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WOMAN: This is the number 30. SKYLER: Four. WOMAN: What number? SKYLER: Thirty. WOMAN: Do this one. Do the . . . this is the number. SKYLER: Thirty. WOMAN: Very good. AMIRIS DIPUGLIA: Intensive
teaching, using systematic, effective teaching procedures that result in good student responding and a good rate of skill acquisition. WOMAN: Do this one. Do this one. Show me the ice cream cone. Good
for you. AMIRIS DIPUGLIA: Intensive teaching is a form of discrete trial instruction. LEAH DEITRICH: In his maintenance, Jordan has a card sort system. Each card is color coded so that we know what
operant or what type of skill we’re using with each card. AMIRIS DIPUGLIA: We also use specific teaching procedures such as mixing and varying instructional demands, interspersing easy and hard
skills so that it’s not only hard skills being presented to the student, so that students are, again, successful at responding even when the targets are difficult. WOMAN: This is a diamond. BOY:
Yes. MIKE MIKLOS: This is called an errorless teaching procedure, and it involves four steps. Prompt. WOMAN: This is a diamond. MIKE MIKLOS: Transfer. WOMAN: What is it? BOY: Diamond. MIKE MIKLOS:
Distract. WOMAN: Do this. Do this one. MIKE MIKLOS: Check. WOMAN: This is a . . . BOY: Diamond. WOMAN: Yes, diamond. MIKE MIKLOS: For behavior to remain strong, it doesn’t have to contact
reinforcement every time. We typically use a schedule of reinforcement that is known as a variable ratio schedule. The value is that it keeps responding strong and steady. When instructions started
for Tommy, his variable ratio schedule of reinforcement was one. Over the course of several years of instruction, his variable ratio schedule has been extended to 12. The reason this is called
intensive teaching is because we are providing the student with intensive practice in order for them to learn those skills to fluency. TOMMY: Flower. WOMAN: It is a flower. That was awesome. MIKE
MIKLOS: For more information, visit the PaTTAN website.