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Using CCEL’s Online File Vault System
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The file system is broken down into the 5 domains (ADL – Adaptive Daily Living, Motor, Communication, Cognitive, and Social) and each includes all of the programs under that specific domain. The data sheets and graphs needed for your program books are included in separate folders. In addition, there is a Task Analyses folder and a folder titled FBA Materials, which contains materials to conduct functional behavior assessments and facilitate the development of behavior intervention plans (BIPs).
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The file titled “CCEL Program List” is a listing of ALL of the programs in the file vault, broken down by domain and listed in developmental order. This document should be used as a reference when developing your curriculum, keeping in mind the child’s IFSP outcomes and including at least one program from each of the 5 domains of learning.
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Each program sheet references the corresponding ABLLS code, DAYC, domain and prerequisite skill(s). It is imperative that the correct antecedent and materials are used for each program and attention is given to the correct/incorrect student response as well as the corresponding consequence
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Each program sheet includes a specific criterion, and a suggested training sequence is listed. Keep in mind that the sequence is a suggestion, if changes or new objectives need to be added, please consult with your supervisor first.
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When implementing programs, always remember to file them correctly in the student’s binder and include the corresponding data sheet and graph.
Conducting a Discrete Trial
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A discrete trial consists of 3 components: the Antecedent, the Behavior and the Consequence
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The Antecedent, commonly referred to as the Sd (discriminative stimulus) and listed on each program sheet, is the direction or question delivered by the instructor. The antecedent should trigger the target behavior and is frequently thought of as what comes before the behavior. Keep in mind that the antecedent is delivered only one time.
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The Behavior is the student’s response. Each program sheet lists the requirements of the correct response and should be referenced. If the behavior does not meet the requirements within 3 seconds of the antecedent, the instructor should indicate a minus (-) on the data sheet and a plus (+) if the response if correct.
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The Consequence is what occurs immediately after the behavior, and should consist of behavior-specific praise paired with tangible reinforcement when the student responds correctly. If the student responds incorrectly, an error correction should be implemented and NO reinforcement is provided.
Error Correction Procedure
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If a student responds incorrectly, the instructor must immediately prompt the correct response and label
the behavior. For example, when teaching colors, if a student was given the direction “touch red” and did not respond, the instructor uses a physical prompt to assist the student to touch red and states “this is touching red.” A practice trial should immediately follow. Please remember to read the error correction procedure description on each program, as the procedure may vary for certain skills and programs. NO reinforcement is ever provided following an error correction.
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