Margaret Drost
Instructional Strategies
The idea of evidence based practices is to make sure to include an area of focus for each lesson plan, "Evidence-based practices (EBPs) – which include activities, strategies, and interventions – are “derived from or informed by objective evidence—most commonly, educational research or metrics of school, teacher, and student performance”". This being said, the reason for evidence based practices is to keep the lessons on a straight path and keep track of students progress in different learning areas.
Systematic Instruction
Systematic Instruction is helpful in cases of low incidence disabilities, due to the fact that it helps teach life skills, along with separating learning plans into smaller parts, which helps to focus on the problem behavior. Amy Asherman, a phycology expert states, "This approach helps students understand what they need to do to complete a task or achieve a goal", with this we can infer that using systematic instruction helps a student and their professional to learn more on their behavior plan and identify the problem area with ease. Systematic instruction can also help a student or young adult to work on life skills that they may need more focus on. For example, when a student that has a speaking indifference, they may need extra help making friends, and working with peers for collaboration aspects, in which case professionals would bring in systematic instruction to help make an impact on this problem and set aside a plan of action to help improve this area.
Prompting
The various prompting skills used for behavior improvement or to increase the likelihood of a skill happening. For example trying to teach a student to stay seated in his chair for an extended period during lesson.
Gestural Prompt- directing using your hand to pointing at the child and then pointing to his chair to sit down without using any verbal demands.
Full Physical Prompt- directly guiding the straying child to his seat to be sat back down.
Partial Physical Prompt- going to the child and nudging them toward the direction of their seat but letting them walk there on their own.
Verbal Prompt- asking them verbally to please sit back in their seat and offering them assistance if any is needed.
Visual prompt- have a photo on the wall of a child sitting in their chair along with other rules and directions on other skills, and when the student is out of their seat you simply point to the image on the wall where they then should hint to the proper behavior.
Positional Prompt- Positioning them in an area that would leave them with little to no distractions for getting out of their seat.
Task Analysis
Task analysis is used in a classroom to teach a student a skill in which takes different steps. "Task analysis (TA) is a practice often used in the classroom to teach multi-step skills or behaviors related to academics, communication and social skills". This means breaking down a skill or task into different steps/parts so that a teacher can identify the area a child is getting stuck on. For example, washing your hands, teachers will hang a small sign next to a sink in a step by step task analysis in which case a child would work through the different steps, and use them to make sure they checked off all different steps while washing their hands in order for proper hand washing.
Essential Elements with Michigan Range of Complexity
Strategies for Setting High-Quality Academic Individualized Education Program Goals
Designing the IEP: Measuring and Reporting Progress Toward Mastery of Annual Goals
Response To Intervention – RTI Resources
Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals
National Institute for Direct Instruction