## 11/5/2021 # Welcome! Thank you for joining us! The webinar will begin shortly. The Basics of Delivering Systematic Instruction Presented by Belva C. Collins, Ed.D. Webinar Tips: 1. Close any applications that use bandwidth or resources on your device. 2. To submit a question, click "Questions" in the webinar panel and type in your question. 3. To minimize the webinar panel, click the orange arrow in the upper left of the panel. 4. If you experience computer audio issues, you can switch to "Phone call" in the "Audio" section of the webinar panel and use the dial-in information provided. **Systematic Instruction for Students With Moderate and Severe Disabilities, 2e** The accessible, up-to-date text today's teachers need to succeed in inclusive classrooms and improve outcomes for students with moderate and severe disabilities. [Systematic Instruction for Students With Moderate and Severe Disabilities, 2e](https://bpub.fyi/SystematicInstruction2e) --- # Overview of Our Chat What is systematic instruction? What are the systematic response prompting procedures that are supported by research? How can systematic instruction be used to teach meaningful core content? How can systematic instruction be embedded in inclusive settings? How can systematic instruction be used in a virtual environment? ## Two Types of Systematic Instruction - **Stimulus prompting** Red Red Red Red - **Response prompting** Verbal directions, gestures, models, physical guidance **Focus of this Presentation: Response Prompting Procedures** ## Response Prompting Procedures Supported by research for over 50 years: - Evidence-based and research-based - All types of disabilities - All age groups - All types of skills - All types of settings - All types of instructors Recognized as a high leverage practice --- ## Based on Applied Behavior Analysis ### Instructional trials - Antecedent - Behavior - Consequence **Or** - Stimulus - Response - Consequence **Example**: Teacher direction → correct response → praise or good grade ### Nearly Errorless Learning Prompts added to instructional trials to facilitate correct responses: - **Stimulus Prompt → Response → Consequence** **Example**: Teacher direction → guidance → response → praise or error correction ## Response Prompting Procedures - Graduated Guidance - Most-to-Least Prompting - System of Least Prompts - Time Delay - Constant or Progressive - Simultaneous Prompting --- ## Graduated Guidance - Physical prompt shadows learner’s movement until momentary assistance needed **Example**: Shadowing movements while teaching learner to write name or tie shoe, providing physical guidance as needed. ## Most-to-Least Prompting - Hierarchy of prompts: Starts with most intrusive prompt until criterion is reached, then moves to less intrusive prompts across sessions as criterion is reached at each level, ending with independence. **Example**: Teaching independent self-nourishment: 1 week physical, 1 week model, 1 week verbal, 1 week independent. ## System of Least Prompts - Start with least intrusive prompt until criterion is reached; moves to less intrusive prompts within trials until correct response is performed. **Example**: Facilitating participation in a science experiment: Independence → verbal prompt → model prompt → physical prompt. --- ## Time Delay - Single controlling prompt; 0 seconds to perform correct response before prompt during initial trials; moves to larger intervals of time to perform before prompt across sessions. **Example**: Teaching vocabulary words during shared reading. ## Two Types of Time Delay - Progressive time delay: Slowly increases delay interval before prompt over time. - Constant time delay: Increases to preset delay interval before prompt and remains there. ## Simultaneous Prompting - Single controlling prompt with daily probe trials to assess independent correct response; subsequent daily training trials with immediate prompting to perform correct response. **Example**: Math lesson. Probe with problem, then provide guided instruction if needed. --- ## Myths About Systematic Instruction - Systematic instruction can only be used in a one-to-one format. - It can only be used by a trained special education teacher. - It can only be used in a segregated special education setting. - It can only be used to teach functional skills or flash cards. ## What the Research Says - Systematic instruction can be used in a one-to-one or group format. - It can be used by anyone who is trained in the procedures. - It can be used in any setting. - It can be used to teach core content and complex skills. --- ## Trial Formats - DISCRETE TRIALS - CHAINED TASKS - Single step - Multiple steps ## Instructional Formats - Massed Trials - Spaced Trials - Distributed Trials --- ## Systematic Instruction-Inclusive Settings ### EMBED TRIALS OF CORE CONTENT IN ACADEMIC LESSONS - Teaching numeral recognition and basic calculations while solving math problems in group shopping for materials for class lesson project. ### EMBED TRIALS OF FUNCTIONAL CONTENT IN ACADEMIC LESSONS - Teaching budgeting while teaching algebraic equations. --- ## Making Relevant and Meaningful Connections **Nontargeted Information** - Content that is not directly targeted for specific instruction can be used as instructive feedback during consequence of trials. **Example**: Adding information on healthy lifestyle choices to science lesson on genetics. ## Examples from the Research - Elementary sentence construction using technology (Pennington et al., 2014) - Elementary geometric shapes and characteristics (Orihuela et al., 2018) - Middle physical education skills and core content (Park et al., 2020) - Middle school health core content embedded by general education teachers (Tekin et al., 2017) - Middle school science core content embedded during leisure time with peers (Fetko et al., 2013) --- ## Virtual Systematic Instruction **Trained instructors** - General or special education teachers, paraprofessionals, peers, caregivers, related service personnel **Instructional technology** - Direct instruction - Video prompting and video modeling **Assistive technology** - Communication, motor, and hearing impairments --- ## Take Aways 1. Response prompting procedures are a type of systematic instruction based on applied behavior analysis. 2. Response prompting procedures are supported by a large database across disabilities and age groups. 3. There are five types of response prompting procedures that are both effective and efficient. 4. A variety of instructors can use response prompting procedures to teach meaningful core content in inclusive settings. 5. Response prompting can be adapted for virtual instruction.