The Teaching Opportunity in Action
What are 3 prompts on the prompt hierarchy?
gesture, verbal, visual, model, part manual, full manual
A child’s parent wrote in the notebook that the child did not sleep well last night. Where would this information go on the ABC datasheet?
Setting event (sets the child up; may put child in bad mood)
What are 2 forms of communication that can be taught/used during FCT?
verbal language, gestures, sign language, individual picture icons, etc.
Staff preventing Suzie from leaving circle time is an antecedent to Suzie hitting Johnny. What would you do during the next circle, in addition to protecting/distancing Johnny?
Prompt a break based on duration or precursors (that is, before you think the behavior will occur), change the activity, increase motivation to participate, etc.
What are 2 types of data on problem behavior that you might take in your classroom?
scatterplot, frequency, ABC data, duration
What tool assesses how to effectively gain a child’s attention?
Gaining Attention Checklist
Define the term "antecedent."
The event (something you heard or saw) in the environment that precedes a behavior.
The event that you think was most likely the trigger, especially something that just changed (e.g., the teacher just asked the student to wash their hands).
How can you contrive the motivation for a child to request a toy?
You observe that Luca is no longer reinforced by the items in his transition bag when transitioning from the playground. You are struggling to find new reinforcement items. What would you do to prevent future problem behavior?
Conduct a new preference/reinforcer assessment
What is the difference between an antecedent and a setting event?
An antecedent is an event in the environment that directly precedes a behavior.
A setting event is something that could affect a person's "mood" and potentially influence behavior that can occur earlier in time (e.g., lack of sleep, illness, missing breakfast).
What are 2 prompting/teaching procedures you might use with a student?
simultaneous prompting, most-to-least, least-to-most, time delay
Explain what is wrong with this antecedent: "The student was bored at circle."
The sentence does not describe what was going on in the environment around the student.
This information would go in the child behavior section, BUT the sentence does not include what you saw or heard that made you think the student was bored (e.g., the child sighed).
What are 2 ways to ensure a child is motivated to use FCT (e.g., the child is motivated for a break)?
Contrived - Ask the child to do something associated with problem behavior.
Natural - See the child being asked to do something associated with problem behavior (e.g., writing their name).
Nancy has requested to watch "Danny Go" while you are in the middle of small groups. What would you do to delay access to the request?
Soften the blow: acknowledge the request and communicate when the student will have access to the video (e.g., use the schedule, timer).
Avoid saying, "It's not time for that," "We're not doing that right now," etc. (These are major triggers to problem behavior.)
**DAILY DOUBLE**
How would you respond if the student requests a song that is not appropriate for Plex?
The students have been taught to transition when the timer goes off. Today, when the timer went off, Miss Nikita said, "Oh, I hear the timer!" Which of the bolded statements is the target stimulus, and which is the cue?
Target stimulus = timer went off. The timer signals that it's time to transition.
Cue = "Oh, I hear the timer!" This phrase highlights that the target stimulus occurred.