ABA Workshop Intro to Early Intervention

[Guest guest]

DFW Center for Autism Workshop Series

Date: November 19, 2004

Time 9:00-12:30am

Location: DFW Church Building

1024 W Rosemeade Pkwy

Carrollton, TX 75007

Event Coordinator: Amber Bradley

An Introduction to Early Intervention

Basic Techniques in Applied Behavior Analysis (the ABC's)

Presenter: ndale, M.S., BCBA & Jill McLaury, M.S.

Description: Participants will learn the basic terminology required

for Applied Behavior Analysis, how to analyze behavior and

environmental events that affect behavior, how to use the

environment for behavioral change, and how to collect data to ensure

progress.

Workshops are $25 in advance for all participants; $25 for students

and educators anytime; $50 on the day of the event.

Please call Amber Bradley at 817-424-9797 or email

abradley@... for more information or to register

for this workshop.

Visit our website www.dfwcenterforautism.org

[Guest guest]

Our son really likes Math Blaster http://www.education.com

Tonya

------------------------------------

Texas Federation of Families

Tonya Hettler

Trainer

thettler@...

Route 2 Box 181

Idalou, TX 79329

mobile: (806) 544-0347

http://www.txffcmh.org w-i-n/

------------------------------------

ABA Workshop Intro to Early

Intervention

DFW Center for Autism Workshop Series

Date: November 19, 2004

Time 9:00-12:30am

Location: DFW Church Building

1024 W Rosemeade Pkwy

Carrollton, TX 75007

Event Coordinator: Amber Bradley

An Introduction to Early Intervention

Basic Techniques in Applied Behavior Analysis (the ABC's)

Presenter: ndale, M.S., BCBA & Jill McLaury, M.S.

Description: Participants will learn the basic terminology required

for Applied Behavior Analysis, how to analyze behavior and

environmental events that affect behavior, how to use the

environment for behavioral change, and how to collect data to ensure

progress.

Workshops are $25 in advance for all participants; $25 for students

and educators anytime; $50 on the day of the event.

Please call Amber Bradley at 817-424-9797 or email

abradley@... for more information or to register

for this workshop.

Visit our website www.dfwcenterforautism.org

Texas Autism Advocacy

Unlocking Autism

www.UnlockingAutism.org

Autism-Awareness-Action

Worldwide internet group for parents who have a

child with AUTISM.

SeekingJoyinDisability - Prayer support for those touched by Disability:

SeekingJoyinDisability/

[Guest guest]

Trina,

I am assuming you were given the " lessons " that I am pasting below.

If not and you want any help on them, just let me know.

Theresa, SA

In AVB - note a " mand " is a demand/command, " tact " is a

label/name, " EO " is a reinforcer,

TEACHING YOUR CHILD TO ASK QUESTIONS

TEACHING WHAT

The teacher will bring in a paper bag with things ANDREW likes

inside the bag (i.e. little toys, gummies, books).The teacher will

look in the bag and say " WOW, look at this " while keeping the bag

closed.

Prompt ANDREW to say " what is it? " or " what is in there? " .

Teacher then removes item from the bag and says it is a book and

delivers the book to the child.

Teacher presents a field of three or more cards and objects both

mastered and target items.

Present cards and say " tell me what is on the table " ,

Prompt " What is it? " when the child comes to unknown item.

Teacher will tact item and give reinforcement.

Teacher says " I have a surprise for you " .

Prompt " What? " , " What is it? " or " what do you have? " .

Tell the child what it is while you deliver item.

Teacher says " I want to play " .

Prompt " what do you want to play? "

Teacher says " reinforcing game or toy "

TEACHING WHERE

Present ANDREW with a closed box with that has a reinforcer (candy

works best) in it and say " this is for you " .

Present the box two times with the reinforcer in it. On the third

time the box will be empty.

Prompt " Where? " or " Where is my candy? "

Deliver the reinforcer while saying " Oh, here it is "

While doing an activity the teacher will abruptly end the activity

with no warning and say " come on " .

