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Comprehensive Lesson Plan Template

This lesson plan template provides guidelines for creating written instructional programs for students. It includes sections for objectives, reinforcement, the instructional sequence, error correction procedures, criteria for progressing, prompting strategies, instruction, data collection, and special considerations. The overall goal is to develop individualized plans that are functionally relevant and maximize opportunities for students to respond.

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161 views2 pages

Comprehensive Lesson Plan Template

This lesson plan template provides guidelines for creating written instructional programs for students. It includes sections for objectives, reinforcement, the instructional sequence, error correction procedures, criteria for progressing, prompting strategies, instruction, data collection, and special considerations. The overall goal is to develop individualized plans that are functionally relevant and maximize opportunities for students to respond.

Uploaded by

api-280559613
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Lesson Plan / Written Instructional Program

See page 36 in the manual for example. Delete all red, and use descriptive title (change
title) when submitting.

Student: _______________________________________
Objective
Objective: (Where is this lesson headed? Link to

Date: _____________________
Reinforcement

Type:

core and/or IEP goals)

Functional Routine: (When during the day will


this skill be used? Maximize opportunity to
respond)

Schedule of delivery:

Program Steps
Specify here the instructional sequence. Include
baseline data as attachment.
For Discrete Skills, indicate sequencing
strategy: Concurrent (all items presented
randomly across trials), or Cumulative
(building distractor variables across trials).
When using a behavior chain, include task
analysis as an attachment.
Total tasks are used when instruction and
reinforcement happens during more than
one point in the chain (common for motor
tasks like toileting).
Select one:
Discrete
Forward
Backwar Total
Skill
Chain
d Chain
Task

Location/Setting

Error Correction
Stop:
Back-step/Repeat the cue:
Prompt: Back up to previous level of assistance
(Also consider branching the task analysis, additional
prompts, changing reinforcement pre-correction/prerehearsal or additional practice outside the chain at
another time)

Criteria for Moving to Next Step

Include grouping format: 1:1, small group (2-3


students), large group, whole class. Indicate if
there are naturally occurring opportunities to
practice the skill.

Materials Needed

Prompt Strategy
In consideration of the baseline data, specify here
what the appropriate controlling prompt(s) will be to
begin.
Types include picture/written prompts, physical
assistance, physical prime, model, gesture, direct
verbal, indirect verbal, independent.
Mark below to indicate fading procedure
Most-to-Least and Time Delay are typically
best during acquisition, and Least-to-Most is
best during maintenance.
Use Time Delay for students who are prompt
dependent.

Select one:

Most-to-Least

Instruction

Least-toMost

Time Delay
Progress Consta
ive
nt

Instruction/Cue:

Generalization
Stimulus Factors:

Naturally occurring cue for the behavior:

Response Factors:

Include data sheet that will be used during


implementation.

Student Response/Behavior
Include the performance demands that delineate
a range of variation.

Special Considerations
Any factors could be included here. One such item
for consideration is how often to implement: Massed
(back-to-back), spaced (trials during one activity),
distributed (across multiple activities).

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