13.6 Week 13 Activity_ Competing Pathway & Teaching Strategies

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Boise State University *

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4001

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Biology

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Jan 9, 2024

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13.6 Week 13 Activity: Competing Pathway & Teaching Strategies Name: Purpose: To practice completing a competing behavior pathway based on a summary/hypothesis statement and identifying teaching strategies focused on teaching functionally-equivalent replacement behaviors. Reference: This activity will be completed based on the Dana Case Study document (provided in the instructions in Canvas), which includes a brief description of Dana as well as completed observation cards and a Functional Assessment Interview Form. The 13.3 Presentation, Part 1: Competing Pathway and the 13.5 Presentation, Part 2: Teaching Strategies in Canvas walked through this same process for Tim and may be a great reference as you work on this activity. Task: ● Part 1: Complete the competing behavior pathway for Dana for the hypothesis statement that is filled in on the next page. This step will include filling in the desired behavior, typical consequence, and acceptable alternative/functionally equivalent replacement behavior as we did for Tim (and several other examples) in the presentation. ● Part 2: Once you complete the competing behavior pathway, respond to the prompts provided to begin planning what you will teach and how.
Part 1: Competing Pathway Summary Dana: Escape Demands Desired Alternative Consequences Setting Events Tired Triggering Antecedents -Difficult Task -High Demands -Sitting in Circle -Undesired activity or materials -Small group Problem Behavior Screams, drops to floor and hits adult Maintaining Consequence -Redirection -Adults decrease demands -Left alone Function: Escape Demands Acceptable Alternative
Part 2: Identify Teaching Strategies (given the competing pathway you completed) NEW SKILLS . List the new skill(s) you will need to teach Dana to get started with your support plan (hint: focus on the acceptable alternative rather than the desired behavior since this represents your first steps or initial goal) : ● INITIAL INTRODUCTION. Briefly describe how you will introduce the skill(s) 1:1 to the student before implementing ongoing supports (as you will describe below). Consider what you will introduce, how you will introduce it, and when. ● ONGOING SUPPORT. Fill in the table below to briefly describe how you will provide support on a daily basis when you begin implementing the support plan (after your initial introduction/teaching). Hint: See PTR-YC text for examples. Strategy (brief description of evidence-based teaching technique you will use) When to implement (when will this strategy be utilized throughout the day?) Steps involved (provide a task analysis that describes each step involved in implementing the strategy) ·
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