Revising

Your Assessment

10/13/2014

Tonight:

Quiz 5

} Review

Quiz 5
} Q&A Chapter 7 (Performance Monitoring)
}

} Review

correct responses
} Questions?

Quiz 6 will open after class, you have until next

Thursday at 4:00 to complete

} Future

Quizzes
} Syllabus changes
} Lecture: finish up Teaching an AAC system
}
}

Mand modeling
Naturalistic time delay

} Assessment

Draft

Chapter 7 - Performance Monitoring

} Steps
1.
2.
3.
4.
5.
6.

in PM:

Write behavioral objective

Choose measurement system
Create performance monitoring form
Display PM info
Analyze Performance Info
Develop Procedures to monitor intervention integrity
and response reliability

Chapter 7 - Performance Monitoring

} Measurement
1.
2.
3.
4.
5.

systems look at:

Frequency
Duration
Latency
Topography (different forms of behavior)
Magnitude

Revising Your Assessment

10/13/2014

Quiz 6

Quizzes 7 - 11

} Ch

} In

7 - Performance Monitoring

Quiz 6 will open after class, you have until next

Thursday at 4:00 to complete

class

} We

will spend start of class reviewing readings

and you will have an opportunity to ask questions

} Quiz

will immediately follow

} Turn

in completed quiz, to be graded and

returned following week

Syllabus changes
} Due

date changes (later)

} Topical

outline changes to remaining Performance

Assessments
}

Performance Assessments will resume for Group A on

10/27 and Group B on 11/3

} No

Performance Assessment week 8 (10/20)

} Revised
}

syllabus will be posted by 10/15

Mand-Modeling
A Quick Guide for Implementation

Print and bring to next class (10/20) after Autumn

break

Revising Your Assessment

10/13/2014

We will discuss:

Milieu Strategies

} What

Modeling

Mand
Modeling

Incidental
Teaching

Naturalistic
Time Delay

What About Mands?

} The

term mand as it is used in this procedure

does not refer to the requesting of the student
} The mand in Mand-Model refers to the verbal
behavior of the teacher with the student as the
listener
} Teacher: tell me what you want

about mands?
} What is mand-modeling?
} Why use mand-modeling?
} Steps of implementation
} Case example/Role Play

What is Mand-Modeling?
} This

procedure focuses on the generalization of

previously acquired language rather than the
acquisition of new language
} Builds on the modeling procedure by facilitating
independent communicative intention by the
learner
} The initiation of learning opportunities is made in
part by both learner and the teacher

Revising Your Assessment

10/13/2014

Flow Chart of Mand-Modeling Steps

Why use Mand-Modeling?

} To

focus on the generalization of previously

acquired language (from modeling) rather than the
acquisition of new language
} To teach turn-taking skills
} To teach the student to provide information upon
verbal request or instruction
} To teach the learner to respond to a variety of
adult-presented cues

1. Arrange the environment so that it allows for

communication opportunities
2. Wait until the learners focus indicates the need to
communicate.

3A. Reinforce the correct response

(descriptive praise + access to item or activity)

3B. If the learners focus signals an opportunity for an

instructional trial and the learner failed to initiate a
response, provide a mand to cue the learner to
communicate
4. Wait 3-5 seconds for the learner to imitate the target
response

5A. Reinforce the correct response

(descriptive praise + access to item or activity)

5B. If the learner fails to respond or responds incorrectly,

model the response for the learner.
6. Wait 3-5 seconds for the learner to imitate the target
response

7a. Reinforce the correct response

(descriptive praise + access to item or activity)

7b. Provide access to the item or activity even if the

learner did not
provide the target response

Mand-Modeling Steps for Implementation

Mand-Modeling Steps for Implementation

1. Arrange the environment so that it allows for

communication opportunities. Examples include;

2. Wait until the learners focus indicates the need

to communicate

} Keeping

the learners favorite toy in view, but just

out of reach
} Giving a learner a bowl of cereal, but not a spoon
} Keeping lemonade in view of a thirsty learner

} Learner

is looking at his favorite toy on the high

shelf
} Learner is trying to figure out how to eat his
cereal
} Learner is thirsty

