Data sheets and program guides for one-step and two-step commands are included in our Discrete Trial Data Set 2. Take consistent data.Data is key here! You need to see how your student is progressing on this skill.Visuals are a great way to show what to do without over prompting. Model and physically prompt for the student the correct response and slowly fade off so they are responding independently. Errorless learning is a great approach to take here. Prompt appropriately.Don’t over prompt and get students reliant on your prompting.Provide error correction for incorrect responding. Provide high powered reinforcers for correct responses. Customers using Dragon Medical One can benefit from using Microsoft PowerShell scripting commands in conjunction with Dragon Medical One Step-by-Step commands to automate specific tasks for providers. Combine mastered one step commands to begin teaching two step commands.Work on this in isolation during direct instruction time.Ensure that these are mastered first before moving on to more complex skills. Make sure one step commands are mastered.Does your student have a wide range of simple one step commands that are mastered? Can those skills generalize into the natural environment? If you ask your student out of context to stand up – do they do it? You don’t want to build your receptive language castle on a faulty foundation.We are constantly giving multi-step directions so this will help increase the functionality of this skill! Tips for Teaching Multi-Step Commands: Once one step directions are masted, it’s important to also work on two step (or multi-step) directions in the same way as well. Keep taking data and working on it consistently. This takes time! It won’t come overnight. You don’t want your student to just try loads of different movements and then get the reinforcer. When a student responds incorrectly, say a simple no and represent the movement. Once you have faded prompts and are working on mastering each comment – make sure to handle errors correctly. Limit access to these special treats except during these instructional time periods. Use the good stuff – cheetohs, goldfish crackers, or iPad. Provide extra reinforcement for any response that is partially independent. See if the student can either initiate or finish the movement on his own. Then immediately physically prompt them to do the same movement.
Say, “Do this” and show your student the motion. If you focus on 1 or 2 – the student will have a good chance of just guessing the correct response.
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