Teachingfunctionalcommunityskills.txt

File contents

UofL_Stripe
Teaching Functional Community skills to individuals with Autism 

Laura Ferguson, M.Ed. BCBA. 


 1.Talk about functional skills 
2.Discuss interventions 
3.Discuss what to do in certain situations 




 Teaching functional community skills 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


.The first step involves selecting the 
skills to be taught. 




 

. Ask yourself, �Will this individual be 
able to function without this skill when 
they are an adult?� 




 

 Teaching functional community skills 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


. Once you set the goals you have to 
consider� 
. skill level 
. age of student 
. environment 




 Community Goals 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


. Teach skills in several settings 




 

. Teach the skill not only in the classroom, 
but generalize it to the natural 
environment 




 

. How do we teach these skills? 




 Community Skills 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


 Task Analysis 


�The process of breaking down a complex skill or 
series of behaviors into smaller, teachable units. 


 

� Purpose is to determine the sequence of 
behaviors that are necessary and sufficient to 
complete a given task. 


(Cooper and Heron, 2007) 


 


 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Task Analysis 


�The sequence of behaviors that one person might 
have to perform may not be identical to what another 
person needs to achieve the same outcome. 


 

�The task analysis should be individualized according 
to age, skill level, and prior experience of the person 
in question. 


(Cooper and Heron, 2007) 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Components of a Task Analysis 


�Three methods to develop the components of a 
task analysis: 
�Steps are developed after observing the individual 
perform the desired sequence of behaviors 
�Consult with experts or persons skilled in 
performing the task 
�Perform the behaviors yourself and determine the 
steps needed to teach the behavior 






 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside
(Cooper and Heron, 2007) 


 


 Teaching a Task Analysis 


�Three choices when attempting to teach a task 
analysis. 


 

These include: 

�Backward Chaining 
�Forward Chaining 
�Total Task Presentation 






 

 (Cooper and Heron, 2007) 


 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Backward Chaining 


 Involves all the behaviors identified in the task 
analysis are prompted, except the last behavior 
in the chain. The child completes the last 
behavior. Then contacts reinforcement. 

 

(Cooper and Heron, 2007) 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Backward Chaining 


Example 

When teaching a child to tie shoes, they will be 
prompted throughout the sequence and then required 
to complete the last step of �pulling the loops together 
snug.� When they complete this step they contact 
reinforcement. 

 

 (Cooper and Heron, 2007) 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Forward Chaining 


 Involves the child completing the first 
step independently, then contacting 
reinforcement. The other steps are then 
prompted by the trainer. 

 

 (Cooper and Heron, 2007) 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Forward Chaining 


Example: 

A child learning to tie their shoes would be 
reinforced for the first step which is �pinch 
lace� and the other steps in the sequence 
are prompted. 

 (Cooper and Heron, 2007) 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Video Modeling 


 A form of observational learning in which 
desired behaviors are learned by 
watching a video demonstration and 
then imitating the behavior of the model. 

 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside

 Individuals observe themselves performing 
a behavior successfully on video, then 
imitate the targeted behavior. 

 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside 
Video self-modeling 


 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside
�BATHROOM VIDEO 



Kentucky Autism Training Center Individual Schedules 
UofL_Logo_Curtain_Inside 
�Visually tells the �what, where, and when� 
of the day 
�Tells how to move through the physical 
space purposefully & independently 
�Provides structure/routine to help the 
student cope with changes 
�Must be taught 



Kentucky Autism Training Center How to introduce schedules 
�Know what type of schedule you will be using 
�Object, picture, written 


�Develop materials 
�Gather any/all possible activities that may occur that 
day if using pictures or objects --- BE PREPARED!!!! 


�Decide where the schedule will be located 
�Portable � student takes it with him/her 
�One location � schedule is in same place every day 
(transition area) 
�Teacher will supply schedule to student � least 
preferred as it restricts independence 




 

UofL_Logo_Curtain_Inside

Kentucky Autism Training Center How to introduce schedules 
�Teach steps to checking schedule (see next 
slide) 
�Reinforce, Reinforce, Reinforce � remember to 
pair tangible or edible reinforcers with 
behavior specific praise!!! 


