اريد ترجمة النص الاتى: Intensive Teaching Trials...

اريد ترجمة النص الاتى: Intensive Teaching Trials (ITT) ITT are structured teaching sessions, usually conducted at the table, but may be done on the floor. It is language intervention conducted in a highly specified and structured manner (Sundberg & Partington, 1998). The child is taught speaker and listener skills which will be generalized to the natural environment. There are critical features that must be established before starting intensive teaching trials. Picture and object materials must be organized and easily assessable for quick-paced instruction. At ACI, envelopes are set up on bulletin boards over each child’s ITT table which are labeled and contain the corresponding pictures for each acquisition skill on a child’s Probe. Manipulatives are kept in a child’s three-drawer rolling cubbie in labeled baggies for each skill. Mastered items, including both objects and pictures are set up on the floor and/or the table. Reinforcing items which have been selected at the beginning of the session during a preference assessment with the child are set on the table and/or the floor. A variety of reinforcing items are made available so the child pairs the table as a conditioned positive reinforcer. Availability of reinforcement is one of the most critical components in intensive teaching trials at the table. The schedule of reinforcement is determined. Early learners will be on a fixed ratio (FR) 1 schedule where every target demand will result in an opportunity for reinforcement. Variable ratio (VR) schedules are a type of intermittent schedule of reinforcement which produces quick, consistent, steady rates of response. Using VR schedules produce behaviors with greater resistance to extinction, maintaining target behaviors in the natural environment (Cooper, Heron, & Heward, 2007). A copy of the variable schedules (VR) of reinforcement is available in the Master Data Sheets and Chart section of this guide. The data notebook and the child’s Probe (listing of acquisition skills to be probed) are set on the edge of the table to data track 1st trial data. Data collection will be discussed in a separate section of this guide. Target skills are taught using the 3-term contingency (antecedent, behavior, consequence) as it relates to stimulus control and operant conditioning. Operant conditioning refers to the process and effects of consequences on behavior. A behavior is strengthened and increases response frequency through reinforcement (Cooper, Heron, & Heward, 2007). An example of an ITT target request would be the instructor stating, ‘Touch your nose’ (the antecedent), the child touching his nose (the behavior), and the instructor tickling the child while saying, “Way to go finding your nose!” (the consequence).