|
| CANCELLED: Encouraging Happy Learner Participation in ABA Programming: Teaching Assent Withdrawal and Self-Advocacy Skills |
| Saturday, May 23, 2009 |
| 8:00 AM–11:00 AM |
| North 225 |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| CE Instructor: Helena Maguire, Master's |
| HOLLY ALMON-MORRIS (Organization for Research and Learning), Kristin N. Schirmer-Foley (Organization for Research and Learning), Kristin N Wilkinson (Organization for Research and Learning), Rebecca E. Phillips (Organization for Research and Learning) |
| Description: In order to assure a “goodness of fit” standard in autism intervention programs, it is of utmost importance that students be active and willing participants in their learning environments. Therefore, students must be able to advocate for themselves in a manner appropriate to their language level. If students can appropriately advocate for themselves, misbehavior during instruction should be either non-existent or present at very low levels. This workshop will address several topographies of assent withdrawal and self-advocacy skills, questions to consider when determining the function of assent withdrawal behaviors, strategies for teaching appropriate assent withdrawal/self-advocacy behaviors, and modifying instruction according to various student assent withdrawal/self-advocacy behaviors. The content of this workshop will be related to ethical guidelines from the BACB Guidelines for Responsible Conduct For Behavior Analysts©. |
| Learning Objectives: At the end of this workshop, participants should be able to:
• Name at least five behaviors that learners can be taught to appropriately “opt out” of an instructional arrangement.
• List at least three critical steps to take when a student displays “inappropriate” assent withdrawal behaviors.
• Describe at least three common functions of assent withdrawal related to instructional delivery.
• Describe one way to modify instruction based on learner’s assent withdrawals both within a session and across multiple sessions.
• List at least 3 self-advocacy behaviors that learners can be taught to assist in modifying their instructional arrangements. |
| Activities: Activities will involve didactic instruction, group discussion, and small group activities where participants will be able to practice data analysis techniques and practice generating teaching examples related to various assent withdrawal/self-advocacy behaviors. |
| Audience: Clinical behavior analysts, parents, teachers, or other professionals working with students with special needs. |
| Content Area: Practice |
| Instruction Level: Basic |