Revising Your Assessment

10/13/2014

Mand-Modeling Steps for Implementation

Mand-Modeling Steps for Implementation

3A. If the learner initiates a correct response,

reinforce the learner
} Say, Yes! You can have a drink! Great job asking!,
while pouring a cup of lemonade for the learner

4. Wait 3-5 seconds for the learner to imitate the

target response

3B. If the learners focus signals an opportunity for

an instructional trial and the learner failed to initiate
a response, provide a mand to cue the learner to
communicate
} Hold the item in front of the learner and
say, Tell me what you want

Mand-Modeling Steps for Implementation

5a. Reinforce the learner for making the target
response
}

Say, Yes! You can have a drink! Great job asking!,

while pouring a cup of lemonade for the learner

} This

allows the learner time to emit the response

independently

Modeling Steps for Implementation

6. Wait 3-5 seconds for the learner to imitate the
target response
} This

5b. If the learner fails to respond or responds

incorrectly, model the response for the learner.

allows the learner time to emit the response

independently

tell me, drink

} say, drink
}

Revising Your Assessment

10/13/2014

Mand-Modeling Steps for Implementation

Role Play

How do you sign pencil in American Sign

Language?

7a. Reinforce the learner if the target response is made

}

Say, Yes! You can have a drink! Great job asking!,

while pouring a cup of lemonade for the learner

3 roles:
}
}
}

7b. Provide access to the item or activity even if the

learner did not provide the target response
}
}

Simply provide access

Provide limited access to item or activity to increase
opportunities for additional trials

Teacher
Student with a disability
Observer

Target behavior: using sign language to request a

pencil
} Creating opportunities: Ask student to do something
that would require a pencil (e.g., please write your
name at the top of the page).
} Studentsdo not demonstrate the correct behavior
until the final response interval (step 6).
}

Milieu Strategies

Modeling

Mand
Modeling

Naturalistic Time Delay

A Quick Guide for Implementation

Incidental
Teaching

Naturalistic
Time Delay

Revising Your Assessment

10/13/2014

Overview

What is Naturalistic Time Delay?

} What

} It

is a naturalistic time delay?

} Why use naturalistic time delay?
} Steps of implementation
} Case examples
} Role play and feedback

combines a naturalistic procedure for

communication with the time-delay procedure
previously described

Child is eating
cereal

Why Naturalistic Time Delay?

} This

procedure can be effective in facilitating a

generalized response, meaning that the student
will learn to communicate requests in a variety of
settings

} It

takes place in a natural settings where

communication will actually be used

Teacher
removes
spoon

5-second
delay

Student
requests
spoon

Teacher
verbally
reinforces
student and
returns spoon

Naturalistic Time Delay Steps for

Implementation

1. Interrupt an ongoing activity when there is an

opportunity to require the learner to communicate
} Hold

back a preferred crayon when learner is

coloring a picture
} Remove the spoon when a learner is eating a
bowl of cereal
} Remove batteries from a toy while a learner is
playing

Revising Your Assessment

10/13/2014

Naturalistic Time Delay Steps for

Implementation
2. Insert a delay interval by waiting a set number of
seconds for the learner to make a communicative
response. When first teaching the response, use a 0second delay.
}

Naturalistic Time Delay Steps for

Implementation

3A. Reinforce the learner if the target response is

made
} Say Good

job requesting! Here is the spoon you

need

When selecting a time delay, you may chose to use

}
}

a progressive time delay (beginning with 0 seconds and

slowly increasing the interval)
a constant time delay (beginning with 0 seconds and moving
to a set delay)

Naturalistic Time Delay Steps for

Implementation

3B. If the learner provides no response, deliver a

model prompt
me, I need my crayon
} Say, Tell me, I need my spoon
} Say, Tell me, I need those batteries

Naturalistic Time Delay Steps for

Implementation

4. Reinforce the learner if the target response is

made

} Say, Tell

} Say, Excellent!

Here is your spoon

Revising Your Assessment

10/13/2014

Role Play
3 roles: Teacher, student, and
observer
Teacher: Get out a pencil and paper
and play tic-tac-toe with the
student. Think about how you
could interrupt the activity to
require the learner to
communicate verbally.Your student
is currently working on vocal
approximations (e.g., first sound of
a word).
Student: Do not demonstrate a
target response until after a model
prompt is provided. Provide only
an approximation (e.g., first sound).

