Errorless learning?

[FunnyHowThingsWorkOut]

Does anyone have any experience of implementing errorless learning across various... domains?

It has been recommended for my son (10) who has verbal memory deficit, social communication disorder, and executive function impairment (and other things).

I can see how it will help massively with spelling and we will do our best at using this method for life skills. But a) I'm interested in hearing anyone else's experience and b) what should the school do with regards to this?

Who has recommended it?

It's a form of ABA.

Ah, I wondered.

I got him assessed by a private neuropsychologist. This is a main feature of her recommendations.

His teacher (state school) seems to think it is busibessbusiness as usual with a few tweaks but I'm thinking itbisit is more than that.

It requires constant supervision and 'support' to ensure that you get success every time.

So how can a school implement that? At all? A TA?

Yes. One that is trained and experienced in errorless learning and ABA methods.

It is 'possible' that it doesn't have to be 1:1 though if they are skilled. Same applies to full-time.

And my son is not failing academically overall so I'm guessing targeted support will be most efficient.

Errorless learning needs to be done following procedures where you teach a skill (any skill), fade prompts then generalise in many context. But once you know how to do it, then I think it is easy to implement. I have used it to teach my DS everything (self help, academics, language, play, etc...).

Forgot to say, under the supervision of a behavioural analyst who taught me.

Yes, I can see how it would work and how effective it would be with him for things like spelling, tying shoes, how to behave at a dinner with strangers, but I'm just not clear about what it is necessary for in the classroom. Because they aren't always learning skills, are they, sometimes they are just 'drawing a planet' or 'write a poem about weather' Both of which he can do.

What about accurately recalling the exact instruction, staying focused on the task and following it through including any inferences.

What about understanding when the listener is getting fed up or bored of his chosen topic of conversation, or using the right volume of voice, or how close/far to stand to someone?

What about asking appropriate questions about the task, not interrupting, contribution for the benefit of everyone in the class?

etc.?

Some of that is a problem and some isn't. The teacher 'hasn't noticed any problems at all.' and his academic work is actually good (except spelling) except he isn't achieving his potential.

Some doesn't apply so much in class because expectations are pretty clear. He will have social skills work in a nurture group and we will have to do additional work at home on some of that.

i am puzzled by the fact a professional recommended errorless teaching without the ABA framework, but again I have only experience with my DS. You can teach things like making sense of body language (ex if teacher taps the floor, you sit on the floor etc...), learn that you need to respond within seconds of being asked a question and not when you feel like it, etc.....
in my experience at the beginning, teaching errorless may go against natural instinct of teachers/SLA so a thorough training should be carried out.

I guess it is similar to the way people recommend PECS without the ABA framework, (which means hours of laminating for no real gain), and precision teaching, without the ABA framework, and behaviour charts etc.

Am just going into meeting with SENCO. Wish me luck.

Hope went well.

Urgh. Basically they won't commit resources beyond in-class adjustments like providing hard copy overviews and summaries, allowing him to use special spellings software and putting him in a social skills group. I am taking advice.

Good luck. Hope you get what your child needs.