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Chapter 1 Advantages of School Settings ................................................................. 1 Natural Learning Environment ................................................. .......... 1 Social O pportunities ................................... ........ ............... ............ 2 O bservational Learning ........................... ............. .................................... 3 G roup Instruction ........................................ ................ ............................. 5 G en eralizatio n ................................................................................................... 7 R eferen ces ................................ ................................. .................................. 9 Chapter 2 Establishing ABA Classrooms ................................................................... 11 Part I: A Model for Developing Staff Skills ................................................. 12 W orkshops ..................................................................... ..............12 Demonstration/Training Classroom........................................ .......... 13 Comprehensive Training and Intern Trainer .................................... 13 Ongoing Consultation............................... ............................. 14 Transfer of Efforts - Building Capacity ............................................. 15 Evaluation ............................................................. ........... ... .................. 15 Part II: A Model for Establishing ABA Classrooms ..................................... 16 The Research ............................ ................. .. ..................... 16 The ABA Classroom Model............................................................ 17 Structure and O rganization .................................................... 17 Behavioral Programming .......................... ............ ............ 19 Behavioral Instruction .......................................................... ......... 20 Inclusion and Typical Peers.................................................. 29 R eferen ces ................................................................................................. 3 1 Chapter 3 What Makes a Good School District? ............................................ ......... 35 Adopting One Theoretical Orientation ....................................................... 35 Training and Supervision: Early and Ongoing ............................................. 38 Buy In: Bus Driver to Superintendent .......................................... 38 O u treach ...................................... ...... ............ ........... ................................. 40 C o llab o ratio n ............................. ................................................................ 4 1 O rganization .................................................................................................... 41 O rganizational D o's ............................................................... ..................... 42 R eferen ces ......................................................... ........................................ 43 Chapter 4 What Makes a Good Classroom? ............................................................ 45 Use of Reinforcem ent ................................................... .......................... 45 1. Reinforcers Should be Reinforcing................................................ 46 2. Reinforcement Should be Contingent..................................... 46 3. Use a Variety of Reinforcers.............................................. ........ 47 4. Continually Develop New Reinforcers .......................................... 47 5. Pair Social Reinforcers with Tangible Items .................................. 48 6. Use Age Appropriate Reinforcers ............................................ 48 7. Initially, Reinforcement Should Occur Immediately .................. 48 8. Do Not Wait Too Long to Fade Reinforcement ........................ 49 9. Initially, Lable the Behavior Being Reinforced ........................... 49 10. Utilize Differential Reinforcement ........................................... 49 Systematic Behavior Programs ........................ .. ......................... ........ 50 Continuous Teaching .......................................................... .................... 51 Comprehensive Programming ..................................................................... 52 Natural Intervention ........................................................ .................... 53 Other Indicators of a Good Classroom ................................................. 54 R eferences ................................................................................................. 55 Chapter 5 What Makes a Good Teacher? .................................................................. 57 R eceptive ..................................................................... ............................. 57 System atic ................................................................................................. 58 A daptable ................................................................................................... 58 O bjective .................................................................................................. 59 Engaging .................................................................. ............................. 59 P rofessio n al .................................... ............... ............................................... 60 B alanced ................................................................................................... 62 R eferences ................................................................................................. 63 Chapter 6 Determining the Best Placement and Making It Work ................................... 65 Teachers ............................................................... .................................... 66 A d m in istratio n ..................................... ............ ............................................. 69 P aren ts .................................................................................................... 70 R eferences ................................................................................................. 71 Chapter 7 Consultation: What It Is and What We Do...................................... .......... . 75 Previous Exposure to ABA ........................................................................... . 76 Exposure to ABA "Experts" .............................................................. 77 Reconciliation and Resolution ............................... ........................... 78 Building the Consultation Relationship: The Ten Commandments ......... 80 1. Thou Shall Create a Behavioral Culture ..................................... 80 2. Thou Shall Listen .................................................................. 83 3. No Job is Beneath Thou.................................................. ........... 83 4. Thou Shall Leave Thy Ego at the Door .............. ...... 85 5. Thou Shall Maintain a Long Term Perspective ............................. 