June 26th #1. Verbal Behavior and Pairing
The most important thing an instructor can do is become a positive reinforcer to the learner before placing instructional demands or requirements on him or her. This is almost always necessary because most children with developmental disabilities have learned that when instructors are near they take away more fun things, or reinforcers, than they give. Participants will learn how to become conditioned reinforcers by pairing themselves with positive reinforcement. In addition, they will learn how to make fun activities even better by their involvement and interaction with the learner.
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July 22nd #3. Teaching Manding
Many children with autism and other developmental disabilities fail to develop adequate language skills in the form of talking. Some children are not even able to make speech sounds, while others can imitate any sound or word they hear. But sometimes even these children do not speak spontaneously or in a way that has meaning to the listener.
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August 14th #4. Problem Behavior and Potty Training
The focus of this workshop will be problem behaviors that often occur in the home and school. An emphasis will be placed on the function of the behavior rather then the form of the behavior. By concentrating on the analysis of the function of the disruptive behavior, we are able to develop a more effective method of changing the problem behavior by teaching a more desirable replacement behavior. Effective procedures and techniques will be demonstrated through video.
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Potty Training handout
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Problem behavior additional info
Problem Behavior 2
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Aug 28th Sign Language Handout 1
There is convincing evidence that sign language acquisition, with spoken words accompanying sign, may lead to vocalizations with some previously non-vocal children. Also, by providing a system for the child to ask for the things they want may help to reduce many behavioral problems that are often associated with children with autism
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Aug 28th Sign Language Handout 2
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Aug 28th Sign Language Handout 3
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September 11th #5. Natural Environment Teaching
Participants will learn to use Skinner’s analysis of verbal behavior to understand the differences between verbal behaviors that are mands, tacts, echoics, motor imitation and intraverbals and nonverbal behaviors such as receptive identification, receptive commands and receptive by feature function and class. Participants will learn how to apply this analysis in the natural environment to help the learner develop a more complete verbal repertoire. Video demonstrations and examples of natural environment teaching will be provided.
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September 25th #6. Intensive Teaching
A review of the behavioral literature related to Motivative Operations (MOs) and response allocation seems to suggest that some teaching methods may result in better learner outcomes than others during intensive teaching sessions. Participants will learn how to apply these methods for early, intermediate, and advanced learners utilizing a basic teaching template
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TBA #7. Socialization and Play
Many children with developmental disabilities have discrepancies between language and social repertoires. Participants will learn how to use motivative operations (MOs) to increase the number and quality of active responses during group activities and play time. Participants will also learn strategies to “teach” the learner’s peers and siblings to become conditioned reinforcers.
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