Ensure the student is successful � provide 
prompts (gestural, physical, modeling, verbal, 
etc) as needed 

 

UofL_Logo_Curtain_Inside

Kentucky Autism Training Center Introduce Schedule to the child
1st � Model the act of checking schedule, moving to 
activity, completing activity, checking schedule 

.Remember � Model the steps EXACTLY as you want 
the child to do it 
.Limit verbal directions � purpose of schedule is to 
facilitate independence 




2nd - Guide child through schedule � assist/prompt as 
needed through steps, including taking schedule, 
object, or picture with them if needed 

.Limit verbal directions � you do not want child to 
become dependent on your prompts!!!!! 




UofL_Logo_Curtain_Inside

Kentucky Autism Training Center Introduce Schedule to the child
.Provide prompts and support student through 
schedule � be there every step of the way to ensure 
they learn how to do it correctly the first time � 
ENSURE SUCCESS!!! 
.Reinforce! You want the student to know that the 
schedule is a good thing!!! 




3rd � step back and allow the student to do schedule 
independently 

.Be there to support if needed � ENSURE 
SUCCESS!!!! 
.Reinforce!!! 




UofL_Logo_Curtain_Inside

Screen shot 2012-07-13 at 1.35.05 PM.png
Screen shot 2012-07-13 at 1.36.02 PM.png
Individual Daily 
Schedule 
To Do Schedule � 

Mini/Activity Schedule 


11
Part-day Picture Schedule 
(Icon Level) 


 .Generalize skills and activities 
. Practice with different peers/adults and places 


.Make sure you involve all environments in the training 
and interventions (i.e., home, school) 
.Make sure to use peers as much as possible 
.Peer tutoring 






 

 Now we have interventions�. Who can 
help? UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


Involve peers in instruction 

 peer tutors 

 

Peer tutoring allows individuals to get�. 

. one on one help 
. allows time to practice and learn 






 Peer tutoring 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


Practice skills in one on one setting then move skills 
to the natural environment as quickly as possible. 

 

Determine a fading process for prompts, so they 
move towards independence as quickly as possible. 

 Peer tutoring 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


. Let�s think of some ideas for 
community behaviors we deal with 
daily 
.Grocery shopping 
. Dining out 








 We know strategies�.now what? 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


For your first trip you do not want to�. 

. go at the busiest time of the day/week 
.Go when you are in a rush or need a lot of 
items 




 Grocery shopping UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


You do want to�. 

. Go at a time when it is less crowded 
.Select a time when few items are needed, 
so the first trip will be reinforcing. 
.Have a �job� for individual to participate in 




 Grocery shopping 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


 Grocery shopping 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


For your first trip you do not want to�. 

. Go when the restaurant is crowded 
.Order something that will take a long time 
.Choose a restaurant that is loud or over 
stimulating 




 Dining out 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


For your first trip you want to�.. 

.Select a restaurant that has their favorite food 
.Prepare them ahead of time with the 
rules/expectations and the schedule 
.Bring items or activities that they can have while 
waiting 
.Have shown them the menu or items before the 
trip. 




 Dining out 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center 


 

Kentucky Autism Training Center 

UofL_Logo_Curtain_Inside 


 

 

 

 

 

 Thank you so much for coming!! 

 

 Questions?? 


Questions? 

 

Contact info: 

Laura Ferguson 

Laura.ferguson@louisville.edu 

 

 

C:\Documents and Settings\djvitt01\Desktop\Space Camp.jpg
Center contact info: 

 

Telephone: (502) 852-4631 

Fax: (502) 852-7148 E-mail: katc @ louisville.edu 

https://louisville.edu/education/kyautismtraining 

 

UofL_Logo_Curtain_Inside
Kentucky Autism Training Center