11/5/2021

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The Basics of Delivering Systematic Instruction Presented by Belva C. Collins, Ed.D.

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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. https://bpub.fyi/SystematicInstruction2e

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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
• 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 the most intrusive prompt until criterion is reached.
Moves to less intrusive prompts across sessions as criterion is reached at each level.
Ends with independence. Example: Teaching independent self-nourishment - 1 week physical, 1 week model, 1 week verbal, 1 week independent

System of Least Prompts

Hierarchy of prompts starts with the least intrusive prompt until criterion is reached.
Moves to less intrusive prompts within trials until the correct response is performed. Example: Facilitating participation in 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 present delay interval before prompt and remains there.

Simultaneous Prompting

Single controlling prompt: Daily probe trials to assess independent correct response.
Subsequent daily training trials with immediate prompting to perform correct response.
Probe-training sequence continues until criterion met in daily probe trials.

Myths About Systematic Instruction

Systematic instruction can only be used in a one-to-one format.
Systematic instruction can only be used by a trained special education teacher.
Systematic instruction can only be used in a segregated special education setting.
Systematic instruction can only be used to teach functional skills or flashcards.

What the Research Says

Systematic instruction can be used in a one-to-one or group format.
Systematic instruction can be used by anyone who is trained in the procedures.
Systematic instruction can be used in any setting.
Systematic instruction 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
• EMBED TRIALS OF FUNCTIONAL CONTENT IN DAILY ROUTINES

Making Relevant and Meaningful Connections

Nontargeted Information

• Content that is not directly targeted for specific instruction
• Can be used as instructive feedback during the consequence of trials
  Example: Add 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 characteristic (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)

Examples from the Research (cont.)

• Secondary Pythagorean theorem taught with video anchor (Creech-Galloway et al., 2014)
• Secondary algebra and biology skills taught by paraprofessional and peers in inclusive settings (Heinrich et al., 2016)
• Secondary listening comprehension and communication with technology and peer involvement (Collins et al., 2019)
• Secondary biology content on genetic core content with links to healthy lifestyle (Riggs et al., 2013)
• Secondary biology photosynthesis core content in school greenhouse (Collins et al, 2017)
• Secondary group reading comprehension, algebra, and physics core content embedded during consumer science cooking activity (Karl et al., 2013)

Virtual Systematic Instruction

Trained instructors

• General or special education teacher, paraprofessional, peer, caregiver, related service personnel
  Instructional technology
• Direct instruction
• Video prompting and video modeling
  Assistive technology
• Communication, motor, and hearing impairments

Take Away Number 1

Response prompting procedures are a type of systematic instruction based on applied behavior analysis.

Take Away Number 2

Response prompting procedures are supported by a large data base across disabilities and age groups.

Take Away Number 3

There are five types of response prompting procedures that are both effective and efficient.

Take Away Number 4

A variety of instructors can use response prompting procedures to teach meaningful core content in inclusive settings.

Take Away Number 5

Response prompting can be adapted for virtual instruction.