SPE 315 Artifact

In the video linked above this, you will find my least to most prompting clip. With the assistance of my team mate, I was able to model least to most prompting. I decided to focus on the skill hand washing. I will most likely be teaching this skill at one point in my life, so I found it most logical to go through the steps now and break it down. In the video we see my team mate need assistance or “freeze” when asked the next step. This is where least to most prompting comes into play. The goal is for her to be as independent as possible following the steps. If support is needed the next step “gestural” or pointing ex. the soap prompting her to pump some onto her hand. Than, the most support is Hand over hand support. This assigment connects to the Innovative Application Content Standard becuase least to most prompting can be applied to almosr any life skill. This strategy and way of collecting data can keep track of students progress and assessment for future learning.

This connects to my future classroon in many ways. ALL students can benefit from least to most prompting learning strategy. You can break down SOPs, transitions, life skills etc. using least to most prompting and collect that data to keep students on track. That data is what you can use to support claims in IEP meetings, keep in communication with other professions, and stay organized. In my future classroom ALL students will be supported and guided through this process.

Ironically, I have always modeled the “I do, We do, You do” and when teaching Least to most prompting, its the same idea! I Do=Hand over Hand, We do= gesture, (where they are not super independet and still need support), YOU DO= Independent!! I found the connect really interesting and will keep in my classroom curriculm.