Welcome to #ATchat. We are excited to have @alysstets lead our discussion on prompting. Please let us know who you are and where you are from. @KarenJan can't be with us tonight, she is on her way to #DyslexiaCon17 so I will be here to help facilitate our 1st #280charcters chat
Hi! Sorry I’m late- just got back from the gym- Hillary from Maine! A1: Prompts are dependent on baseline data which determines least to most or most to least. #atchat
A1 Here to learn. Sorry I don't have an answer to share. Is it safe to say I struggle with prompting my own children at home...constantly! #atchat#edt5334
A1 Work through a prompt hierarchy from least to most assistance. Cold probe to see where the prompt level is at the start of a session and continue to fade. #atchat
Q2. See a lot of prompt dependence, try to often create visual supports so that Ts can fade VERBAL prompts the most - easiest to give, hardest to take away! #atchat
A2 To a degree, we are all dependent on prompts...clock, coffee (!!), school bells, growling stomach, etc. Not making light, just chiming in with my limited knowledge. #atchat#etd5334
Very true! It's just not a good thing when Ss become reliant on other humans for success! The goal for AT and intervention should be always striving for independence! #atchat
Very true! It's just not a good thing when Ss become reliant on other humans for success! The goal for AT and intervention should be always striving for independence! #atchat
#atchat Here is another resource that is helpful in planning prompt reduction: Complete Guide For Using Prompts To Teach Individuals With Special Needs https://t.co/ABcTbaa18f
A2 To a degree, we are all dependent on prompts...clock, coffee (!!), school bells, growling stomach, etc. Not making light, just chiming in with my limited knowledge. #atchat#edt5334
yes so critical! especially for communication and AAC - a 10 sec wait time can feel like forever for an adult, but can be the difference between success and confusion for a student! #atchat
Q3. Visuals 4 sure and coming up with a protocol that the whole team agrees upon - all using it and training each other - whole team buys in to hierarchy and practices using it - we've slathered classroom walls with hierarchy posters! #atchat
Most forget that many of our students have processing speeds between 50-100. 50 will still get you there- just takes longer. Patience is tough but necessary. #ATChat
Got it! I'm coming with a music teacher's background where every gesture of my hand means something. I even use chords on the piano to give cues. To an extent though, I am doing the opposite and teaching my Ss to be dependent on me. Kinda have to...
#atchat#edt5334
A3 Again, going back to my music directing. (Sorry) I have to teach my Ss to read my gestures and nonverbal cues. They have to learn my gestures gradually as I add to their "vocabulary." We work at it constantly. #atchat#edt5334
Q4.when teaching a least to most prompting hierarchy, it can be super hard for staff to reduce verbal prompts so to support them, we always model first, show them we make mistakes, then they practice with guided feedback, then follow up - helps reduce challenges #atchat
#ATchat We all do this at some point! We get busy and into bad habits--- hurry up! Cover ALL the material! So-- what tips does the group have for managing your own T prompting behavior?
A4 I believe people over prompt because they want the student to be successful. We need to bring it back to the shared vision of independence for our students. #atchat
A4 cont). I give a talk to all general education teachers at beginning of the year to NOT prompt in any way until you see they can’t do it independently. Don’t assume. Wait and watch.#atchat
A5 I find that student lead class discussion really cuts through the frustration. Also, allowing students to work together to work though to the solution #atchat#edt5334
A5 Patience and waiting, I suppose. The payoff for the student is when they realize they did it themselves. Celebrate their independence! #atchat#edt5334
I'm having difficulty with students "shutting down" when starting to pull back prompts; working through that with great challenges to patience-TBH #atchat
#edt5334#ATchat
Most definitely only use prompts as needed and when necessary. Independence is the goal. Don’t assume one needs them. Assume they don’t until you know for sure.
A5) For our population this year, wait time and an extra breath is a big factor in alleviating frustration, as well as reducing quantity of work per concept. #atchat
I am giving a Webinar for the Center On Technology and Disability called Giving Instant Feedback to Disabled Students with Technology to Create Engagement and Motivation on 12/7 at 4pm https://t.co/5EzHCmpEVz#atchat#SLPspedchat#UDLchat
Did you see how much fun @alysstets had leading the discussion tonight!! Don’t forget-we are always looking for guest moderators. Fill out the form: https://t.co/wUQEjDPamL#ATchat
A6 "Hold up a mirror." In other words, video a class so the staff can see themselves in action. They'd probably be surprised at what they saw. #atchat#edt5334
Q7. Trying to take data on where humans are prompting the student - then, work with the team to determine if there are tools the student can use in place of that prompt to promote independence. #atchat
A1 I have been in classrooms where they have prompted by always using their devices even if the students do not use any words or their device. They seem to be working well for them. #atchat
