Errorless Teaching

Ashley Meyer and Jessica Broderick Author

04/16/2018 Added

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This presentation provides an overview of errorless teaching procedures.

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[00:00:00.250](light music)
[00:00:07.430]Hello, and welcome to our webinar on errorless teaching.
[00:00:10.710]My name is Ashley Meyer, and I am the Western Region
[00:00:13.280]Coordinator for the Nebraska ASD Network.
[00:00:16.060]I'm Jessica Broderick, and I am a speech-language
[00:00:18.240]pathologist with certification in assistive technology.
[00:00:21.410]I am also a member of the Western Region autism team.
[00:00:24.360]We are excited to talk with you
[00:00:26.310]about how you can use errorless teaching procedures
[00:00:28.420]to systematically increase skill acquisition
[00:00:30.770]and decrease problem behaviors.
[00:00:34.510]After viewing this webinar, our hope is
[00:00:36.310]that you will be able to select skills
[00:00:38.050]to target using errorless teaching procedures.
[00:00:40.810]And with that, you will know the steps
[00:00:42.500]involved in teaching errorlessly.
[00:00:44.940]This may be a refresher for you,
[00:00:46.580]or this may be the first time that you've looked into this.
[00:00:49.400]The techniques in errorless teaching are
[00:00:51.690]based on applied behavior analysis.
[00:00:53.930]Applied behavior analysis, or ABA, is the process
[00:00:57.500]of systematically applying interventions
[00:00:59.980]based upon the principles of learning theory
[00:01:02.320]to improve socially significant behaviors
[00:01:04.930]to a meaningful degree and to demonstrate
[00:01:07.760]that the interventions employed are responsible
[00:01:10.620]for that improvement in the behavior.
[00:01:12.840]ABA is an evidence-based practice,
[00:01:15.100]and errorless teaching is one technique within
[00:01:17.520]that evidence base that has been proven
[00:01:19.390]to be valuable for teaching new skills.
[00:01:21.870]Before we can use errorless teaching procedures
[00:01:24.310]to teach new skills, we need to make sure
[00:01:26.400]the learning environment is setup for students success.
[00:01:29.670]We start with very low effort responses,
[00:01:32.220]things that are easy for the student to do correctly,
[00:01:34.930]and then gradually fade into more difficult demands.
[00:01:38.100]We also want to mix tasks that they already have mastered
[00:01:41.370]with new skills that we are teaching.
[00:01:43.440]This keeps it fun and successful for the student,
[00:01:46.200]reducing the chance that there will be problem behaviors.
[00:01:48.500]The skills listed here are ones that are important
[00:01:50.730]to teach prior to using errorless teaching for new skills.
[00:01:54.410]We can increase our instructional control
[00:01:56.760]by focusing on teachable moments
[00:01:58.670]and the students motivation at the time.
[00:02:01.040]We can incorporate the students interest into tasks
[00:02:03.930]to increase motivation as well.
[00:02:06.630]We've taught those pre-learning skills
[00:02:08.990]that were listed on the previous slide.
[00:02:11.060]We've taken all of the steps to be ready
[00:02:13.240]to teach using errorless teaching.
[00:02:15.920]Now we need to know the answers to these questions.
[00:02:19.220]What is errorless teaching?
[00:02:21.320]Why should we use errorless teaching?
[00:02:23.930]What skills can be taught using errorless teaching?
[00:02:27.150]How do we balance target or new skills
[00:02:29.690]with mastered or learned skills?
[00:02:32.070]What is errorless teaching procedure?
[00:02:34.700]And how do we correct errors?
[00:02:36.630]The rest of our presentation we'll look
[00:02:38.470]at answering each of these questions.
[00:02:42.120]So what exactly is errorless teaching?
[00:02:44.870]It's an instructional method, a way of teaching
[00:02:47.450]that involves prompting the correct response
[00:02:49.620]at the beginning of the teaching sequence,
[00:02:51.890]and then fading out those prompts for independence.
[00:02:54.920]Errorless teaching is an evidence-based practice
[00:02:57.370]that has been used effectively with students
[00:02:59.623]that have learning difficulties and/or problem behaviors.
[00:03:03.520]It helps students learn new skills faster
[00:03:05.710]and in a positive way because it lends itself
[00:03:08.190]to higher rates of reinforcement for the student.
[00:03:11.070]It's fast paced and the teacher varies the types
[00:03:13.700]of skills they're having the student do.
[00:03:16.370]This helps keep learning fun and engaging.
[00:03:19.120]There are four steps in the errorless teaching sequence.
