Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


41st Annual Convention; San Antonio, TX; 2015

Workshop Details

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Workshop #W17
CE Offered: PSY/BACB
Establishing Creative Play: A Behavior Analytic Perspective
Friday, May 22, 2015
8:00 AM–11:00 AM
206B (CC)
Area: PRA/AUT; Domain: Service Delivery
CE Instructor: Robert K. Ross, Ed.D.
ROBERT K. ROSS (Beacon ABA Services), JENNIFER SMITH (Beacon ABA Services)
Description: The training will focus on teaching participants procedures for establishing simple play repertoires and procedures for reinforcing the use of these basic play skills in novel settings, with novel materials and in novel combinations. The instructor will describe creativity and generativity in play skills from a behavior analytic perspective. All procedures will be described in terms of basic principles and demonstrated live or via videos. Participants will be taught to use research-supported strategies to teach play skills and to then to support their generalized and expanded use. These strategies will include but are not limited to matrix training (Goldstein & Mousetis, 1989), video modeling (MacDonald, Sacramone, Mansfield, Wiltz & Ahearn, 2009), activity schedules (MacDuff, G. S., Krantz, P. J., & McClannahan, L. E., 1993), and the use of visual/text supports for motor and vocal actions in the context of play scenarios. Creativity will be defined using behavioral descriptions with an emphasis on how to support stimulus generalization, response generalization and recombinative generalization of play skills.
Learning Objectives: At the conclusion of the workshop, participants should be able to: (1) describe creativity from a behavior analytic perspective; (2) describe the deficits in children with ASD that result in the need for formally teaching creativity; (3) list at least three specific procedures to support stimulus, response and recombinative generalization; (4) describe matrix training and create a matrix for a pretend play activity; (5) describe video modeling andone scenario in which to implement it; and (6) describe the components of a picture activity schedule.
Activities: Proposed Schedule: .75 overview of creativity, What it Is? Why we teach it? Current research; .5 ASD and instruction visual learning strengths, response to language instruction, instructional support "critical keys" generalization; .25 break; .75 review matrix training/video modeling; and .75 review visual checklists and picture activity schedules
Audience: Practitioners working with children on the autism spectrum who are having difficulty establishing play repertoires.
Content Area: Practice
Instruction Level: Basic
Keyword(s): Creativity/Autism, Play skills



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