Educating Sequential Tasks Companion PowerPoint to the Teaching Sequential Skills DVD and Coach\'s Manual Utah Personnel Development Center Cathy Longstroth – Patti Haning – Cindy Myers February 5, 2010 amendmentSlide 2
Two Types of Task Analysis Discrete Trial Chained ActivitiesSlide 3
Discrete Trial Examples Each trial is independent and particular from different trials Learning numbers 0-20 Coin recognizable proof Learning practical words and expressionsSlide 4
Sequential Tasks (Behavioral Chains) Steps are performed in arrangement with the end goal that every progression goes about as the prompt for the following one (abilities are instructed on 2 measurements) Dressing aptitudes Leisure abilities Self-Care abilities Classroom and family schedulesSlide 5
Adult Younger understudies may invest more energy in discrete trial preparing and interface the abilities figured out how to utilitarian exercises. More established understudies may invest more energy in schedules and exercises and work on discrete trial errands that start from those exercises.Slide 6
Do we require a formal program for all the successive undertakings we instruct?Slide 7
Steps to Teaching Sequential Skills Step 1. Play out an undertaking investigation Step 2. Make gauge information Stride 3. Figure out if you will utilize a forward chain, in reverse chain or aggregate undertaking presentation.Slide 8
Steps to Teaching Sequential Skills Step 4. Decide an arrangement for blurring prompts Step 5. Set up the information accumulation framework and calendar Step 6. Utilize prove based instructional methodologies to educate the aptitudes Step 7. Utilize the information for critical thinkingSlide 9
When do we require a Task Analysis? Most understudies with extreme introvertedness or noteworthy incapacities can learn most classroom schedules by the SHOW - TELL - HELP technique If the understudy can\'t do this-Do a Task AnalysisSlide 10
Step 1 The Task AnalysisSlide 11
Step 1. The Task Analysis 1. Play out the action or have someone else play out the action. 2. Record the means of the action. 3.Customize the means for the understudy.Slide 13
Step 2 Baseline DataSlide 14
Step 2. Standard Data Determine the present levels of execution of all means by taking after the undertaking examination and giving minimum to most help . Now you won\'t give direction, simply observing what the understudy can and can\'t do and how much help is vital for right execution.Slide 16
Step 3 Determine the Chaining TypeSlide 17
Step 3: Determine if the aptitude will be educated in a forward, in reverse, or aggregate assignment presentation. The distinction relies on upon where you center the "purpose of direction"Slide 18
Total Task Chain All means in the chain are educated all the while, when contrasted with slowly and carefully to rule in forward and in reverse affixing. Frequently utilized when the understudy has aced the majority of the means in the chain. This sort is frequently utilized as a part of employment/group guideline. Illustrations: Clearing table, making sandwich, brushing teeth, looking for foodstuffs, vacuuming rugs, clearing floors, washing and drying garments, riding the transportSlide 19
Forward Chain The Point of Instruction and reward starts with the FIRST unmastered step and advances to the LAST unmastered step Examples: Writing first name, saying full name, checking, taking in a lyric, exploring to a site on the PCSlide 20
Learning to Make Peanut Butter Sandwich without Visual GuideSlide 21
Forward ChainSlide 22
Forward Chain Examples: Writing first name, saying full name, numbering, exploring to a site on the PCSlide 23
Backwards Chain Point of guideline and reward starts with the LAST unmastered venture in the fasten and advances to the FIRST unmastered step. After the last stride is aced, direction starts at the second to last stride The understudy still does the ability from the first to last stride, yet the accentuation of guideline is on the last stride, then last two stages, then last three stages, and so forthSlide 24
Backwards ChainSlide 25
Backward Chain Examples : Zipping zipper, fastening, putting on shirt, putting on socks, eating with a spoon, drinking from glass or glass, drinking with a straw, tying shoelaces, putting on a coat, working a CD player, moving item starting with one compartment then onto the next, washing and drying hands, saying phone number, assembling a confound, checking in reverseSlide 26
Backwards Chain Backwards chains are for the most part favored on the grounds that the end of the routine is dependably the same and all the more unmistakably flags the open door for the reward. e.g. After hands are dry, the undertaking is done (and remunerated) However, diverse learners might be pretty much fruitful with contrast techniquesSlide 27
Is this a forward, in reverse, or aggregate errand chain?Slide 28
Direction o f Instruction Instructional Step Untaught Steps Mastered StepSlide 29
Direction o f Instruction Instructional Step Untaught Steps Mastered StepSlide 30
Direction o f Instruction Instructional Step Untaught Steps Mastered StepSlide 31
