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| Avoiding Common Programming Errors While Developing and Implementing Comprehensive Instructional Programs for Individuals With Autism |
| Saturday, May 23, 2015 |
| 8:00 AM–11:00 AM |
| 204B (CC) |
| 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 who wish to further develop 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. Developmental patterns of typically developing children also will be reviewed. Intervention strategies should focus on the development of skills that make it possible for the learner to acquire a broad range of skills from a variety of skill repertoires. Those skills must be maintained by naturally occurring reinforcement contingencies that associated with the use of those skills in common daily activities. Many instructional programs for individuals with autism fail to devote sufficient instructional time to the development of skills that will result in the greatest overall rate of skill acquisition. Therefore, it is important that consultants teach parents, educators, and other caregivers to be able to identify teaching opportunities available in home and community settings and that they be able to implement effective teaching and reinforcement strategies. Techniques will be presented that facilitate caregivers implementing teaching strategies with individuals at various levels of development in the home and community settings. |
| Learning Objectives: At the conclusion of the workshop, participants should 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 program 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: Lecture, video review of teaching methods, handouts, and group discussions. |
| Audience: Behavior analysts who work with children with autism. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): Assessment, Autism, Program development |