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| Training School-Based Autism Support Staff to Guide the Acquisition of Complex Verbal Behavior |
| Friday, May 22, 2015 |
| 8:00 AM–3:00 PM |
| 212B (CC) |
| Area: AUT/VBC; Domain: Service Delivery |
| CE Instructor: Michael Miklos, M.S. |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network), Amiris Dipuglia (PaTTAN/ Autism Initiative), Willow Hozella (Pennsylvania Training and Technical Assistance Net) |
| Description: The workshop will focus on methods to establish skill sets in professionals for teaching the basic verbal repertoires (echoic, mand, tact, and intraverbal; Skinner, 1957) as well as the procedures to teach more complex verbal skill sets including joint control procedures for responding as a listener, establishing verbal concepts, use of joint control procedures and emitting verbal responses in conditions of multiple control. Teaching verbal skills to children with significant deficits in verbal skills is a complex endeavor. The set of skills necessary for teaching complex verbal behavior to children is broad and varied. Teaching staff in school settings in which Skinner's (1957) analysis of verbal behavior is generally not part of pre-service training, may involve significant challenges and require a focus on developing a shared verbal and practice repertoires. Through active verbal responding, guided practice and competency checks, participants in this workshop will practice and perform a number of training competencies. The workshop will include a review of procedures used to train staff in a large number of public schools in Pennsylvania. Data regarding training efficacy will be presented followed by demonstrations and practice sessions for a variety of training protocols. Participants will be provided with access to a wide range of online materials. |
| Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) identify basic organizational processes and phases for training staff in developing and implementing programming for students with autism in school settings; (2) state and demonstrate basic training procedures to establish competency in identifying verbal operant trial type, basic teaching procedures for each operant, protocols for teaching verbal concepts and verbal conditional discriminations, and techniques to teach listener responding conditional discriminations through joint control; and (3) practice components of treatment fidelity procedures for monitoring training implementation. |
| Activities: Lecture, video presentations, choral responding, training demonstrations, and analogue practice activities. |
| Audience: Behavior analysts serving students with autism in school settings, special education teacher trainers, and school psychologists |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): autism, public schools, staff training, verbal behavior |