Lesson Plan / Written Instructional Program

See page 36 in the manual for example. Delete all red, and use descriptive title (change
title) when submitting.

Student: _______________________________________ Date: _____________________

Objective Reinforcement
Objective: (Where is this lesson headed? Link to Type:
core and/or IEP goals)

Functional Routine: (When during the day will Schedule of delivery:

this skill be used? Maximize opportunity to
respond)
Program Steps Error Correction
Specify here the instructional sequence. Include
baseline data as attachment. Stop:
For Discrete Skills, indicate sequencing
strategy: Concurrent (all items presented Back-step/Repeat the cue:
randomly across trials), or Cumulative
(building distractor variables across trials).
Prompt: Back up to previous level of assistance
When using a behavior chain, include task
analysis as an attachment.
(Also consider branching the task analysis, additional
Total tasks are used when instruction and prompts, changing reinforcement pre-correction/pre-
reinforcement happens during more than rehearsal or additional practice outside the chain at
one point in the chain (common for motor another time)
tasks like toileting).
Select one:
Discrete Forward Backwar Total
Skill Chain d Chain Task

Location/Setting Criteria for Moving to Next Step

Include grouping format: 1:1, small group (2-3
students), large group, whole class. Indicate if
there are naturally occurring opportunities to
practice the skill.
Materials Needed Prompt Strategy
In consideration of the baseline data, specify here
what the appropriate controlling prompt(s) will be to
begin.
Types include picture/written prompts, physical
assistance, physical prime, model, gesture, direct
verbal, indirect verbal, independent.
Mark below to indicate fading procedure
Most-to-Least and Time Delay are typically
best during acquisition, and Least-to-Most is
best during maintenance.
Use Time Delay for students who are prompt
dependent.
Select one:
Most-to-Least Least-to- Time Delay
Most Progress Consta
ive nt

Instruction Generalization
Instruction/Cue: Stimulus Factors:

Naturally occurring cue for the behavior: Response Factors:

Include data sheet that will be used during
implementation.
Student Response/Behavior
Include the performance demands that delineate
a range of variation.
Special Considerations
Any factors could be included here. One such item
for consideration is how often to implement: Massed
(back-to-back), spaced (trials during one activity),
distributed (across multiple activities).