INSTRUCTIONAL
METHODOLOGIES
Elementary Teaching Assistant Training
2012-2013
OVERVIEW
ABA
Data Collection
Prompt Hierarchy
WHAT IS ABA?
ABA is the science of understanding and
improving socially significant behavior. This
includes social behavior AND academic behavior.
 APPLIED-Specific content is selected to teach
 BEHAVIOR-Student demonstrates
learning/knowledge of what is being taught
 ANALYSIS-Progress monitoring based on how
content is presented and reinforced
APPLICATION TO TEACHING ASSISTANTS

ABA strategies should be used when…
Facilitating direct instruction
 Teaching key concepts
 Reinforcing academic and social skills

PRINCIPLES OF ABA
An Adult should say/explain…
1. The instructional cue (directions/question given)
2. What is the correct response?
3. What do we do when the correct response is
given/ what do we do when the incorrect
response is given?
WHAT IS PROMPTING?
Any help given to learners to assist
them in using specific skills. Prompts
are generally given by an adult or peer
before or as a learner attempt to use a
skill.
Least-to-Most: system of least
prompting to greater prompting.

We use a prompt hierarchy to help the students
become as independent as possible. It is a
systematic way to fade how much assistance we
give students. We use the following language to
describe the levels of prompting.
LEVELS OF PROMPTING
Independent: The student performs the task with no assistance, set up or
hints of any kind.
Indirect verbal: Ask a question to cue the student. For example, “What do
you need to do?” “What is next?” “What time is it?” “What were your teacher’s
directions?”
Gesture: Point or use another motion to cue the student. For example, point
to the door if you should be leaving, hand over lips to cue student to be quiet.
Visual prompt: Symbols (pictures or words) are presented to guide behavior.
Direct verbal: The student does the task after being given an individual
direction. For example, “You need to…”
Model: The student does the task after you show them how to by doing
the task yourself. For example, you wipe off the student’s desk and then stand
aside to let her try it.
Physical prime: Slight physical contact that guides the student toward the
task. For example, you touch the student’s elbow to get them to pick up a
pencil.
Partial physical: Staff physically starts the student on the desired task, and
then ceases the physical assistance so the student may complete the task
independently. This includes set up of materials. For example, you hand a
student his backpack and he then completes his exit routine.
Full physical: Staff physically guides the student through the entire task.
example, you hold the student’s hand to walk to gym. Hand over Hand
For
No opportunity: Staff performs the entire task for the student. The student
does not participate in the task. For example, you write all assignments in the
student’s assignment notebook each day.
INDIRECT VERBAL
Ask a question to cue the student.
Examples:
“What do you need to do?” “What is next?” “What
time is it?” “What were your teacher’s directions?”
“Look around, what are the other kids doing?”
GESTURE
Point or use another motion to cue the student.
Examples:
Point to the door if you should be leaving, hand
over lips to cue student to be quiet
VISUAL PROMPT
Symbols (pictures or words) are presented to guide
behavior.
Examples:
Boardmaker pictures, pictures of the student
preforming the behaviors, voice level posters,
PBIS posters with pictures,
DIRECT VERBAL
The student does the task after being given an
individual direction.
Example:
“You need to…”
MODEL
The student does the task after you show them
how to by doing the task yourself.
Examples:
You wipe off the student’s desk and then stand
aside to let her try it. You show the student a
jumping jack and then say “Your turn”
PHYSICAL PRIME
Slight physical contact that guides the student
toward the task.
Example:
You touch the student’s elbow to get them to pick
up a pencil.
PARTIAL PHYSICAL
Staff physically starts the student on the desired
task, and then ceases the physical assistance so
the student may complete the task independently.
This includes set up of materials.
Example:
you hand a student his backpack and he then
completes his exit routine.
FULL PHYSICAL
Staff physically guides the student through the
entire task.
Example:
You hold the student’s hand to walk to gym. This
includes activities completed with hand over hand
assistance.
NO OPPORTUNITY
Staff performs the entire task for the student. The
student does not participate in the task.
Example:
You write all assignments in the student’s
assignment notebook each day.
IMPORTANT FACTORS
Building positive relationship with student
 Consistency is KEY! This includes common
language, expectations, and use of strategies.
 Understanding the importance of reinforcers and
how and when to use them.

THOUGHTS….

“The worst thing you can do for those you love is
the things they could do for themselves”
Abraham Lincoln
RESOURCES
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“Looking Forward” power point
Prompt hierarchy data collection form
Create videos to model appropriate prompting
Dynavox Implementation tool kit
http://www.dynavoxtech.com/implementationtoolkit/searchresources/default.aspx?keywords=prompting
Understanding Reinforcement Articles-Indiana
University website