MSAA STATES
Instructional strategies
1 Systematic Instruction
2 Time Delay
3 Additional Prompting Strategies
4 Additional Resources
5 Finding a Response Mode
6 Point to the correct response when given an array
7 Pull-off
8 Eye gaze
9 Say or Type
10 Show
11 Write or type on computer
12 Use material from the lesson
13 Constant Time Delay (CTD)
15 System of Least Prompts (also known as Least Intrusive Prompting [LIP] or Least to Most Prompting)
16 Guidelines for Using System of Least Prompts
17 Examples of Prompting Hierarchies
18 Sample Script for System of Least Prompts (Calculator Use)
20 Sample Script for Model, Lead, Test (Measuring Length in Inches with Ruler)
21 Example/Non-Example Training
22 Sample Script for Example, Non-Example Training (Teaching Concept of <)
23 Generalization When Using Example, Non-Example Training
24 Sample Script for Example, Non-Example Training (Teaching Setting)
25 References
2 Time Delay
3 Additional Prompting Strategies
4 Additional Resources
5 Finding a Response Mode
6 Point to the correct response when given an array
7 Pull-off
8 Eye gaze
9 Say or Type
10 Show
11 Write or type on computer
12 Use material from the lesson
13 Constant Time Delay (CTD)
- 13.1 Zero Delay Round
- 13.2 Time Delay Round
- 13.3 Sample Script for CTD (Teaching Expressive Symbol Identification)
- 13.4 Sample Script for CTD (Teaching Receptive Word Identification)
15 System of Least Prompts (also known as Least Intrusive Prompting [LIP] or Least to Most Prompting)
16 Guidelines for Using System of Least Prompts
17 Examples of Prompting Hierarchies
18 Sample Script for System of Least Prompts (Calculator Use)
- 18.1 Sample Script for System of Least Prompts (Text Based Literal Recall)
20 Sample Script for Model, Lead, Test (Measuring Length in Inches with Ruler)
21 Example/Non-Example Training
22 Sample Script for Example, Non-Example Training (Teaching Concept of <)
23 Generalization When Using Example, Non-Example Training
24 Sample Script for Example, Non-Example Training (Teaching Setting)
25 References
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However, the contents do not necessarily represent the policy of the Department of Education and no assumption of endorsement by the Federal government should be made.