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 Five common mistakes among teachers support (184.9 kB)
Vince LaMarca, certified behavior analyst and editor at the Lovaas Institute -  Indianapolis When Tyler started therapy, his parents and teachers hoped fervently that he would be able to participate actively in class. However, his parents insisted that an aide to accompany him. The school staff opposed it, arguing that his presence would make the environment more restrictive and that the environment should be the least restrictive environment possible. Parents have argued
that as expected that over time the child becomes independent, it was unthinkable to throw in a new school situation without any support, and that this would mean a failure. Finally a compromise was reached that the child would have a teacher, but the school would use its own staff rather than hire an instructor who had already joined Tyler in behavior therapy following the model of Lovaas. Two months later, the school staff was concerned that Tyler was becoming dependent on the teacher's prompt support. For his demands was addressed only to him and did not follow the directives of the teacher, showing difficulties with peers. Instead of beginning to show that there would have been no teacher support, the situation of Tyler shows that even for the most promising students is necessary competence in key strategies to help a child to succeed and become independent. Five common mistakes that often lead to prompt dependency or failure in the classroom have been identified by the consultants conduct of Tyler. A collaboration between the consultant and the school's Lovaas Institute Tyler was another of his special education teacher preparation in these areas:
Error 1: support teacher gives verbal prompts in situations where a child should learn to respond to stimuli of the environment Example: During the explanation of the teacher, the teacher tells all the children to return to their seats. When Tyler was not moving, the aide told him to return to his post. Recommendation: The support of the teacher must be prompt, visual and auditory as little as possible, especially when you are learning to respond to stimuli of the surrounding environment. The support teacher will behave more like a mime and as a tutor. Example: In the hour of the explanation of the teacher, the teacher tells all the children to return to their seats. The aide immediately guides Tyler to stand up and indicate where they are going the other children.
Error 2: The teacher pauses in the prompt support in situations where a child has already shown difficulties. Example: The teacher tells everyone to take the math book. The support teacher waits to see if Tyler will take his (which usually does not) After that the other kids they pulled out the book and he does not, shows the inside of his desk. Recommendation: Unless you make sure to '80-100% that the child will respond correctly, the aide must give prompt immediately. Delay in the prompt, teaches the child that "if you do not do anything will help." The prompts allow immediate surrounding stimuli (eg, other children who set aside the books) to take over after the removal of the prompt. Example: The teacher tells everyone to pick up books on mathematics. The support teacher takes the child on her back, indicating that the comrades are doing, then guides her hand to the counter. The gradual removal of prompts that the teacher provides limited support to beat back the child and indicate what others are doing. In the next step will simply knock on the back of the child. Finally, the aide will wait until the child responds by itself, but faced with failure rates of up to 20% may have to return to prompt immediately.
Error 3: The support teacher encourages a child to interact with peers without giving them specific prompts on how to interact with the child. Example: At the playground, Tyler immediately runs to the swings. The support teacher encourages him to play catch with his companions for a few minutes, then swings back to Tyler. Recommendation: Encourage the classmates help in showing concern for the child. In some cases, a carefully structured discussion with the students can clarify them how to help the child to fit better in the classroom. In other circumstances, specific suggestions of the teacher support is sufficient to increase the success of interaction with classmates. When the companions learn how to interact with the child, often agree to take the initiative, and when a child is able to interact successfully with peers in an activity they like, often begins to look and respond to them more frequently. Example: At the playground, Tyler immediately runs to the swings. The aide is from two children who show an interest in Tyler and says, "I think that Tyler wants to play chase, but I do not think he knows exactly what to do. You can go to ask him if he wants to play and help people escape from tries to take it? " The support teacher can give more specific suggestions such as "Take the hand if you do not follow."
Error 4: The support teacher is unable to use the reinforcements available in a systematic way. Example: Tyler often took too long to do his homework. Ended once the color, but then tended to get distracted while doing other exercises. The aide left to begin the work themselves, but ended up sitting next to him every time he had finished coloring. Recommendation: The preferred activities should be used as reinforcements for less preferred activities. The aide must constantly evaluate what the school the child likes and dislikes, and how they can use things like that to motivate him to do things he dislikes. Example: When Tyler receives three worksheets to complete, the aide goes to him at once, and putting the paper to color in another sheet. He explains that it must first complete the first page (even partially), then paint can. It gives the prompts needed to continue to work on the first sheet, and then rewards him allowing him to paint. Over time the aide eliminates any assistance previously given in Tyler and will increase the work that he has to play before you can paint.
Error 5: The support teacher collects too much data rather than a few accurate data inaccurate. Example: At the end of day the aide of Tyler had to fill out a form with performance data for Tyler in each subject. Generally made comments such as "Today was very good," "This was too difficult for him," or "Today was not careful." He also had fill out a spreadsheet showing the objectives of his individual educational program (IEP) for each indicating whether this goal had been reached (yes) or not (no). However, to determine if Tyler did or did not make progress towards goals such as showed in difficulty (eg, Tyler responds to the individual instruction of the teacher at least 80% of the time) was difficult when the aide was only indicate "yes" or " no "end of the day. Recommendations: select about 3 measurable behaviors in which a child should make progress and record the information immediately in order to determine a trend and solve problems when they arise. Example: The teacher support Tyler was asked to keep in my pocket a sheet that says "follow the instructions of the master" and "respond to comments or questions of a peer." There were two columns, "autonomous" and "stimulated". When the teacher gave him an instruction or a peer talking to him, the aide traced a sign in the corresponding column (depending on whether or not that might help). At the end of the day copied the data (number of signs for each column) on an Excel worksheet. This information could then be transferred to a variety of charts and graphs that show whether the child had made progress or not Original document from the site of ' Lovaas Institute Translation by
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>George Antonioli
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