#Maintain a brisk pace of instruction how to#
If possible, get input from supervisors or the individual you are working with. Supervisors may be able to observe your session and provide insight on how to increase your pace of instruction.We’ve talked about reinforcement here on the blog a lot, so you can read about that in more detail here. Instead, pair it with reinforcement and be systematic with how you implement reinforcement. Use reinforcement effectively. Usually, pace of instruction in and of itself will not change behavior.For instance, perhaps problem behaviors occur when you turn to write data in a binder, but didn’t recognize that pattern until you watched a recording later. You may also observe specific times at which problem behaviors tend to increase, then be able to target those specifically. Record a session. By taking video of yourself working with a child, you may see opportunities for increasing efficiency on your own.
Remember, these aren’t 15 questions for the target skill some mastered skills will be intermixed. Next, I will compare the rates of grabbing for my shirt with each pace of instruction. For instance, if I have a student who is often grabbing for my shirt during a session, I may try a pace of instruction that includes 15 questions each minute, then try a pace of 20 questions per minute, another of 25 per minute. Try different paces of instruction and measure the behaviors you are wanting to change. Take data. You want to increase attention and decrease problem behaviors.Organization is often the simplest way to increase efficiency in your session. I keep all the mastered skills on index cards so I can easily add maintenance questions into instruction. Prepare! Set out your materials in such a way that they are easy to access quickly.So how can you maintain a fast pace of instruction that is appropriate for your student? Here are some things to consider: Though student attention can be lost when instruction is happening too rapidly, it is most often lost when the pace of instruction is not rapid enough” (p. Higbee (2009) writes that “appropriately paced instruction helps students to maintain attention to the instructor and instructional materials. In fact, slowing the pace of instruction not only wastes precious instructional time, it may increase the occurrence of problem behaviors.
While they may require a slower pace through a curriculum, this does not mean that individual lessons should be taught at a slower pace. There is a common misconception that individuals with special needs require a slower pace of instruction.
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