1. Interrupt an ongoing ac@vity when there

is an opportunity to require the learner to
communicate.
2. Insert a delay interval by wai@ng a set
number of seconds for the learner to make
a communica@ve response. When rst
teaching the skill, this should be a 0-second
delay. Later, increase to a 3-5 second delay
through progressive or constant @me delay.

Revising Your Communication

Assessment

3A. Reinforce the learner if the target

response is made.

Due next week!

3B. If the learner provides no response,

deliver a model prompt.
4. Reinforce the learner if the target
response is made.

Observer: Provide feedback to the

teacher.

Notes about feedback

What do you need to do?

} Some

1.

of you may be accustomed to only getting

generic positive feedback (e.g., Great job!).
} This is not the kind of feedback the helps you
become a better practitioner.
} You will receive critical feedback because we
genuinely want you to be the best practitioners
that you can be. We have invested an enormous
amount of time in this effort.
} Please embrace this feedback as an opportunity to
produce an excellent final product.

2.

3.

4.

Revisit the rubric. First look at the rubric alongside the

example paper. Then look at the rubric alongside your own
paper.
Read carefully through all of the feedback you received
from us. You must respond to all of this feedback in your final
draft. However, please note that it is your responsibility to
make sure you have done everything that you need to do to
meet the requirements outlined in the rubric.
Revisit the slides I am about to share about themes
across papers in this class. Be sure you have addressed
these issues, even if they were not explicitly noted in your
feedback.
Proofread carefully. Consider trading your final write-up
with someone else in the class so they are proofread with fresh
eyes.

Revising Your Assessment

10/13/2014

General Feedback
}

}
}

De-identify your student. Do not use any real names (use

pseudonyms) and do not use any actual school names (just describe the
type of school). Be sure to do this in both the supporting materials and
the write-up. Use search and replace
Use APA-style headings. See the example paper on Carmen and the
sample APA paper on the Purdue OWL website
You must document and describe attempts to verify four
form-function relationships. Write four separate paragraphs. In the
first sentence describe the form-function you seek to verify. Then
describe you process, the results, and you conclusions. Attach data
sheets and/or observation notes.
See the rubric for what is required for form areas. You must
provide definitions, a generic example, and then explain how this relates
to your student.
}
}
}
}

You dont have to be verbal to demonstrate syntax and grammar.

If the student makes vocalizations, this goes under phonology and morphology
Describe where the student is and how this area could apply to them in the
future, even if the student is not verbal.
Revisit readings for more information

More General Feedback

}

The conclusions and recommendations section is the most

important section in this paper. Demonstrate that you can make
recommendations and justify why they are good fit for the student based
on IPCA results. Consider the following:
} If this were your classroom, what additional information would you want
get?
} What changes would you want to make to the environment, including
the partner skills of the staff?
} What kind of vocabulary would he need to learn based on his
environment?
} Where, with whom, and for what kind of purposes might be need to use
that vocabulary?
} What should be the highest priorities for intervention?
} What are some examples of some interventions that might be effective?
Why did you pick these particular interventions? How do they align with
the student profile? Why did you pick these interventions over others?
Turn in all required documents in hard copy and on Carmen.

More General Feedback

}

}
}

}
}

Use the example paper as a reference, but you might write an

original paper. Put the sample paper aside before attempting to put things
in your own words.
Clearly organize each paragraph. Provide a clear topic sentence at the
beginning of each paragraph.
Be cognizant of your tone. You should feel good sharing your write-up
with teachers and parents. Accurately describe what you observe, but do
not editorialize or assign blame. Do give constructive feedback in your
recommendations about what teachers and/or parents could do.
Check how devices should be written. Its iPad. Not i pad, I Pad, IPAD,
ipad, or I-Pad. Use Google to help you.
Include References. Everyone should include the textbook and the
Sigafoos book. These are cited in APA format in your syllabus. Also, please
use in-text citations to support definitions.
} See the Purdue OWL website or the APA handbook for APA formatting.

Individual Feedbacks
} Will

be left in your Drop Box on Carmen

} MUST

turn in paper copy to receive feedback

10