[00:03:22.380]Prompt, transfer, distract, and check.
[00:03:25.980]We will go further into each of these in just a minute.
[00:03:28.950]These steps and the order of these steps are important
[00:03:32.090]so we have reminders for you on the next few slides.
[00:03:34.820]One of the best aspects of errorless teaching
[00:03:37.850]is that it can be used to teach a wide range of skills.
[00:03:41.380]These could be from daily living skills to language
[00:03:44.360]and communication to motor skills and more.
[00:03:46.970]There are two types of skills that
[00:03:48.430]are covered in errorless teaching,
[00:03:50.520]those that the student knows how to do,
[00:03:53.280]and we will refer to those as knowns or mastered skills.
[00:03:57.100]And when new skills that we are teaching the student,
[00:03:59.600]those will be referred to as new or target skills.
[00:04:03.740]Known skills are easy for the student,
[00:04:06.010]and we want them to be successful,
[00:04:08.700]so we teach with a ratio of about
[00:04:10.770]80% known to about 20% target skills.
[00:04:16.251]You may be able to do fewer knowns and more target skills
[00:04:20.070]with some students and with others you may need
[00:04:22.340]to have a higher amount of those known or easy skills
[00:04:24.960]in order to keep it successful and fun.
[00:04:27.790]So let's talked about those four steps
[00:04:29.660]in the errorless teaching procedure.
[00:04:31.620]Prompt, transfer, distract, check.
[00:04:34.490]Errorless teaching aims at keeping students successful
[00:04:37.410]by minimizing any chance of errors.
[00:04:40.030]This is done by prompting the correct
[00:04:41.880]answer from the very beginning.
[00:04:43.850]Each trial is started with a prompt
[00:04:45.870]that is intrusive enough to allow the student
[00:04:48.370]to get the correct response without over prompting.
[00:04:51.700]The prompt is there to have the student get the correct
[00:04:54.060]response with the least amount of help necessary to do that.
[00:04:57.790]With some students you may need to do multiple
[00:05:00.480]prompted opportunities in a row,
[00:05:02.660]so it could actually look more like
[00:05:04.580]prompt, prompt, prompt, transfer, distract, check.
[00:05:08.000]The multiple opportunities of them being prompted
[00:05:10.800]to do the correct response will build momentum
[00:05:13.470]for them to be more independent on
[00:05:15.280]the following steps in the sequence.
[00:05:19.050]The transfer trial follows the prompted trial or trials.
[00:05:22.740]In this step, we are fading the prompts.
[00:05:25.370]Some students may have all prompts
[00:05:27.140]removed on the transfer trial,
[00:05:29.070]while others may need to have prompts slowly faded.
[00:05:32.660]The four steps in this teaching sequence
[00:05:34.850]are done quickly in one sitting.
[00:05:37.090]So for example, if you wanted to use errorless teaching
[00:05:40.600]to teach the new skill of matching identical numbers
[00:05:43.610]in an array of three, you would start by giving the
[00:05:46.250]instruction, then prompt the correct answer immediately,
[00:05:50.000]then fade the prompt when you give the
[00:05:51.820]instruction again for the transfer step.
[00:05:54.570]We'll talk later about what to do if the student
[00:05:56.600]does make an error, but our goal is to have them do
[00:05:59.320]the skill correctly right from the beginning with no errors.
[00:06:02.480]The third step in the errorless
[00:06:03.870]teaching sequence is the distract step.
[00:06:06.930]Distracters used after the student has independently gotten
[00:06:10.330]the correct answer in the transfer trial.
[00:06:13.290]Distracters are not known or mastered skills.
[00:06:16.240]Things that are fast and easy for the learner to do.
[00:06:19.250]We can think of this step as wiping the slate clean.
[00:06:22.430]It's something different from
[00:06:23.760]the skill that we are targeting.
[00:06:25.840]When first starting out, you may only do one quick
[00:06:28.888]distracter after the transfer step.
[00:06:31.300]With some learners you may be
[00:06:32.570]able to do multiple distracters.
[00:06:34.340]So for example, my student knows how to answer
[00:06:37.700]a quick question like, what day is today?
[00:06:40.740]Or who is wearing a blue shirt?
[00:06:43.230]I would use those as distracters.
[00:06:46.000]We want to vary our distracters, so it's important
[00:06:48.680]to have a list of skills the student knows how
[00:06:51.320]to do to choose from, so we aren't boring
[00:06:53.660]the student by having them do the
[00:06:54.870]same kinds of tasks again and again.
[00:06:57.940]The last step in the four step errorless
[00:07:00.300]teaching sequence is the check trial.