The teacher should prompt " Where are we going? " . The teacher will

then say to play on the computer or any item that is more

reinforcing then the item they are leaving .

The teacher should say " get the ____ " or " give me the ______ " ,

requiring the child to find an item necessary for a reinforcing task

(e.g. " go get your shoes so we can go outside " )

The necessary item will not be available or missing from its normal

place. Prompt ANDREW to say " Where are my shoes? " . The teacher

should then say it is on the table, in the drawer, in my pocket,

etc

Have ANDREW come to sit, but have no chair for him.

Prompt " Where is my chair? "

Have ANDREW sitting and suddenly get up and say " I'll be right back " .

Prompt " Where are you going? "

Teacher should say " to get a gummy (or other reinforcing item) for

you " .

Teacher will deliver lunch with no utensils.

Prompt " Where is my spoon? " or " Where is my fork? "

Teacher will present crafts with one necessary item missing

i.e. glue and say " Okay put some glue on it " .

Prompt " Where is the glue? "

Have ANDREW come to the table for preferred activity (e.g. Lego's

but have only one piece on the table).

Prompt " Where are the rest? " .

TEACHING WHY

Teacher will put a chair on the table while ANDREW is engaged in

another activity. Then tell the child " Let's go sit down. "

When ANDREW returns to the table the teacher should Prompt " Why is

the chair there? "

Teacher can answer with something like " I was cleaning the floor and

look what I found under your chair " while handing the child a

reinforcer.

Teacher says " I am going outside to play " .

Prompt " Why can't I go? "

Teacher should say " You can, follow me! "

At mealtime the teacher should put a NON-food item on ANDREW's plate

and give the plate the to the child.

Prompt ANDREW to say " Why did you do that? "

Teacher should act as if they got it mixed up and present ANDREW

with the correct plate.

ANDREW is doing a reinforcing activity e.g. watching TV and teacher

turns it off with no warning.

Prompt " Why did you do that? " or " Why did you turn it off? "

Teacher should say, " So we can go to the playground " .

(Remember the teacher must pick an activity that is MORE reinforcing

to ANDREW then what he was just doing)

Change things in the house (hang Pooh from the fan)

and prompt " Why is pooh there? "

TEACHING HOW

Teacher will have see through jar of desired items and the child

will mand for the items.

After manding, the teacher should acknowledge the mand by saying

" Oh, sure you can have it " and at same time hand the tightly closed

jar to the child.

The teacher will prompt " How do I open the jar? " or " How do I open

this? " . The teacher will then show the child how to open the jar.

Teacher will say " Lets go outside and play " and take child to a

locked door and say " Okay ANDREW open the door, lets go " .

The teacher will prompt " How do I open the door? " when you see the

child seems puzzled as to how to open the door.

Teacher will say " oh, like this " while using a key.

Teacher will present ANDREW with task e.g. (Lego's , train set

Wooden log builders) and say " Let's make a bulldozer. "

Prompt " How do I build a bulldozer? " or " How do I built that? " .

Teacher will respond " Oh here, let me show you " .

(Remember to always select an activity that can not be done by the

child and an activity the child would want to participate in

completion of)

Play with a toy that the child cannot operate by themselves. Make

the toy do something (such a play music).

Prompt the child to ask " How did you do that? "

TEACHING WHICH

Teacher will set up a situation where two similar reinforcers are on

the table and say " Give me a gummy " (one is red and one is blue)

Prompt " Which gummy? "

Teacher says " the red one " .

The student should hand the red one to the teacher and the teacher

should give other item to the child.

Teacher should put a reinforcer in their hand and switch it back and

forth, hiding the location.

With hands extended out prompt " Which hand? " .

Say " This one " and deliver reinforcer from hand to child.

Teacher will put out 3 containers that are the same and move then

around with a reinforcing item under them (like the shell game).

Tell the child " you can have the cookie. "

Prompt the child to ask " Which one is it under? "

Teacher should offer the child 2 cookies and say " You can only have

one " .

Prompt Which one can I have?

TEACHING WHO

Have three people in the room and say " Someone has a gummy for you "

(or other desired item).

