mastered, a new skill will be introduced. Previous skills will continue to be practiced for maintenance. When the student (s) correctly engage in appropriate telephone behaviors, verbal praise will be provided (i.e., “Great Job!”). Correction/assistance will be provided as needed using the prompting options listed below. Teaching Steps: The teacher will show a video model of appropriate telephone use on the SmartBoard or an iPad, periodically stopping to comment and ask questions to check for understanding The teacher will explain that it is important to understand how to use a telephone and review the different purposes for using a Phone (i.e., making a call, answering a phone and taking a message) The teaching adults will model appropriate telephone use for the lesson’s target skill Selected students will have an opportunity to model for their peers the proper use of a phone for the targeted skill Students will be paired together with a teaching adult present to monitor the practice of the skill using real and/or play phones Written and/or visual cues will be provided as needed and systematically faded as appropriate The teacher will continue to work on each skill and/or each possible telephone situation, one at a time, in individual instruction or small instruction until appropriate telephone use is mastered for each student (see suggested targets to teach). The teacher will collect data using discrete trial teaching to determine mastery. Upon mastery of each skill/situation, the teacher will present the next skill/situation. All mastered skills/situations will continue to be reviewed randomly while a new skill/situation is taught in isolation. Data will be collected for both mastered skills/situations and the new skill/situation being taught in isolation. Generalization will be practiced during various situations in different locations across different instructors (i.e., related services, home environment). Error Correction: If the student does not respond or responds incorrectly, the teacher will provide the following prompting options using the least restrictive prompt possible and fading the prompt as appropriate. 17
mastered, a new skill will be introduced. Previous skills will continue to be practiced for maintenance. When the student (s) correctly engage in appropriate telephone behaviors, verbal praise will be provided (i.e., “Great Job!”). Correction/assistance will be provided as needed using the prompting options listed below. Teaching Steps: The teacher will show a video model of appropriate telephone use on the SmartBoard or an iPad, periodically stopping to comment and ask questions to check for understanding The teacher will explain that it is important to understand how to use a telephone and review the different purposes for using a Phone (i.e., making a call, answering a phone and taking a message) The teaching adults will model appropriate telephone use for the lesson’s target skill Selected students will have an opportunity to model for their peers the proper use of a phone for the targeted skill Students will be paired together with a teaching adult present to monitor the practice of the skill using real and/or play phones Written and/or visual cues will be provided as needed and systematically faded as appropriate The teacher will continue to work on each skill and/or each possible telephone situation, one at a time, in individual instruction or small instruction until appropriate telephone use is mastered for each student (see suggested targets to teach). The teacher will collect data using discrete trial teaching to determine mastery. Upon mastery of each skill/situation, the teacher will present the next skill/situation. All mastered skills/situations will continue to be reviewed randomly while a new skill/situation is taught in isolation. Data will be collected for both mastered skills/situations and the new skill/situation being taught in isolation. Generalization will be practiced during various situations in different locations across different instructors (i.e., related services, home environment). Error Correction: If the student does not respond or responds incorrectly, the teacher will provide the following prompting options using the least restrictive prompt possible and fading the prompt as appropriate. 17
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