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What
is systematic instruction?
Systematic instruction is a method of teaching where the same set
of procedures is used over and over on a continuous basis to teach
the same information or a specific skill. When we use systematic instruction,
it is very important that we use the same procedures or steps each
time we teach. Each person who is providing that instruction must
be trained, so that the same procedures are followed and the student
knows what to expect every time. The student’s progress with systematic
instruction is recorded on data sheets.
Why do we use
it?
Research has shown that when teaching students with multiple and severe
disabilities, precise and repeated instruction of the same material/skill
leads to quicker mastery of the material/skill. Some students may
master the material/skill very quickly, and other students may take
months or years to master the skill or learn the material.
Listen & Learn
During your peer tutor training, the teacher will demonstrate types
of systematic instruction, and have you practice using several of
those types. You need to make sure that you understand everything
that the teacher shows you. Make sure that you observe the teacher
performing the steps, and that you then practice with the teacher
watching you. If you do not understand, ask questions. As you begin
to use systematic instruction routinely, you will feel more comfortable.
If at any time you have any questions, please ask.
Terminology
Least-to-Most (L-to-M):
This is a type of systematic instruction where a prompt hierarchy
is used to teach material. A prompt is the help that is given. The
prompt hierarchy that is frequently used is Independent, Verbal, Model
or Gesture, and Physical. In this type of instruction, the first step
is to deliver the request or stimulus. A stimulus is the request for
information, or the cue that it is time to perform a task. After the
stimulus, the instructor waits a pre-determined amount of time (e.g.,
five seconds). If the student performs the step independently, then
an I (Independent) is recorded on the data sheet. If the student does
not perform the step independently within the predetermined time,
then a verbal prompt is delivered. If the student performs the step
after this prompt, then a V (Verbal) is recorded. If the step is not
performed correctly within the time interval, then a model or gesture
prompt is delivered. If the step is performed correctly within the
time interval at this level, an M is recorded. If the step is still
not performed correctly within the time interval, then a physical
prompt is delivered and a P is recorded. If the student needs a physical
prompt, the teacher or para-educator should be conducting the instruction.
A peer tutor should not be delivering any type of physical prompt.
With this type
of systematic instruction, a task analysis is developed and used.
A task analysis is the process of breaking down a behavior into smaller
parts. The best way to develop a task analysis is to observe someone
performing a task and write down every step that is performed. A task
analysis makes a task easy to replicate and teach. A teacher can determine
what parts of the task the student has difficulty performing and then
those steps can be broken down and taught systematically. Examples
of things that can be taught using L-to-M are going through the lunch
line, filling a pop machine, operating a VCR, cleaning, cooking, doing
the dishes, getting dressed, etc...
When first using
this procedure, it can be difficult. Make sure that you fully understand
the different types of prompts that are being used and make sure that
the steps of the task analysis are clearly defined and in the correct
order. Also, always be sure to wait the correct time interval at each
prompt level, so that the student has time to begin that step. If
a student starts to make an error, you should tell the student to
stop and then give him or her or the next prompt in the sequence (e.g.,
if a student starts to make an error with a verbal prompt, stop the
student and immediately give him or her the model prompt). Finally,
when you give a student a model prompt, be sure to repeat the verbal
prompt, too. That will enable the student to associate what you are
showing him with the verbal directions for that step.
Below are instructions
and forms for providing and recording the systematic instruction called
Least to Most Prompts:
Least
to Most Prompts Information Sheet
Least
to Most Data Sheet
Time Delay:
During this type of systematic instruction, the stimulus, or request
for information, is delivered and then the instructor waits a pre-determined
amount of time. If the correct answer is not given in the amount of
time, the instructor then delivers the correct answer. With time delay,
there are not several different types of prompts (e.g., verbal, model,
physical) to give. The only prompt is the correct answer. There are
several different types of responses that the student can give, so
the teacher will have to review them with you and how to respond in
each situation. For example, the student could get the answer right
in the pre-determined amount of time, or the student could make a
wrong response in that time interval. Your teacher will show you how
to respond in each of these situations. Or the student could get the
answer right after your prompt but past the pre-determined time frame
(that is, the student correctly repeats your answer, but takes too
long to do it), or the student could make an incorrect answer past
the pre-determined time frame. Examples of things that can be taught
using time delay are sight words, definitions, math facts, history
or social studies facts, etc.
Below are instructions and forms for providing and recording the systematic
instruction called Constant Time Delay:
Constant
Time Delay Inofrmation Sheet
Constant
Time Delay Data Sheet x10
Constant
Time Delay Data Sheet x20
Consequences and Reinforcement:
Reinforcement is how you respond after the student has performed or
responded to a task direction. There are two broad types of consequences,
positive reinforcement for a correct response or behavior and punishment
for an incorrect or inappropriate behavior. As a peer tutor, you should
never deliver punishment, and in fact, punishment should be rarely
used by anyone! Whenever the student does what has been requested,
you should deliver positive reinforcement. Positive reinforcement
allows the student to know that he/she has done the correct thing.