Prompt " Who? " or " Who does? "

Then give the name of the person and child walks to person and gets

reinforcer.

Teacher presents pictures of known people e.g. mom, dad,

grandparents and unknown professionals.

The teacher holds up one picture and says Who is it? (only ask who

is it? one time when starting the game).

When an unknown person is held up,

Prompt " Who is that? " and tell the child who it is.

Using toys that are reinforcing to ANDREW the teacher will hide a

toy character (Buzz Light-year) behind a barrier and say " Guess who

is behind here " .

Prompt " who? " .

Show the item and say it is Buzz Light-Year and let the child have

it.

TEACHING WHEN

Place highly desired item on the table when the child mands for it,

the teacher should say " Not right now " and prompt " When can I have

it? " .

Teacher says " After you ………….. " .

Child does the activity and then gets the item

Give a peer a desired reinforcer and prompt " When can I have it? "

or " When is it my turn? " .

The teacher should say " After ANDREW is done with it " .

Prompt peer to put it down (Reinforce peer for doing so) and teacher

tells child " Now you can have it "

> Help! I have been searching but am unable to find a level II ABA

> workshop called Level II manding. I have been to the ABA level one

class

> (twice) and the Sundberg conference. I have a verbal child (weird

verbal

> but verbal now after many years of ABA) I need to be able to finish

> ABLLS but we are unable to cross the asking questions hurdle. I

also

> need a good computer learning software cd for teaching subtraction

if

> anyone has a good one they can recommend. Thanks! Trina Sherman

[Guest guest]

Hi a,

Oh don't get me started on lesson planning or training--I love it.

It was amazing how fast my son caught on to Wh?s using things like

this. He still gets confused with when or how. I think I remember

you worked in education. When changing my profession to education, I

read BF Skinner along with other behaviorists and public school

accepted theorists.

It was so funny this week when I gave a professional development to

high school teachers. They had requested help with regular

apathetic students and kids with behavior problems. I was thrilled

to quote dear ole' BF and Glasser and others---ABA in the disguise

of good educational practice. Teachers should have studied these

authors in college or in their graduate programs but get scared when

you ask them to apply similar principals in a more basic form with

kids with special needs. I guess the ABA words still scare them too.

A lot of the techniques I advise my teachers to use are actually

proven methods for special needs kids. Funny how these same good

teaching techniques improve learning in " normal " kids. Every year I

get a new teacher that is scared of what to do with kids that are

mainstreamed into their " regular " class (reminds me of the cartoon

that we have been discussing on this list). They worry about

dumbing down the curriculum or not teaching to all the kids. I

always find one of my successful teachers to model how things work

well with good teaching practices. It is so cool to see

a " handicapped student " or special needs student being successful

with their peers. Good teachers will use group projects with

collaboration and build teams of supportive kids. Our special needs

kids make friends that they would have never met in a " unit " and

they all learn from each other. I cannot tell you the joy I felt

when we had a lot of our special needs kids passed the TAKS test--

proving many wrong that this system can work. The co-teach method

is also wonderful if you have a good special ed teacher paired with

the regular grade-level or content teacher. The special ed teacher

helps all the kids but is responsible for seeing that the special

needs kids are successful while the regular teacher teaches the

lessons. They are also there to see what the student needs extra

help on so if you " throw in " some content mastery time late in the

day, the special ed teacher can revisit concepts that may have not

been mastered. Finally my son's elementary school is piloting this

idea. Next year they should have a 1st grade and 2nd grade class

with 2 certified teachers--one special ed and the other a regular

elem teacher. I brought this strategy up during an ARD and the

principal seemed very open to it. We ended up keeping my son back

in kinder for a 2nd year to mature but the first grade class seems

to be going well with this model. I hope they don't cut the funds

before next year.

Theresa

> Theresa,

>

> Thanks so much for sending this--this is great stuff for my son

Joe, who did ABA several years ago but not at present. I plan to

pass all this along to our Speech Therapist and teacher at school.

Of course, I don't plan to mention the dreaded " ABA " term... Thanks

again!!!!

>

> a