[00:07:03.720]This step is used to see if the student can
[00:07:05.880]still independently give the correct response
[00:07:09.020]after they have been distracted briefly.
[00:07:12.300]This step is completely independent,
[00:07:14.350]so there are no prompts.
[00:07:16.130]This is where the student should receive reinforcement
[00:07:18.670]if they get the correct response because it's
[00:07:20.810]showing the greatest amount of independence.
[00:07:24.520]We have video from the PaTTAN website that we're
[00:07:26.760]going to show you now to kind of walk you
[00:07:29.160]through these steps of errorless teaching.
[00:07:31.090]In this segment we're going to be talking
[00:07:32.852]about errorless teaching procedures.
[00:07:34.548]What is it, peanut butter.
[00:07:35.881]Peanut butter.
[00:07:36.714]What is it?
[00:07:37.547]Peanut butter.
[00:07:39.380]Tell me an animal in the house.
[00:07:41.393]Cat. It is a cat.
[00:07:42.650]What's this?
[00:07:44.725]What is this?
[00:07:45.683]Peanut butter.
[00:07:46.582]Awesome.
[00:07:47.720]We use errorless teaching procedures
[00:07:49.540]with all items that are being taught.
[00:07:52.140]The errorless teaching procedure
[00:07:54.000]in intensive teaching has four steps.
[00:07:56.340]Prompt, transfer, distract and check.
[00:07:59.860]What am I doing, knocking.
[00:08:01.508]Knocking.
[00:08:03.010]What am I doing?
[00:08:04.330]Knocking.
[00:08:05.630]Clap your hands.
[00:08:07.970]What is it?
[00:08:08.803]Frog.
[00:08:10.440]What am I doing?
[00:08:11.480]Knocking.
[00:08:12.668]Errorless teaching starts with an immediate prompt.
[00:08:15.820]Something that drinks milk is a?
[00:08:17.655]Cat.
[00:08:18.488]Something that drinks milk is a?
[00:08:19.823]Cat.
[00:08:20.656]What I'm going to be demonstrating is
[00:08:22.520]using the errorless teaching procedure
[00:08:24.420]to teach a tact target spoon using an accord prompt.
[00:08:28.651]What is it, spoon.
[00:08:30.200]Spoon.
[00:08:31.260]What is it?
[00:08:32.093]Spoon.
[00:08:32.926]Say happy day.
[00:08:33.900]Happy day.
[00:08:34.733]Do this.
[00:08:36.230]What's this one?
[00:08:37.081]Present.
[00:08:38.280]And what's this?
[00:08:39.113]Spoon.
[00:08:39.946]Excellent.
[00:08:41.060]The prompt trial ensures that the
[00:08:42.930]student will respond correctly.
[00:08:44.750]I asked her what is it?
[00:08:46.040]And said spoon, and that is what
[00:08:48.150]controlled her response at the moment.
[00:08:49.930]What is it, spoon. Spoon.
[00:08:52.130]What is it, heart.
[00:08:53.654]Heart.
[00:08:55.010]What is it?
[00:08:55.897]Heart.
[00:08:57.140]The transfer trial allows us to then to respond
[00:09:00.410]with a faded prompt or with no prompt.
[00:09:03.443]One thing that says meow is a?
[00:09:05.209]Cat.
[00:09:07.340]Something that says meow is a?
[00:09:09.059]Cat.
[00:09:10.350]Say table top.
[00:09:11.390]Table top.
[00:09:12.659]Do this.
[00:09:13.492](clapping)
[00:09:15.050]Something that says meow is a?
[00:09:16.995]Cat.
[00:09:17.970]The transfer trial eliminates the prompt,
[00:09:20.390]in this case, I'm taking away the accord prompt.
[00:09:23.780]What is it?
[00:09:24.613]Spoon.
[00:09:25.630]Do this.
[00:09:27.562]Distracter trials are used in order to give the student
[00:09:31.070]the opportunity to respond to some easy trials.
[00:09:34.410]Do this.
[00:09:37.376]What is it?
[00:09:39.150]Slide.
[00:09:41.050]Punish the toothbrush.
[00:09:43.240]The distracter trials, as their name describes,
[00:09:46.040]are used to just to put in some distracters
[00:09:47.960]of easy skills the student already has acquired.
[00:09:50.860]In this case, I already know that the items
[00:09:53.710]in these two piles are things that
[00:09:55.500]are easy for Debbie to respond to.
[00:09:57.840]Do this.
[00:10:00.410]What's this one?
[00:10:01.330]Present.
