|Behavioral Strategies to Ensure Caregivers of Children and Adults With a Diagnosis of Autism Implement Effective Teaching Interventions During Daily Activities
|Friday, May 23, 2014
|4:00 PM–7:00 PM
|W184d (McCormick Place Convention Center)
|Area: AUT/DDA; Domain: Service Delivery
|CE Instructor: James W. Partington, Ph.D.
|JAMES W. PARTINGTON (Behavior Analysts, Inc.)
|Description: This workshop is designed for consultants and program administrators who wish to further their skills in developing and implementing comprehensive intervention programs. In order to facilitate the rapid acquisition of critical language, social, and functional skills, it is important that both the selection of specific learning objectives and the teaching activities be prioritized. It is also critical that those skills be maintained by naturally occurring reinforcement contingencies that associate with the use of those skills in common daily activities. However, many instructional programs for individuals with a diagnosis of autism fail to devote sufficient instructional time to the development of those skills that will result in the greatest overall rate of skill acquisition. Therefore, it is important that parents, educators, and other caregivers be able to identify teaching opportunities available in home, community, and school settings, and that they be able to successfully implement effective teaching and reinforcement strategies. In spite of receiving consultative services, many caregivers report finding it difficult to implement recommended teaching strategies. Techniques will be presented that facilitate caregivers' successful implementation of evidence-based teaching strategies with individuals at various levels of development in home and community settings.
|Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify strategies for helping parents and educators prioritize the learning outcomes for both language skills and functional living skills based upon a learner's current set of skills; (2) analyze programs for a nonverbal individual and select learning objectives that will help identify the skills necessary to develop instructional control and establish an initial verbal repertoire; (3) analyze an instructional programs for an individual who has acquired a set of basic mand, tact, and intraverbal skills and select learning objectives that will teach more advanced skills in these repertoires and incorporate the use of these skills into a variety of everyday social interactions; (4) compare the existing skill levels of a young child with an autism spectrum disorder with the age-equivalent skills of typically developing children; and (5) identify methods to ensure caregivers come in contact with reinforcement for implementing intervention strategies designed to develop important functional life skills while participating in everyday household, community, and classroom activities.
|Activities: Workshop objectives will be met through a balanced presentation of lecture, video observation, and discussion at the end of the presentation. Core content will be taught through lecture, and video demonstrations of strategies will be provided.
|Audience: Licensed psychologists, BCBAs, and BCaBAs who are currently supervising or implementing behavioral teaching interventions with individuals with autism.
|Content Area: Practice
|Instruction Level: Intermediate
|Keyword(s): autism, natural environment, parent intervention, verbal behavior