Instructional Program

Name of student: A

Initiator: Nicole Beck

Context for instruction: Instruction for this program will take place during 7th hour (2:20-2:50) on Tuesdays and Thursdays. The program will take place in the life skills room. The people present at this time are myself, A, C, R, RG, P, and Mrs. Little. For this program, we will be working on increasing As independence and decreasing prompts for when completing a recipe.

Program Objective: When following a recipe of 5-10 steps, A will complete the recipe independently with 2 or fewer prompts of being reminded to stay on task or having to be reminded to move onto the next step for 5 consecutive trials.

Generalization: It is very important that A be able to generalize this skill across different recipes and any time that he is cooking. To cover generalizing across multiple recipes, I will have A complete different recipes throughout the semester. If A were to only work on one recipe the whole time, the results would be skewed because his decrease in prompts could be from memorizing the recipe. To make sure that that doesnt happen, we will be working on multiple recipes.

Rationale: This skill is very important for A to learn for two reasons. The first reason being that it is important for A to learn to prepare food for himself. As he gets older he will need to know how to follow a recipe. The second reason that this skill is important for A to learn is because of the fact that he needs to be able to complete his work on his own. As he gets older, he will not always have someone there to tell him to move on to the next step. A is already capable of physically completing the steps it is just a matter of him staying on task and remembering to move on to the next step without having to be told each time.

Assessment Procedure: 1. Give A a choice of 5 different recipes to choose from. The recipes are located in the green folder titled Recipes on Mrs. Littles desk. 2. Once A chooses a recipe walk him over to the life skills room. 3. Hand A the recipe and his checklist. 4. Tell A that he needs to complete the recipe on his own. 5. As he is going through the recipe have a wait time of 1 minute before assisting him. 6. Keep tally of the number of times that you have to remind A to keep working or stay on track. 7. Record tallies on paper.

Assessment Schedule: We will be cooking on Tuesdays and Thursday during 7th hour and assessment will happen each time that we cook. It is important to make sure that we assess each time that he completes a recipe so that we will have enough data in the end to see if the program worked.

Instructional Procedures: Instruction will be every Tuesday and Thursday during 7th hour (2:20-2:50). 1. While in the classroom, A will be given five recipes to choose from and he will select one that he would like to cook for the day. 2. Once A selects a recipe we will walk into the life skills room to prepare the meal. 3. A will be given his checklist (attached) and will be reminded that before asking for assistance he needs to look at his checklist and try to solve the problem. 4. The first step on the checklist will have A get the recipe. Once A has the recipe he can check the box next to that step. 5. The next step will have A get the ingredients. Once A has done that he will put a check in the box next to step 2. 6. A will continue with steps 3-6 on the checklist the same way he did in numbers 4 and 5.

7. If A has taken longer than 30 seconds to start to complete a step, ask A if he needs assistance. 8. If A starts to get off task for more than 10 seconds, remind A to stay on task.

The hope is that if A has a checklist to follow, he will be more likely to stay on task because he knows exactly what to do next. By checking off each step he can keep track of where he is and will know when to move on instead of just waiting to be told to do so. The prompt schedule that I will be using (most-to-least) is shown under the maintenance section.

Reinforcement: The reinforcement that we will be using for A will be verbal praise. In the beginning I will praise A (ex. good job completing that step independently, nice work A) for completing each step of the checklist independently. As the program continues I will fade the verbal praise and hopefully by the end verbal praise will only be needed when the full recipe is complete. I will fade my verbal praise after A has mastered the area that he is receiving verbal praise for. For mastery A will have to have successfully and independently completed that area with no prompting for five trials of recipe making.

