Lec 4.4 - 4QM Strategies

Explicit Instruction

Purpose:

• Provides learner with descriptions of various characteristics of the task and the expected response.

• Informs the learner of the requirements of the task and the key features of performance

Mode:

• Verbal, print, and technology-based forms of instruction

Demonstration

Purpose:

• Provides the learner with an example of the expected response

• Highlights specific points of activity

• Clarifies ambiguity in verbal instructions

• Provides reference of correctness for the learner’s efforts

Mode:

• Visual modalities and modeling

Physical Patterning

Purpose:

• Establishes the general form or the spatial characteristics of the movement

Mode:

• Physical manipulation of the learner through the entire environment

Lower-Order Questions

Purpose:

• Assess the learner’s understanding of the task by focusing on recall and recognition of factual material

• Ensures the correct learner’s interpretation of the instruction

• Focuses the learner’s attention on key aspects of the performance

Mode:

• Verbal

Higher-Order Questions

Purpose:

• Engage the learner in analysis, problem solving, and critical evaluation

• Provoke thought and draw the learner’s attention to the elements of the skill that need to be considered

Mode:

• Questions that require the application of knowledge

• Questions that facilitate higher-order cognitive skills

Feedback

Purpose:

• Supports the learner by orienting them to the use of self-regulatory procedures

Mode:

• Verbal feedback

• Visual, through symbolic representations such as checklists

Physical Prompts

Purpose:

• Supports the learner to make successful efforts, without detracting from their ability to plan and execute a response

• Challenge the learner to plan, monitor, and execute movements in ways that facilitation does not do

Mode:

• Tapping or pushing a limb in response to delayed initiation

Non-verbal Prompts

Purpose:

• Initiate, modify, and terminate learner performance using an array of non-verbal inputs by the facilitator

Mode:

• Facial expression

• Eye gaze

• Gestures

Think-aloud model

Purpose:

• Shows the learner how to engage in higher-cognitive processes

• Can model the recognition of errors, describe problem-solving process, and exemplify self-monitoring procedures

Mode:

• Therapist audibly describes decision- making processes that are occurring as they are performing the tasks

Priming

Purpose:

• The goal is to prepare for performance

• Brings together skills involved in the performances as a type of rehearsal of previously learned procedures, ensuring correct intended response

Mode:

• Verbal rehearsal, various modalities organize a general response to meet the demands of imminent performance

Mnemonics

Purpose:

• Associative learning enables learners to increase their capacity to store and receive information

• Aid the recall of key features, processes, facts, and procedural steps

Mode:

• Link words, acronyms, nonsense phrases, and rhymes

• Use of simple and symboliclanguage to focus on key elements

Verbal Self-Instruction

Purpose:

• Engages the learner in the problem-solving process by recalling the steps involved

• Supports both cognitive and metacognitive processes

Mode:

• Thinking out loud and describing the task and decisions to perform it

• Formal rote script recited to guide learne

Visual Cues

Purpose:

• Prompts the learner to recall steps in a task or prompts action

Mode:

• Pictures, visual displays, video recordings, mirrors

Kinesthetic Self-prompting

Purpose:

• Enhance or direct the learner’s attention to a particular action or body part during learning

Mode:

• Touch

Mental Imagery

Purpose:

• Supports decision making, planning, and other cognitive strategies

• Useful to recall the visual cues in Q3

Self-questioning

Purpose:

• Analyzes information and regulates the use of cognitive strategies through reflective thinking

Self-instruction

Purpose:

• Directs the learner’s actions

• Helps identify and direct the use of problem-solving strategies

• Useful in recallingproceduralsteps involved in a performance

Problem-Solving

Purpose:

• Plan, judge, and reason

• Decide on a course of action

• Synthesis of various cognitive processes

Self-monitoring

Purpose:

• Enables learner to assess the extent to which their performance matches anticipated response

• Supports appropriate use of strategies, analyzes effectiveness, critiques performance, and assesses the need for modification