Even if you have not given the task request, if the student does something
good, then deliver positive reinforcement. If positive reinforcement
is delivered at the right time, it could change a behavior. Many times,
if a student is performing a behavior that needs to be changed, then
the teacher will use positive reinforcement to change the behavior.
Every time that student does the correct, or desired, behavior, then
the teacher provides positive reinforcement. The assumption is that
the student will want the positive reinforcement and then will start
performing the correct behavior more often. Positive reinforcement
could be many different things. It could be a pat on the back or shoulder,
a smile of approval, a ‘thumbs up’ sign, a verbal word of good job,
or a ‘high-five’.
Baseline:
Whenever instruction on a new skill or set of information begins,
baseline is conducted. If you have not been taught how to conduct
baseline, then do not do it without instruction from the teacher.
Baseline is like a pre-test to see if the student already knows the
material that is going to be taught. If the student knows the material,
then it does not have to be taught. There are several ways for conducting
baseline, and some teachers will do up to three baseline sessions
before a skill is started. During baseline, typically no prompts are
given and no reinforcement is delivered for correct responses, though
students are usually reinforced during baseline for working hard and
attending. In baseline, the stimulus, or task request, is delivered.
The instructor then waits for the student’s response. That response
is then recorded on the data sheet. If the student makes an incorrect
response, then the correct answer is not given. The student has to
be reminded that this is just a test and that the correct answer will
not be given. Students may expect the correct answer to be given,
especially if they have received a great deal of systematic instruction
in the past!
Generalization:
After the student has reached the teacher’s criteria for mastering
the skill, the teacher will then see if the student can generalize,
or transfer, the skill to different people, tasks requests, or settings.
This is very important, in that many students with severe disabilities
have difficulty in generalizing what they have learned to new situations.
Depending on what is being taught, the teacher may have a peer or
another teacher (or even a stranger to the student) do the instruction
with the student. The teacher may arrange for the student to do the
skill in different settings. If the student has been learning to cook
using the microwave in the classroom, then the teacher may take the
student to the home ec room or to the teacher’s lounge, or even to
the student’s home, and perform the skill there. Many times, students
can master the skill in the classroom, but when it comes time to perform
the skill in other locations, the student has considerable difficulty.
Once the student can perform the skill across different people, settings,
and materials, then the student will move on to maintenance phase
of learning.
Maintenance:
After the student has reached criteria, or the goal, for a skill and
the student has been able to generalize, or perform, the skill with
different people or in different settings, then it becomes important
to insure that the student is able to maintain the skill. Maintaining
what we learn is important for all of us! For students with significant
disabilities, the purpose of maintenance is to make sure that the
student can maintain the skill over time without daily instruction.
In this phase, the teacher typically sets up a schedule for periodically
having the student perform the skill. The schedule may start out with
instruction being once every two weeks, and then once a month. If
the student maintains the criteria or goal over a period of time,
then it can be said that a student has mastered a skill. Of course,
maintenance can be improved by selecting skills for instruction that
students need to perform on a daily basis; if we choose to teach skills
that are frequently demanded in daily life, and then students will
have many natural opportunities throughout the day to practice maintenance!
When should I
stop doing instruction and give it over to the teacher?
A peer tutor can be a great instructor for systematic instruction
(Miracle et al. 2001). Often, students learn more from their peers
then they do from the teacher! You have probably had that experience
yourself, when one of your friends was able to explain something from
your class so that you could understand it in a way better than your
teacher could. But there are times when a peer tutor should not be
delivering the instruction.
Any time that there will be a behavior issue, the peer tutor should
not be doing the instruction. Any time that the student may need a
physical prompt, the peer tutor should not be doing instruction. Any
time that the peer tutor does not understand what to do, the peer
tutor should not be doing instruction. If the peer tutor does not
know what to do, then it is time to go to the teacher. It is too important
for our students that we teach consistently and accurately – never
teach when you are unsure of what you are doing. Even the data sheets
are very important – they are the records of what a student is learning,
and can become part of students’ official records. Treat them with
confidentiality and with seriousness; they are just as important as
any student’s grades.
*ACTIVITY*
The
activity for this section is to take the blank task analysis
data sheet (provided as an attachment) and develop a task
analysis for a daily living activity. The activity can be
anything that you do on a regular basis. Remember that the
easiest way to develop a task analysis is to observe someone
doing the skill and write down each of the steps.
You should first write the steps on a piece of paper, as you
may need to make changes. After you have written the steps,
then ask a different person to perform each step as you read
it. During this part, you will notice if a step has been left
out. After you write out the steps of the task analysis, turn
it in to the teacher. Be sure to be accurate! Your teacher
may ask you to walk her/him through the task with the steps
that you have written down.
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