness
Re-shaves remaining beard on neck
Turns electric shaver off
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #18
TASK ANALYSIS WRITING EXERCISE (PART TWO)
LIST ALL OF THE STEPS THAT YOU OBSERVE. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #19
TASK ANALYSIS OR NOT DO NOT USE A TASK ANALYSIS WHEN: • Teaching an individual when to use a skill that the individual
already knows how to do. • Teaching an individual to perform a skill they know more
quickly or for a longer period of time.
Put a "YES" or "NO" next to each example to indicate whether a task analysis is needed. John knows how to ride his 10 speed bicycle but wants
to learn how to ride a motorcycle. Gerry knows how to tell time and punch a time clock but
he continues to clock in for work 15 minutes late every morning.
Maria can put on all her clothes when getting dressed in the morning but she cannot tie her shoes.
Carlos can vacuum his bedroom but he does not know how to vacuum the living room. Jimmie knows how to set her alarm but she does not wake up when the alarm rings.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #20
PROMPTS
Prompts are instructional cues or signals given to assist an individual in performing a specific task.
TYPES OF PROMPTS There are several different types of prompts you can use to assist an individual to perform a new skill. VERBAL PROMPTS
GESTURAL PROMPTS
PARTIAL OR LIGHT PHYSICAL ASSISTANCE
FULL PHYSICAL OR HAND-OVER-HAND ASSISTANCE
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #21
TYPES OF PROMPTS
PROMPT EXPLANATION EXAMPLE VERBAL PROMPTS
Any spoken direction, instruction or question. It is important to: • be consistent • keep words simple and short
Before going out for the evening you might say to the individual: “Please put on your jacket.” A less directive verbal prompt would be "What do you need to do before we go out?"
GESTURAL PROMPTS
Visible signals such as pointing or modeling or demonstrating the skill.
Pointing at the jacket.
PARTIAL OR LIGHT PHYSICAL ASSISTANCE
Gently guiding a person through a step while he/she does some of the movement him/herself.
Placing the arm sleeve of the jacket over the person’s arm while he/she puts his/her arm through the sleeve.
FULL PHYSICAL OR HAND-OVER-HAND ASSISTANCE
Providing total physical guidance through the step.
Physically guiding the person’s arm all the way through the jacket sleeve.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #22
KEY POINTS TO CONSIDER REGARDING THE USE OF PROMPTS
When using verbal prompts. . .
Be concise. Use as few words as necessary while giving clear directions.
Be consistent. Use the same words each time the prompt is given.
Note: This is especially important with individuals with limited vocabulary.
When using gestural prompts. . .
Make sure the learner can see the teacher and is watching before the prompt is given.
Wait a few seconds after giving a verbal prompt before giving a gestural prompt.
When using physical prompts. . .
Make sure that the learner does not object to being touched.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #23
LEAST-TO-MOST ASSISTIVE PROMPTING
Least-to-most assistive prompting involves providing only the
amount of assistance that is necessary for the person to complete the task.
You should never provide more help than is needed by the
learner to complete any of the steps of a task. The teacher should begin with the least assistive prompt and
gradually increase the amount of prompting only if the lesser amount of prompting is not successful.
The type and extent of assistance should be based on what has
generally worked in the past for the learner. Example: Staff asks Marie to put on her jacket. After waiting several seconds, Marie does not respond to the verbal prompt. Staff then points to or touches her jacket and asks Marie to put on her jacket. She still does not respond. Staff takes the jacket to Marie and gently guides her hand into the opening of the sleeve while asking her to put on her jacket. Marie then completes putting on her jacket.
VERBAL PROMPTS
GESTURAL PROMPTS
PARTIAL OR LIGHT
PHYSICAL ASSISTANCE
FULL PHYSICAL OR HAND-OVER-HAND
ASSISTANCE
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #24
PROMPTING DOs AND DON'Ts DO provide the person with plenty of time to respond.
DO provide verbal prompts using a calm, neutral tone of voice.