86 6. Thou Shall Teach to Independence ....................... ................. 88 7. Thou Shall Be Willing to Make Mistakes ....................................... 88 8. Thou Shall Normalize the Difficulties in Learning Process ......... 88 9. Thou Shall Be Generous With Your Praise .................................... 89 10. T h ou Shall Inspire ..................... ... . ........................................ 89 References ....................................... .................. 91 Chapter 8 Coaches Primer .............................................................................................. 93 First C onsultation ....................... ....................................... ... 93 Getting to Know tHer ........................................ ... 94 D efining ABA ...................... ........................ ............. 94 D efining the Relationship ................................................................... 95 Inoculation: W hat to Expect ................... ........... ................... ..96 Teaching Them to Fish! .................................................. .......... 97 Psycho-Educational: A Non-Directive Approach??? .......................... 98 The Structure ............................. ....... ........................ ......................98 Food for Thought ...................... .......................... 99 Effective Communication Guidelines ........................................ .......102 Second Consultation ...................... ... .................... 104 Assessment of Consultation Issues ................................................ 109 Successful Trainee Markers ........................ ................ 110 T h ird C onsultation .............................................. ............................ 112 The Last Session? ....................................... .................... ................. 116 Not the Tim e! ....................................................... 117 Not Resistant, But Time??? ................... ........... ............... 117 Reinforcem ent ...................... ............ .... 118 Developing Reinforcers ....................... .......... ............ 118 Reinforcement Guidelines ..................................... 118 What Staff Should Know About Reinforcement ............................ 120 Behavior Strategies .............................. .. .................................................. 122 Reactive .................................... .. . .. .................. ..........................122 Proactive ....... ........................................ 122 Identifying the Function of the Disruptive Behavior ..................... 123 Assessment Form .................. .... .................... 124 Identifying Appropriate Alternative Behaviors ............................... 126 Proactive Strategies ......................... .......... ................... 126 Prompting & Prompt Fading ........................................ 127 Task Analysis: Breaking Skills Into Smaller Parts ............................ 128 "Learning to Learn" .............................. .... .... . . .. ..................... 129 Discrete Trial Teaching (DTT) .................... ............................ 130 Functional and Relevant Curriculum ............................................ 132 What's Your Supervisory Style? ...................................... 134 M onthly Consultation Notes ............................................... ....................... 135 Chapter 9 Data Can and Should Be Your Friend!........................................................... 137 ABA and M easurem ent ................................................................................. 137 Balance of Applied and Analytic: Sometimes Less is More ............ 138 Multiple Methods and Sources ................................. .................... 139 Observational Data .................................... ......................... 140 Observational vs. Global Assessments ............................................. 141 O ther A ssessm ents ......................................................................... 142 Instructional Data Collection ................................. ...................... 142 D ata Sam pling ....................................... .......................................... 143 Behavioral Data Collection ............................................................. 145 Other Types and Sources of Information ....................................... 146 G eneralization ............................................................................... 147 Data Analysis ...................................................................... 147 R eferences ................................................................................................... 149 Chapter 10 Functional Behavior Assessment .................................................................. 153 Term in ology................................... ...................................... ..................... 153 Traditional Approaches to Conducting a FBA ........................................... 154 Tier 1: Indirect M easures .................................. ............................. 155 Tier 2: Descriptive Assessment............................. ......... ........ 157 Tier 3: Analog or Experimental Analysis ........................................ 159 Foundations for an Alternative Approach.................................................. 161 Multiple Sources, Methods & Contexts ......................................... 161 Systematic Determination of Individualized Assessment............... 162 F lexib ility ............................................................. ................. ... 163 Physical Location/Setting ...................................... 164 In dividu als ................................................... .................................... 164 P roced u re ........................................................................................... 165 Central Considerations ................................................................. 166 C o n clu sio n ............................ ........................... ........................................ 167 R eferen ces ....................................... ........................................................... 169 Appendix A Course Content for Training ABA Personnel .................................................. 171 Training Outline ....................................................................................... 173 Part I: Overview: ABA and Autism ........................................................... 173 Part II: Classroom Environm ent .......................................... ...................... 176 Sample Pre-School Schedule ............................ ............................ 183 Part III: Curriculum .................................................................................. 184 Part IV : A BA Instruction .............................................................................. 192 Part V: Reinforcem ent .............................................................................. 201 Rules of Reinforcem ent ........................................ ........................ 207