Priming

By Brenda Myles

Priming is a low-cost, time-efficient strategy that provides for students who need structure and predictability, Priming is an intervention that introduces information or activities prior to their use.  The purposes of priming are to (a) familiarize the child with the material before its use; (b) introduce predictability into the information or activity, thereby, reducing stress and anxiety; and (c) increase the child’s success.  Priming typically involves showing the actual materials that will be used in a lesson the day before or the morning before the activity.  In some cases, priming may occur right before the activity, such as when a peer mentor overviews what will occur during the science experiment just prior to the beginning of science class.

Priming can occur in the classroom or at home.  It is most effective when it is built in as a part of the student’s routine.  Priming should occur in an environment that is relaxing.  The mood of the primer should be patient and encouraging.  The priming sessions should be short.  Material should be introduced; priming is not teaching, correcting, or testing. 

According to Wilde, Koegel, and Koegel (1992) priming typically consists of four steps:

1. Collaboration – It is important to determine up front who is going to prime and what activities/lessons will be involved in priming.  A resource room teacher may prime content for a general education classroom, a parent may prime, a paraprofessional may prime, or an older student may prime the child with Asperger Syndrome.  Priming may be needed for some activities, but not others.  It is imperative that collaboration occur between the teacher and the primer to address these important issues.
2. Communication – An open line of communication must exist between the teacher and the primer.  Some of the questions that must be addressed are:
   
   • Who will prepare the priming materials?
   • Where and when can the primer access the priming materials?
   • How will the primer notify the teacher that the priming has occurred?
   • How will the primer and teacher handle last minute changes in the activities/lessons that may not have a priming opportunity?
   • How will it be determined that priming is an effective strategy?
   • How will problems be addressed?
3. Is a scheduled meeting time needed to overview how priming is proceeding?

Priming – During this step, the primer shows the student what will occur during the lesson by introducing the materials and class expectations.  The primer may condense the activities onto an index card that the child can carry to class and refer to as needed.  The student is reinforced for attending to the material. 

4. Feedback – The teacher and primer should determine how feedback should occur.  Some may choose to use a form that reports how priming went during the session and its results during the lesson/activity.  This type of communication is efficient without being time consuming.  If problems occur during priming, brainstorm sessions may be needed to alter the sessions.

Priming is a relatively easy and time-efficient strategy to help children and youth improve their academic and behavioral skills.  An investment in priming can increase confidence as well as reduce stress and anxiety.

Sample References and Resources

Bainbridge, N., & Myles, B. S.  (1999).  The use of priming to introduce toilet training to a child with autism.  Focus on Autism and Other Developmental Disabilities, 14(2), 106-109.

Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., & Delquadri, J. C.  (1992).  Teaching social skills to students with autism to increase peer interactions in an integrated first grade classroom.  Journal of Applied Behavior Analysis, 25, 281-288.

Schreibman, L., Whalen, C., & Stahmer, A.  (2000).  The use of video priming to reduce disruptive transition behavior in children with autism.  Journal of Positive Behavior Interventions, 2(1), 3-11.

Wilde, L. D., Koegel, L. K., & Koegel, R. L.  (1992).  Increasing success in school through priming:  A training manual.  Santa Barbara, CA: University of California.

Zanolli, K., Daggett, J., & Adams, R.  (1996).  Teaching preschool age autistic children to make spontaneous initiations to peers using priming.  Journal of Autism and Developmental Disorders, 26(4), 407-422.

Comments

[Sarah]

I teach children with autism who spend part of their day in my classroom and part of their day in the general education setting. I have found priming to be a very effective strategy in making the learning in the general education class increasingly meaningful for my students. Though the process can be time consuming, the rewards can be so tremendous. I believe priming is an essential strategy in giving students that push towards success when they might otherwise be just a step behind all the time.

[Robbie Todd]

I love the way that we give special names or acronyms for what is really common sense. Priming is really like the very old SQ3R--new reading--survey question, read, review,recite--only the survey question part is emphasized and expanded; or it is the assessment of prior knowledge before presenting new lessons; or it is the child doing, with support the KWL chart--what I already know, what I want to know, what I learned. The main obstacle is the need for strong adult support in very explicit ways to support the student who may be a blank slate or has acquired "learned helpflessness" when presented with unfamiliar material. The degree of collaboration priming entails requires that thesped and gen ed staff make time to share a set part of the school week--but where to find this shared time? This term applies to many students-not just those with IEPs. I find that teachers tend to over estimate the background knowledge and skills their studetns have. Despite all the emphasis on grade level standards--so many of the students just are not at grade level and not prepared to assimilate or accommodate new conepts/skills into their cognitive map--this is another bit of educationalese that means they don't know how to connect the new material to what they already have stored in their minds.

[Mary]

This strategy has been one of the most (if not the most) effective strategy for the classroom success of my nephew who has autism. Thanks for posting.

[Brenda Myles]

Sometimes giving a strategy a name helps it to be used more frequently. Also, for students who have problems accepting change, the use of the term "reprime" can allow them to accept change with little anxiety. Thanks for your comment! Brenda

[Carol Dinsdale]

Priming is an easy and very effective strategy. At first glance, it appears to be time consuming, but once you see the results, it's well worth the effort! It has been used effectively (although not with this "name" as mentioned by dr. mc) on a daily basis with individuals with brain injury as a stress reducer and organizer. I use a modified strategy with my 2nd and 3rd grade students with EBD. In situations such as field trips, American Education Week, the Great American Teach-In, etc in which I want my students to participate as much as possible, but not stress out - it can be a lifesaver!

[dr. mc]

I really did not know this term until just recently. In the past, it has been done as a preview or preparation for new situations/materials. Glad to see this strategy has a "name."