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Levels of Prompting
Paraeducator Training Series
AIU 3
adapted from Lifelines, LRConsulting, Katy, TX
Local Policy
The
Natural Cycle of Behavior:
Case scenarios
Learner Outcomes
Participants will:
Identify instructional concepts (cues/prompts,
modeling, shaping, wait time, use of reinforcers,
and fading of support).
Apply these instructional concepts to scenarios
as strategies to teach independence.
Apply strategies to instruction.
Student Independence
What is it?
Why build it?
What does it look like?
What is my role in building student
independence?
Our Goal
What is it?
Students
need a supportive environment to function
successfully in schooland later in the
workplace. A supportive environment enables
them to capitalize on their strengths and
minimize or cope effectively with their
weaknesses (Larkin, 2001)
Student Independence
What is it?
Builds self-esteem
Motivates a student to achieve
Social acceptance
Teach independence
Defined
Essential Features
Interaction takes place in a collaborative
environment and honors the childs intentions
Expectations are developmentally appropriate
Support is gradually withdrawn as skills are
gained
The child internalizes the knowledge and
becomes independent
Scaffolding Instruction
Guidelines for Implementation
Identify what the student already knows
Begin with what the student CAN do
Example:
Do you remember the 9/10 strategy
we learned yesterday?
Strategies to build
independence
Modeling
To demonstrate a behavior or completion of a
task for the learner
Example:
25 50 75 $1.00
Strategies to build
independence
Shaping
To teach a behavior or task by providing cues,
models, and consequences for steps
demonstrated gradually until the final behavior
or task is learned
Example:
Example:
Question (wait 20 seconds)
No response? Rephrase the question.
Strategies to build
independence
Fading
A gradual reduction of cues/prompts and extrinsic
(outside) reinforcers as the student demonstrates
desired behavior or task
Example
Strategies to build
independence
Reinforcers
Any action or event that increases the likelihood that
a behavior will occur
Positive Reinforcer
Adding something desirable
Example: You have earned extra free time!
Negative Reinforcer
Taking away an aversive
Example: You only have to finish the first half of the
worksheet
Strategies to build
independence
Reinforcers
Reinforcers that occur naturally
Directions:
With a partner, read the scenarios and
determine which type of support has been
offered to the student. Check the column of the
appropriate strategy. I will model one for you!
Making Connections to the
Classroom Activity: I do!
Reinforcer
Independence
Natural or Imposed Cue: The Natural Cycle of Behavior
Strategy for Independence
Expected Behavior:
Reinforcer
Auditory Cue
Visual Cue
Tactile Cue
Natural Cue: The Natural Cycle of Behavior
Its Raining Outside
Reinforcer:
Give an option.
Student Stays Dry
Tell the student what action
to take.
Student connecting the natural
cue, behavior, and intrinsic Physically guide the student
reinforcer?
No through the process.
No
No
ACTIVITY
Natural Cue: The Natural Cycle of Behavior
Its 10:00 Math Time
No
Model steps
Reinforcer:
Student participates in math lesson
Have student complete initial
or final step
Student connecting the natural
cue, behavior, and reinforcer?
No
Participants will:
Identify instructional concepts (cues/prompts,
modeling, shaping, wait time, use of reinforcers,
and fading of support).
Apply these instructional concepts to scenarios
as strategies to teach independence.
Apply strategies to instruction.
References
Lifelines, LRConsulting, Katy, TX. Further information is available at
www.lrconsulting.com.
Beed, P., Hawkins, E., & Roller, C., (1991). Moving learners toward
independence: The power of scaffolded instruction. The Reading Teacher
(44) 9, p. 648-655.