|CANCELLED: Using Physical Activity to Enhance
Learning, Social Skills and Self-Control
with Autistic and Regular Populations|
|Friday, May 22, 2009|
|10:00 AM–5:00 PM |
|North 120 BC|
|Area: EDC/AUT; Domain: Applied Behavior Analysis|
|CE Instructor: Eitan Eldar, Ph.D.|
|EITAN ELDAR (Zinman College, Israel)|
|Description: The presented model emphasizes the uniqueness of movement as an ideal context enabling teachers and clinicians to design a challenging learning atmosphere for their students.
The model is based on a series of scripts offering a simulation of real life situations. It can support a specific clinical goal such as developing self-control; support a yearly curriculum at kindergartens and schools; serve as an extended behavioral program for individuals / groups. The model has recently been implemented with Autistic children on an individual level and as a preparation for inclusion.
The rationale behind developing the model will be discussed and specific behavioral procedures and principles supporting the model will be cited. In addition, the structure of the model will be described, followed by different examples of its optional implementation. Components of the model, modified during the past 18 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. A special attention will be devoted to the potential of using these procedures as a part of an individual program for ASD populations and for supporting their inclusion in the regular education system.|
|Learning Objectives: 1. Explain the unique characteristics of physical activity and games as learning contexts.
2. Cite behavioral principles and procedures that enhance learning in these contexts.
3. Present the general structure of the model and describe its components
4. Design various physical activities as clinical scripts, serving specific behavioral goals.
5. Use and modify observation forms to evaluate students’ progress.
6. Adapt the components of the model to different populations and programs.
7. Explain the rationale of the model to parents and practitioners.|
|Activities: 1. A presentation of the theoretical background of the model, defining the rationale behind it.
2. An open discussion: How physical activity can serve as a learning context.
3. A video presentation illustrating the implementation of the model in various settings and in different cultures.
4. Active demonstration of games involving the workshop's participants.
5. Planning trials - participants will practice activity and program design based on the model.|
|Audience: Behavior analysts, teachers, consultants, lead therapists, line therapists and students.|
|Content Area: Practice|
|Instruction Level: Basic|