[00:10:02.240]Touch the flowers.
[00:10:04.880]Something that drinks milk is a?
[00:10:06.040]Cat. Nice listening.
[00:10:08.600]And then finally we use the check trial
[00:10:11.200]to ensure that the student will be able
[00:10:13.240]to respond after some distracted trials.
[00:10:16.350]In other words, to see if the student
[00:10:18.080]remembers what the response is.
[00:10:20.990]Something that says meow is a?
[00:10:22.890]Cat.
[00:10:24.020]Something that says meow is a?
[00:10:25.800]Cat.
[00:10:27.510]Do this. (clapping)
[00:10:29.570]Show me crying.
[00:10:30.767](imitates crying)
[00:10:32.000]Something that says meow is a?
[00:10:33.830]Cat.
[00:10:35.370]The check trial allows us to assess if the student
[00:10:38.290]is able to remember the response of the item taught
[00:10:40.860]after the distracters have been presented.
[00:10:43.130]What is it?
[00:10:43.963]Spoon.
[00:10:44.850]Excellent.
[00:10:47.490]Using errorless teaching procedures will help
[00:10:50.170]increase student rate of responding,
[00:10:53.010]increase the pace of instruction, reduce problem behavior,
[00:10:56.530]and increase rate of acquisition for students.
[00:11:00.208][Website Narrator] For more information
[00:11:01.700]visit the PaTTAN websie.
[00:11:02.920]So errorless teaching is a great way
[00:11:04.580]to reduce the chances of student error,
[00:11:06.910]but there are times when errors do happen.
[00:11:08.940]So we need to be prepared for those.
[00:11:11.170]There are three types of errors.
[00:11:13.150]Students can simply give an incorrect response,
[00:11:16.290]they can give no response or one that is too delayed,
[00:11:19.560]or they can scroll, which looks like guessing,
[00:11:22.380]giving chained responses that contain incorrect responses.
[00:11:26.310]When a student makes any one of these types of errors,
[00:11:28.910]we use the error correction procedure.
[00:11:31.420]This looks almost identical to the
[00:11:33.640]four step errorless teaching procedure,
[00:11:35.880]except we add an end step at the beginning of the process
[00:11:39.710]to make it a five step error correction procedure.
[00:11:43.760]To end, we simply move away any task materials,
[00:11:47.550]look away from the student without saying
[00:11:49.480]anything for about two seconds.
[00:11:51.810]This separates the error from the teaching sequence.
[00:11:55.100]After the end step, we go right back into
[00:11:57.670]the four step errorless teaching procedure.
[00:12:00.400]This time however, we may need to do more intrusive
[00:12:03.730]prompts, repeated prompts, or transfer trials,
[00:12:07.030]or use fewer distracters to make sure
[00:12:09.020]they don't make another error,
[00:12:10.720]and we have the chance to reinforce them
[00:12:12.970]for the independent response on the check trial.
[00:12:15.310]Here's another video from the PaTTAn website,
[00:12:17.830]showing you more about the error correction procedure.
[00:12:20.180]In this segment, we will be discussing
[00:12:22.380]error correction procedures.
[00:12:24.487]What do you see?
[00:12:29.770]Bike. Bike.
[00:12:31.182]What do you see?
[00:12:32.140]Bike. Bike.
[00:12:33.448]Do this.
[00:12:34.770]What color? Red.
[00:12:37.427]What do you see?
[00:12:39.470]Bike. Bike.
[00:12:40.760]Sometimes students will make errors,
[00:12:42.760]inadvertent errors that we don't expect.
[00:12:45.030]When these errors do occur, we need to be able
[00:12:47.400]to correct them as quickly as possible.
[00:12:49.640]Find the stove.
[00:12:52.631]Stove.
[00:12:55.030]Stove.
[00:12:56.580]Where's the stove?
[00:12:58.280]Find the fork.
[00:13:00.220]Good job, where's the stove?
[00:13:01.617]The error correction procedure
[00:13:03.440]involves a sequence of five trials.
[00:13:06.000]And error occurs, and that is followed by
[00:13:08.910]re-presentation of the stimulus with a prompt,
[00:13:13.140]transfer, distract, check procedure.
[00:13:16.160]In other words, the procedure looks almost identical
[00:13:19.280]to your errorless teaching procedure,
[00:13:21.267]except that here, an error has occurred and we need
[00:13:23.920]to re-present our instruction with a prompt.
[00:13:27.044]What is it?
[00:13:28.184]Duck.
[00:13:29.713]What is it, chicken.
[00:13:31.450]Chicken.
[00:13:33.290]What is it?
