Homework #3
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This document appears to be homework questions for a pre-practicum student. It asks 10 multiple choice questions about transitions, physical guidance of children, visual supports, Picture Exchange Communication System (PECS), reinforcement of prompts during self-care tasks, and use of prompt hierarchies for toileting. The questions cover appropriate practices for supporting children's independence, communication, and self-care skills in an educational setting.
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If a child bites you and breaks the skin, wash the bite with antibacterial soap and notify a teacher assistant (TA) immediately. The TA will help assess if further medical attention is needed and notify the child's parents. To prevent biting, inform staff if a child attempts to bite so they can monitor the behavior and warn others. If another child is bitten, notify staff right away.Playroom protocol
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While in the playroom with a child, a caregiver should interact with and praise the child, ensure safe play, provide structure and warnings before transitions, and reinforce appropriate behavior. A caregiver should not leave a child unattended, allow unsafe interactions with objects or other children, or ignore the child in favor of other conversations.General policies for group activities
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Tutors and students must sit in specific formations during group activities to provide multiple learning opportunities. Tutors must actively engage their student during music activities by prompting them to imitate actions and reinforcing approximations. During speech, the tutor's job is to keep the child on task and seated, prompting when needed by partially cueing the child to respond. At snack time, the tutor should sit behind the student and keep them in their chair, prompting from behind if the child does not attend to the communication board.Homework #6
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This document contains questions for a pre-practicum homework assignment. It asks what a student does during music, speech and snack time at their placement. It also asks if a child should be ignored or left unattended, and what a student should do instead.Homework #5
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This document contains 7 questions related to proper procedures when working with children. It asks about the appropriate tone of voice to use, how to respond to disruptive behavior, when to deliver instruction cues, professionalism standards around clothing and verbal abuse, and how to handle toys as rewards. The questions cover best practices for child interactions, maintaining professional standards, and properly implementing behavioral techniques.Discrete trial monitoring
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The document describes discrete trial monitoring that will be used in a Basic Practicum. Students will be monitored on 14 components of discrete trial teaching during sessions with a child. These components include properly delivering the SD, response, correction, and reinforcer as well as maintaining the child's attention, pacing of trials, and responding appropriately to disruptive behavior. Guidelines are also provided on how the supervisor will code and evaluate the student's performance on these trial components.Professionalism
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Your professionalism is evaluated daily at your practicum site. This includes arriving on time, following dress code, implementing discrete trial instruction as instructed, and accepting feedback professionally. Your grade can be affected by inappropriate behavior. The expectations aim to ensure you conduct yourself appropriately for an educational setting and interact respectfully with students, staff, and parents.Maintenance
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The document provides guidance on procedures for maintenance skills sessions in ABA therapy. It explains that maintenance skills sessions are meant to reinforce skills the child has already acquired and prevent skill loss. Tutors should choose an activity from the child's acquired skills list, use PECS, and have fun with the child without taking data. The child's book should be placed outside the booth to allow the next tutor to review. Maintenance skills sessions enhance communication and reinforce skills, while also giving incoming tutors time to prepare. During extra time in sessions, tutors should conduct maintenance skills, extra procedures, or ELOs, but not go to crowded play areas or take breaks.Homework #4
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This document contains 7 questions about skills and procedures for a pre-practicum homework assignment. It asks about maintenance skills activities, data recording, use of extra time, definition of a token economy, number of tokens used, meaning of abbreviations, and who codes procedures.Data sheet codes
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This document provides definitions for various data sheet codes used when collecting data during tutoring sessions. Codes include AAA for alternate activities, OT for when a child is off task, IP for implementation problems, IN for invalid data, OH for procedures placed on hold, PT for probe trials, SA for when a child is absent, SI for when a child is ill, and SL for when a child arrives late. Tutors must get their TA's initials on coded sessions and justify any codes entered. Tutors should notify their TA if they have multiple instances of IPs, OTs, or absences within a small number of sessions.Token economy
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A token economy is a system of behavior modification using positive reinforcement where individuals earn tokens for appropriate behaviors that can later be exchanged for rewards. Tokens act as generalized learned reinforcers because they were paired with other reinforcers. At WoodsEdge, token economies typically involve earning 5-10 tokens for behaviors like sitting or responding independently that can then be traded for desired items or activities.Pecs overview
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PECS, or the Picture Exchange Communication System, is an important communication method used by many students. It involves 6 phases to teach students to communicate their needs, wants, and what they see using picture icons. During training, students carry their personalized PECS book and learn to exchange icons with their tutor to request and identify reinforcers. If a student is misusing icons, tutors should ignore inappropriate behaviors and focus on reinforcing appropriate icon exchanges during trials.Transitions
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The document provides guidance on assisting children with transitions between activities. It recommends using an icon ring to show the child where they are going, making transitions fun by praising appropriate walking, and enticing children with a small toy during transitions without picking them up if they resist. The tutor should make transitions quick while constantly reinforcing the child and never leaving them alone or making a game of chasing.How to handle problem behavior
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Pat exhibits disruptive behaviors like tantrums, hitting and screaming during tutoring sessions. There are three potential reasons for these behaviors: the tasks may be too difficult, the reinforcers provided may not be strong enough, or attention received after the behaviors may be reinforcing them. The document provides tips for tutors such as using easy instructions, checking pacing, only providing reinforcers for good behavior, and limiting attention for disruptive behaviors. Buddy has difficulties making eye contact and engaging appropriately with toys. Tips for tutors include using active play as reinforcement contingent on good behavior to increase eye contact, providing frequent reinforcement, and pairing social reinforcers with tangible items.Dealing with emotional behavior
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- 1. Name: ____________________ Pre-Practicum Homework #3 1. What do you do and say during transitions back to the booth? 2. Do you hold the child’s hand while transitioning around the classroom? 3. What is the icon ring and when should you use it? 4. What does PECS stand for? 5. What is the purpose of PECS? 6. What are the names of the six phases of PECS? 7. When should the child have access to their PECS book? 8. Do you change diapers if they are not wet? 9. Do you reinforce prompted responses for ADL procedures? 10. Do you go through the prompt hierarchy when toileting?