Andy Bondy- Prompting, stimulus control, error correction: Why are they crucial to teaching in autism and why are we making so many mistakes?
1.0 Type II CE Credit
This was filmed at the 11th Annual CCBS Conference on Autism and Related Disorders in California on April 27th, 2018.
About the presentation:
There are many terms used by general and special education teachers, related service providers, and even trained behavior analysts, that when used incorrectly can lead to ineffective classroom lessons. One example is the term “prompt,” often used in the field of education. Similar problems can be found regarding in class use of error correction strategies, especially those described as ‘errorless.’ We will review and come to “terms” with the many misconceptions regarding often used terms and popular teaching strategies, including fading, most-to-least, least-to-most prompting, etc., several error-correction strategies and the host of strategies described as ‘errorless teaching.’
This webinar is going to shake up and clear up many long-held and cherished beliefs about common teaching strategies that are associated with applied behavior analysis!
Upon completion of this presentation, participants will be able to:
- Define stimulus control and its importance is lesson design.
- Distinguish between prompt and cue.
- Describe the logical difference between fading and most-to-least (or least-to-most) strategies.
- Describe how stimulus control is important for error correction.
- Describe advantages and disadvantages related to ‘error-less learning.’