Adaptation
What to look for:Â
Student is accurate and fluent in using the skill across many settings; however, the student is not yet able to modify or adapt the skill to fit novel task demands or situations without prompting
Instructional Goal:
Identify elements of previously learned skills that he or she can adapt to the new demands or situation
Exit Goal:
Continuous phase that requires no exit criteria
EVIDENCE-BASED STRATEGIES TO BOOST ACCURACY IN THIS PHASE:
Aid students in articulating the core elements of the target skill that the student can adapt to face novel tasks (i.e., fractions, ratios, percentage are a part in relation to the whole)
Train for adaptation: Provide opportunities to practice the skill with slight modifications in new contexts
Provide corrective feedback, encouragement, and praise with reinforcers
Create ways for students to set their own goals for adapting skills within novel, challenging situations
Source: Intervention Central (n.d.). The Instructional Hierarchy: Linking Stages of Learning to Effective Instructional Techniques. https://www.interventioncentral.org/academic-interventions/general-academic/instructional-hierarchy-linking-stages-learning-effective-in