Maintenance: For the first month of the program we will use 5 different recipes. After that month I will include new recipes to make sure that A is actually learning the skill of independently completing a recipe and that he is not just memorizing the recipe. Data and assessment schedules will be kept the same as previously stated. For prompting maintenance I will be using the most-to-least prompting schedule. o We will start with Direct Verbal Immediately after cue for step (e.g. initial cue or completion of previous step) provide full verbal assistance to A to ensure correct completion of step (e.g. saying to A After we get the recipe, we will need to get the ingredients out.) Use this most intrusive prompt level for each step of the task analysis for the first 2 steps. Then move to the next prompt in the hierarchy. o Next will be point prompt

Immediately after cue/Sd for step (e.g. intial cue or completion of previous step) provide point/verbal prompt to A (e.g. While pointing to the checklist say It says to move start with step 1, what is step number one on the recipe?) If A completes step correctly within 30 seconds of prompt, record and provide specific verbal praise (e.g. A, you did a great job completing step 1 on the recipe!) Move on to next step of strategy. If A does not complete step correctly within 6 seconds, tell him what the correct response would have been and provide direct verbal (e.g. Step 1 says that we need to pour a cup of water into the bowl.) As A performs step correctly, record and provide specific verbal praise. Move on to the next step of the strategy. Use this prompt for each step of the strategy. When A has completed each step of the strategy with this prompt for 2 consecutive steps, move to use of next prompt in the hierarchy. o Next will be Indirect Verbal Immediately after cue/Sd for step (e.g. intial cue or completion of previous step) provide indirect verbal prompt to A (e.g. A, what comes next on your checklist.) If A completes step correctly within 30 seconds of the prompt, record and provide specific verbal praise. If A does not complete step correctly within 30 seconds, tell him what the correct response would have been and provide direct verbal As A completes step correctly, record and provide specific verbal praise. Move on to the next step of strategy to respond independently to the Sd for each step. Use this prompt for each step in the strategy. When A has completed each step of the strategy with this prompt for 2 consecutive steps, move to allowing A to respond independently to the Sd for each step. o Allowing independent response Immediately after cue/Sd for step (e.g. initial cue or completion of previous step) allow A 30 seconds to respond independently to natural Sd. If A completes step correctly within 30 seconds of Sd, record and provide specific verbal praise (e.g. Awesome job completing that step!) Move on to next step of strategy.

If A does not complete step correctly within 30 seconds, tell him what the correct response would have been and provide direct verbal (e.g. The next step is to put the plate into the microwave).

As A completes step correctly, record and provide specific verbal praise.

Blank Data Sheet and Graph

Name of student and instructor Date and amount of steps in recipe that was made: # of prompts needed to remind A to stay on task/number of steps in the recipe # of prompts needed to be reminded to move on to next step/number of steps in the recipe

When using the attached data sheet, instructor should fill out information for each day that A works on a recipe. The first box should be filled out with the name of the student and whom he was working with on the task. The second row is to be filled out with the date and the recipe that was made. The third row will consist of how many prompts were given in order to remind A to stay on task over how many steps were in the recipe. The fourth row will be comprised of how many prompts were needed to remind A to move onto the next step over how many overall steps were in the recipe. The instructor will need to have the data sheet, checklist and recipe booklet in order for the data to be consistent with each trial. Verbal prompts should be provided when the student does not move onto or start the next step in the recipe process within 30 seconds. In that case the prompt needs to be documented so that we will have the accurate number of prompts given throughout the trial.

100 90 80 70 60 50 40 30 20 10 0 Date Date Date Date Number of prompts needed to move on to the next step Number of prompts needed to stay on task

Percentage of prompts needed per recipe

Date of data taken

Research Rationale

When looking for articles to support my program for teaching A his skill I found an article by Aykut (2012) that stated that when teaching students with disabilities daily living skills, such as cooking, it is very important to use constant time delay or a most to least prompting strategy. The article states that it is important to use most to least prompting because it allows you to eventually fade the student from receiving any prompts at all but in the mean time you are able to give them the amount of support that they need. The second article that I found discussed how important it is for this skill to be taught in the natural setting so that it can be easily generalized. The classroom that this program will be taught in has a kitchen built into it, which will help my student to generalize this skill to when he cooks in other kitchens.

Aykut, C. (2012). Effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with intellectual disabilities. educational sciences: theory and practice, 12(1), 366-373. Schuster J. (1988). Cooking instruction with persons labeled mentally retarded: A review of literature. Education And Training In Mental Retardation; 23(1), 43-50.

Goal: In any setting, A will be able to independently complete a recipe with no prompts.

A will be able to complete a recipe without his checklist and with fewer than 5 prompts. A will be able to independently follow his checklist and complete a recipe with less than 5 prompts.

A will be able to follow his checklist and complete a recipe with less than 10 prompts