Evidence-Based Practice Library

Differentiating Reinforcement to Decrease Assistance during Guided Watching

Through the embedded evidence-based practices in the Digitability curriculum, teachers support student needs in many ways. As students increase their expressive/receptive language abilities and their capacity to attend to and recall information, student prompting and assistance can be decreased. For example, teachers may no longer need to distribute tactile reinforcers like the printed dollars, but instead, only use the phrase, “Nice job earning a participation dollar...” while marking the earnings into their Teacher Dollar Tracker.

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Ways to Differentiate

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Differentiation & Five Types of Prompting: Warm-Up

Teachers use differentiation and prompting to increase expressive and receptive language abilities based on individual student levels. Learn more


Differentiation & Inclusion: Exit Ticket.

Teachers can increase their use of supplemental materials to include all students in activities. Learn More


Differentiation & Inclusion: Informal Assessment.

Teachers use differentiation throughout the Informal Assessment section to assess and include all students. Learn More


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“As we lead our students into a tech-driven future, Digitability moves students closer to their career and life goals.”     

 -Jane Cordero, M. Ed., Secondary Special Education Coordinator at Hill-Freedman World Academy.