DO be consistent with the types of prompts provided to prevent confusion.
DO use the communication method best understood by the learner. Verbal prompts will probably not be successful with someone who has a hearing impairment.
DO involve the learner in every step of learning the skill.
DO include only as many words as needed to give clear directions. Too much talking may confuse the learner.
DO use the same words as prompts each time the skill is taught.
DO pay attention to the environment (e.g., if it is too noisy, move closer when giving prompts).
DON'T repeat the same prompt without including the next level prompt
with it.
DON'T give full physical guidance as the first prompt of any step while the person is learning the task. If you start with full physical guidance, the individual will not have a chance to learn.
DON'T offer too much assistance too soon.
REMEMBER: If a person becomes upset when touched or physically guided to do something, physical prompts may not be a good idea to use with that person.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #25
LEAST-TO-MOST PROMPTING EXERCISE
One of the members of your group will play the role of learner and another member will play the role of support staff. The third member will observe and complete this sheet. Skill being taught: ___________________________________________________ Did teacher provide least to most assistive prompts for each step? Yes No Did teacher provide the learner with adequate time to respond to the prompts provided? Yes No Did teacher avoid providing too much assistance to the learner? Yes No Specific Examples:
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #26
USING NATURAL CUES
A NATURAL CUE IS…
an environmental event or stimulus that prompts a person to begin a new step, task, or activity.
EXAMPLES OF NATURAL CUES An alarm clock may prompt a person to get out of bed. The smell of food cooking may lead a person to set the
dinner table. Noticing a customer at Best Burger throwing their trash away
may prompt you to do the same. CUES AS TRAINING PROMPTS Using natural cues as training prompts enables the teacher
to use less instruction, attention, or reinforcement. This means that the learner will be less dependent on the
teacher. This also leads to an increased chance of the individual
utilizing the skill in the community.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #27
FINDING THE NATURAL CUES Circle or highlight all the natural cues mentioned in this teaching example: 1. Staff says, “Ann, let’s get some coffee.” 2. Ann faces the coffee machine and sees the 50 cent sign on the upper
right hand corner of the machine. 3. Ann chooses the correct amount of coins from her wallet and places
them in her hand. 4. Ann places the change in the slot marked 50 cents and listens for the
clinking sound made by the money as it drops through the machine. 5. Ann chooses her selection by pushing the button with the picture of the
type of coffee she wants. 6. Ann observes and listens as the coffee fills the cup and listens for
when the sound stops. 7. Staff points to the compartment door, and Ann slides it open. 8. Ann grasps the cup of coffee and removes it from the machine.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #28
WHAT IS POSITIVE REINFORCEMENT/FEEDBACK
A reinforcer is anything that increases or maintains a behavior or action.
Positive feedback or reinforcement is one of the most powerful teaching strategies staff can use to encourage learning. Reinforcement works best when it is given directly after the action occurs.
Reinforcement works best when it is given in a consistent manner.
As the learner becomes more successful with the skill or task, the quantity and intensity of the reinforcer should be reduced.
Reinforcement works best when it has importance to the learner.
REMEMBER: Any type of reinforcement should be given in a respectful manner using a normal tone of voice. Be sincere.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #29
HOW TO DETERMINE WHAT REINFORCERS WORK BEST
In general, the most common type of reinforcement and simplest to use is descriptive verbal praise and positive feedback given immediately following the successful completion of a task or step. Verbal praise and positive feedback is typically recommended when teaching someone a new skill. • Verbal praise can be provided immediately without interrupting the
task. • People rarely get tired of being praised. • Praise is readily available and cheap!
Determine what reinforcers work best for the individual • Ask the individual (or the people who know the individual the best)
what he/she likes. • Observe the individual to see what he/she likes. • Provide choices of items, events, and activities to see what the
individual likes. • Have the behavior therapist help the team determine what reinforcers
to try/use.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #30
EFFECTIVE USE OF REINFORCERS
REINFORCERS. . . • Should always be provided after the
learner has correctly completed the task. • Can also follow the learner’s completion
of each correctly completed step. • Should not be given following an
inappropriately completed step. • Should be specific to the completed task
or step. • Should be given immediately.