[00:13:34.200]Chicken.
[00:13:35.494]Do this.
[00:13:38.183]Do this.
[00:13:40.271]What is it?
[00:13:41.104]Chicken.
[00:13:41.937]This is my? Nose.
[00:13:43.180]What's this?
[00:13:44.090]Cheeseburger.
[00:13:44.940]Clap your hands.
[00:13:47.700]Clap your hands.
[00:13:50.504]Clap your hands.
[00:13:52.620]Say, lives in a zoo.
[00:13:54.006]Lives in a zoo.
[00:13:55.150]What are these?
[00:13:56.190]Bagels.
[00:13:57.023]Clap your hands.
[00:13:58.915]Great job.
[00:14:00.387]Clap your hands was a skill that was supposed
[00:14:03.430]to be an easy for Debbie, however,
[00:14:04.860]she made an inadvertent error.
[00:14:06.780]I then move back to re-present my instruction.
[00:14:10.030]We want to make sure we re-present
[00:14:11.750]that instruction before going through the
[00:14:13.720]prompt, transfer, distract, or check trials.
[00:14:16.350]The reason why that's so important is
[00:14:18.310]because we want to avoid chaining an error
[00:14:21.190]response with the actual response.
[00:14:23.063]We want it to be clear that the only behavior
[00:14:26.440]that should happen when I say,
[00:14:28.010]clap your hands is her clapping her hands.
[00:14:31.080]Clap your hands.
[00:14:33.419]Clap your hands.
[00:14:35.809]Clap your hands.
[00:14:37.710]What's this?
[00:14:38.551]Shirt.
[00:14:39.384]What are these?
[00:14:40.217]Bagels.
[00:14:41.050]Clap your hands.
[00:14:42.511]Excellent.
[00:14:44.330]Using error correction procedures
[00:14:46.770]avoid student frustration and keeps
[00:14:49.090]students from practicing errors.
[00:14:51.077][Website Narrator] For more information,
[00:14:53.260]visit the PaTTAN website.
[00:14:54.390]So some take away points from what we've talked about
[00:14:57.130]are that errorless teaching can be used
[00:14:59.120]to teach a wide range of skills across nearly any age group.
[00:15:02.980]Reducing the chance of errors occurring also reduces
[00:15:06.390]the chance of problem behaviors occurring.
[00:15:08.740]Keeping learning fun and successful for students.
[00:15:12.090]Errorless teaching begins with prompting the learner
[00:15:14.590]to use a prompt that ensures the student will get
[00:15:17.520]the correct response without over prompting
[00:15:20.330]so that prompts can be faded quickly for independence.
[00:15:23.710]As with everything in special education,
[00:15:26.000]we want to make sure that target skills
[00:15:28.010]and teaching procedures are individualized
[00:15:30.550]and meaningful for the student.
[00:15:32.740]The four step errorless teaching procedure
[00:15:34.920]is prompt, transfer, distract, check.
[00:15:38.310]If an error occurs, we add that fifth step
[00:15:40.930]in our error correction procedure
[00:15:42.930]of end, prompt, transfer, distract, check.
[00:15:46.870]Probe data is taken one time a day on each target skill
[00:15:49.910]to monitor progress and then each skill gets taught
[00:15:52.680]using errorless teaching multiple times a day.
[00:15:56.250]The Nebraska ASD Network has a few different versions
[00:15:59.540]of trainings that use errorless teaching,
[00:16:02.040]and many of you have likely attended at least one of these.
[00:16:05.600]If you're interested in viewing upcoming training
[00:16:08.030]opportunities throughout the state
[00:16:09.740]of Nebraska, please visit the events calender at
[00:16:13.020]events.unl.edu/asdnetwork.
[00:16:18.840]These workshops listed are based on trainings out of PaTTan,
[00:16:22.490]the Pennsylvania Training and Technical Assistance Network.
[00:16:25.720]PaTTAN has wonderful videos and information
[00:16:28.000]on errorless teaching on their website at pattan.net.
[00:16:31.170]So we hope this information is helpful to you
[00:16:33.460]as you move forward in this area.
[00:16:36.260]Remember you can go to Nebraska ASD Network website
[00:16:39.500]at www.unl.edu/asdnetwork.
[00:16:44.350]If you need to find contact information
[00:16:46.240]for your regional ASD network coordinator to ask questions
[00:16:49.410]about any of the material covered in this presentation,
[00:16:52.770]or to see what other resources and training
[00:16:54.760]are available through the network.
[00:16:56.700]Thank you for joining us today.
[00:16:58.924](light music)

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