Direction o f Instruction Instructional Step Untaught Steps Mastered StepSlide 32
Total Task Chain All means in the chain are educated at the same time, when contrasted with slowly and carefully to foundation in forward and in reverse binding. Frequently utilized when the understudy has aced a large portion of the means in the chain. This sort is frequently utilized as a part of professional/group guideline.Slide 33
Total Task ChainSlide 34
Total Task Chain Examples: Clearing table, making sandwich, brushing teeth, looking for basic supplies, vacuuming rugs, clearing floors, washing and drying garments, riding the transportSlide 35
Check for Understanding Practice with a companion as an understudy Teach saying the letters in order as a forward chain - start to pull back verbal prompts utilizing a period delay* on the A, (help understudy say B through Z), then AB (help understudy say the entire letter set C through Z), then ABC (help the understudy say D through Z) *See data on "Time Delay" in this PowerPointSlide 36
Check for Understanding Practice with an associate as an understudy Teach saying the letters in order as in reverse chain - start to pull back verbal prompts utilizing a period delay* on the Z, (help understudy say A through Y), then YZ (help understudy say the entire letter set A through X), then XYZ (help the understudy say A through W) * See data on "Time Delay" in this PowerPointSlide 37
Check for Understanding Practice with an associate as an understudy Teach saying the letters in order utilizing an aggregate errand approach. Just give verbal prompts on letters the understudy is experiencing issues expressing accurately. For example, the understudy may say "elemeno" rather than L,M, N, O. Have the understudy say the letter set beginning to end, yet verbally incite the right letters before the mistake happens. Bit by bit pull back the verbal prompts.Slide 38
Step 4 Prompts and Prompt FadingSlide 39
Step 4: Determine the best prompts and layout a methodology for blurring prompts out. Arrange the becoming dull of included offer assistance.Slide 40
Prompts Enable Errorless Learning Full physical prompts Partial physical prompts Gesture Verbal prompts Indirect prompts Visual promptsSlide 41
An incite is additional data that you give to an understudy that helps them take in some ability. It is likewise intended to be transitory. The objective of provoking ought to be to help the understudy take in some expertise with the goal that they can then play out that aptitude freely. Amy PetersSlide 42
eventually, all understudies will require some type of inciting Careful provoking is most imperative with understudies with direct, extreme or significant inabilities This is on account of these understudies are more at hazard for getting to be subject to the help gave Amy PetersSlide 43
There are heaps of various sorts of inciting. Distinctive strategies are suitable for various circumstances and understudies. Amy PetersSlide 44
Verbal inciting is when Spoken signs are given to an understudy that educate an understudy to play out a specific movement Verbal prompts are generally combined with different sorts of provoking and it can be hard to blur The understudy must have the capacity to comprehend and take after verbal bearings Amy PetersSlide 45
Verbal Prompts can be useful for: Teaching the marking of activities (e.g., "check plan") Creating a verbal "chain" so that a youngster can self-talk the means of the chain (e.g., Annie can take in the letters of her name are "A… n… .n… i… e")Slide 46
The understudy duplicates the action(s ) of someone else playing out the coveted conduct The understudy must have the capacity to mimic and Modeling is normally matched with different sorts of provoking Modeling is when Amy PetersSlide 47
physical inciting from someone else It is best when the guide signals the learner from behind Types of manual direction incorporate Hand over hand Forearm and Shoulder It can be utilized as a part of the nonappearance of different sorts of inciting and it is the most effortless to blur. Manual direction is Amy PetersSlide 48
Used in blend with different sorts of inciting It is utilizing some activity to signal the learner like Pointing Nodding Motioning Approving or disliking looks This type of provoking might be hard to blur Gestural inciting is generally Amy PetersSlide 49
Textual prompts are Written types of data or guidelines They incorporate things like Checklists Scripts And pictures Amy PetersSlide 50
Spatial provoking is Arranging the materials to highlight the right reaction A case in classroom may say to an understudy to "get out your blue envelope" and the blue organizer is on top of alternate materials within the understudies work area Amy PetersSlide 51
When picking the right incite there are a few things to consider. The educator must consider the earth and the sort of learner that the understudy is. It is imperative to thoroughly consider the procedure, as well as record the procedure on paper. Amy Pet
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