• Should not be used to control the
learner. They should be used to encourage the learner!
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #31
REINFORCEMENT/FEEDBACK AND ERROR CORRECTION
One of the members of your group will play the role of learner and another member will play the role of support staff. The third member will observe and complete this sheet. Skill being taught: _________________________________________________ Did the teacher provide positive feedback throughout the learning session? Yes No Did the teacher provide positive feedback at the completion of the session? Yes No If necessary, did the teacher correct errors made by the learner? Yes No N/A If necessary, did the teacher avoid reinforcing incorrect responses? Yes No N/A If necessary, did the teacher provide enough assistance to prevent the learner from making the same error twice? Yes No N/A
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #32
POINTS TO REMEMBER WHEN USING
VISUAL AIDS
Develop visual aids that are easy for the person to use. Utilize visual aids that are meaningful to the person. Provide visual aids that will not make the person look
unusual or stick out. (For instance, it is not unusual for someone to carry a day planner with photographs in it. It would be unusual for someone to carry a large photo album everywhere.)
Visual aids can be developed by direct support staff.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #33
DATA COLLECTION Data does not need to be collected every time the person
practices the skill
(The skill should be practiced more often than data is taken) It must be collected as stated in the Teaching & Support
Strategies form
(To ensure consistent evaluation of status of progress) How often data is collected depends on:
The individual The “newness” of the skill The difficulty of the skill How critical is the skill
The method of data collection depends on the task and person
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #34
DOCUMENTATION POINTS TO REMEMBER
• Provide documentation for every scheduled session, even if the
person does not participate in the session. If the person refused, was sick, or away from home, you still want to document the reason why the session was not completed that day.
• Even if data is not collected every time the skill naturally occurs,
you still want to follow the proper teaching strategy each time the skill is completed.
For example, you may collect data once a day on someone making a phone call. That person may need to make two more calls that day. Even though you will not collect data on those two other phone calls, you will still want to use the same teaching strategy followed during the “formal” or documented session.
• Data collection should be simple and non-invasive. Use natural
measurement techniques when possible (bank statement).
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #35
REVIEW AND REVISE
If the learner has made progress in learning the skill… Increase the level of difficulty OR Decrease the supports (prompts) OR Move to the next action step OR Assist the person to maintain the skill
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #36
REVIEW AND REVISE (CONTINUED)
If the learner is not making any progress in learning the skill… Investigate:
o Step size o Level of assistance o Motivation (is it meaningful?) o Materials o Staff actions (voice tone) o Personalities o Therapy support o Task analysis o Alertness (time of day) o Environment o Communication issues o Need for adaptive equipment
Teaching & Support Strategies can be revised without a team meeting. Let your supervisor or service coordinator know that a
revision is needed.
Teaching and Support Strategies Tresco Inc. and New Mexico Department of Health/Developmental Disabilities Supports Division
Participant Handouts – REVISION – APRIL 2008
Handout #37
TEACHING SKILLS OBSERVATION/FEEDBACK FORM
Staff Name: Date: Observer: Learner:
YES NO PARTIAL(EXPLAIN) N/A COMMENTS/SPECIFIC FEEDBACK
Preparation: had all materials ready
Set a positive tone for teaching session and displayed a respectful tone
Followed the correct order of steps
Used the correct prompts (as specified in the strategies, least-to-most)
Did not over-prompt
Used the correct reinforcers (as specified in the strategies and/or support plans)
Used corrective feedback as needed
Other:
Observation Summary:
Training Complete: Demonstrated 100% competency (each column marked “YES” of applicable items).
Training Incomplete: Needs practice and follow-up observation session (one or more
items marked “NO”). Staff Signature ______________________ Observer Signature ____________________