understanding Or Behavior Challenges?

This is a key request when it comes to teaching students with autism. A trainer needs to understand why a learner is having difficulties so that they can adjust their teaching methodology. Sometimes, the learner may have challenges insight the conception being put forth to them. Other times, obvious behavioral challenges may be inhibiting his/her ability to successfully perfect the task. And, at times, both of these factors play a role. If a trainer doesn't have an idea which of these factors needs to be addressed, exertion and time can be squandered.

Often, these two situations are related; a learner may not perceive the material and therefore come to be frustrated and exhibit behavioral challenges. One way to combat this phenomenon is to begin by presenting relatively (and individually) less difficult tasks to complete. If the learner still displays behavioral challenges, we can at least say that the material is not causing disappointment by being too difficult for them. This is an example of errorless teaching. If a learner is presenting sharp behavior, we can not say either or not he/she comprehends the material - we only know that they did not talk correctly. It is prominent to take performance data, but this alone, will not tell us why the learner answered incorrectly. Being 'incorrect' includes; not answering at all, leaving the instructional area, echolalia linked behavior, non-contextual vocalizations, etc. If this is the case, teachers need to focus on the learner's reinforcement schedule in an exertion to sell out these inappropriate behaviors in order to more accurately conclude his/her insight of the material.

Child Immunization Schedule

"It is prominent to take performance data, but this alone, will not tell us why the learner answered incorrectly."

When a trainer approaches a studying challenge in this manner, it allows them to objectively conclude a course of action. Attributing a student's incorrect response to a less definable explanation, e.g. "He's cranky today" or "This is just over her head", doesn't allow for a inexpensive response. In cases which there is not principal behavioral challenges - teachers can sell out the difficulty level or convert the teaching methodology. When incorrect responses seem to mainly be the consequent of behavioral challenges, teachers can raise reinforcement rates for standard behavior. Far too many times I have been eye to a student, which is displaying sharp behavior, being presented with continually less difficult material - because the assumption is that they do not understand it. This often leads to a situation in which the learner is not challenged, intellectually, and is therefore bored and sometimes defiant. Each student's behavior and advance should be individually assessed but considering 'behavior or comprehension' is a good place to start.

understanding Or Behavior Challenges?