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| Building General Repertoires for Children With Autism: Instruction That Adds Value |
| Saturday, May 24, 2014 |
| 8:00 AM–11:00 AM |
| W176c (McCormick Place Convention Center) |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Jacquelyn M. MacDonald, M.S. |
| JACQUELYN M. MACDONALD (The New England Center for Children), KELLY L. MCCONNELL (The New England Center for Children), RENEE C. MANSFIELD (The New England Center for Children), CHATA A. DICKSON (The New England Center for Children) |
| Description: Behavior change is helpful to an individual only to the extent that this change is seen across relevant environments. Although the importance of the generality of behavior change has been emphasized by behavior analysts for more than four decades, there remains work to be done to encourage practitioners to apply recommended methods to improve learners' performance across settings, and to support them in this application. In this workshop we will (1) discuss the meaning of the terms "generalization," "generality," and "general repertoire"; (2) discuss the importance of considerations of use as part of the initial planning for teaching a skill; (3) review strategies for establishing general repertoires; and (4) facilitate exercises whereby attendees will practice these strategies. Strategies to be discussed include those offered by Stokes and Baer in 1977, as well as general case analysis, matrix training, and generalization mapping. Skill areas specifically addressed will include observational learning, imitation, community skills, and social skills. |
| Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify the differences in meaning between the terms "generalization," "generality," and "general repertoire"; (2) identify skills that could meet the criteria for behavioral cusp, as defined by Bosch and Fuqua (2001); (3) explain why it is important to plan for generalization from the start of instruction; (4) conduct a general case analysis; (5) design a matrix for matrix training; (6) define observational learning and distinguish it from imitation; and (7) describe a strategy for teaching a student to learn from observing another. |
| Activities: This workshop will include a balance of lecture, workbook activities, sharing in dyads, practicing skills discussed in the lecture with assistance and feedback, and sharing work with the larger group. |
| Audience: The target audience is teachers, practitioners of applied behavior analysis, licensed psychologists, and BCBAs (especially those in the first 5 years of their practice). |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Autism Education, Generality, Generalization |