![cover image: One Step at a Time: ABA and Autism in the Classroom : Practical Strategies for Implementing Applied Behaviour Analysis for Students with Autism [updated 2014]](https://img.coherentcommons.com/400x600/artifacts/artifact/img/5133ead6-02f0-421d-b796-cbe2daa81e00)
It is imperative that educators continue to look into best practices and scientific research to determine what we can do to educate children that live with autism and to inspire in them a drive to continue to grow and to learn on their own. [...] Autism is a life long, neurobiological disorder that has a profound impact on the way a child perceives his environment, the way he communicates, the manner in which he learns and relates to the people and objects in his world. [...] He was in Kindergarten and according to the government at that time, the plasticity of the brain in children at the age of six would not benefit to the same degree from IBI that children under six would. [...] IBI is the course of treatment that many children with autism are subject to in the early intervention programs in order to help them to get ready to learn, to increase basic communication and to decrease any behaviours that may interfere with learning. [...] Before setting a goal to teach a skill, behaviour or a concept, it is necessary to decide whether the student is in fact already capable of performing the individual parts of the skill or whether each step needs to be taught as a separate skill.
Authors
Related Organizations
- Bibliography, etc. Note
- Includes bibliographical references
- Control Number Identifier
- CaOOCEL
- Date published
- 2014.
- Description conventions
- rda
- Dewey Decimal Classification Number
- 371.9
- Dewey Decimal Edition Number
- 23
- Distributor
- Canadian Electronic Library (Firm),
- General Note
- American Psychiatric Association Diagnostic Criteria information updated 2014"--Title page verso Issued as part of the desLibris books collection
- ISBN
- 9780981338811 9780981338842
- LCCN
- LC4717
- LCCN Item number
- K786 2014eb
- Modifying agency
- CaBNVSL
- Original cataloging agency
- CaBNVSL
- Physical Description | Extent
- 1 electronic text (151 pages)
- Published in
- Ottawa, Ontario
- Publisher or Distributor Number
- CaOOCEL
- Rights
- Access restricted to authorized users and institutions
- System Control Number
- (CaBNVSL)slc00233965 (OCoLC)870652447 (CaOOCEL)447041
- System Details Note
- Mode of access: World Wide Web
- Title proper/short title
- ABA and autism in the classroom : practical strategies for implementing Applied Behaviour Analysis for students with autism Practical strategies for implementing Applied Behaviour Analysis for students with autism
- Transcribing agency
- CaBNVSL
Table of Contents
- Table of Contents 7
- PART A 7
- WHAT DO WE KNOW ABOUT AUTISM SPECTRUM DISORDER The Spectrum 7
- Teaching a Student with Autism Kierans Story 7
- PART B 7
- APPLIED BEHAVIOUR ANALYSIS A CLOSER LOOK 7
- A. Individual Programming 1. Curriculum 2. Teaching Methods 7
- B. Positive Reinforcement In Search of the Most Valuable Currency Positive Reinforcement Negative Reinforcement Punishment What do I use for Reinforcement 7
- Secondary Reinforcement What do I do With all of These Googles Reinforcement Systems 8
- C. Data Collection and Analysis What is the Point You Want ME to Collect Data How do I Collect Data When Should Data be Collected 8
- D. Generalization of Skills 8
- E. Transition Planning 8
- PART C 8
- THE LEARNING IMPLICATIONS OF AUTISM 8
- Social Impairments 1. Motivational Differences 2. Differences in Imitation Teaching Social Understanding 8
- Restricted and Repetitive Behaviour What Impact does Repetitive Behaviour Have in the Classroom There is Something That I Want to Tell You Sensory Nonsense More Physical Activity Please Overly Anxious 8
- PART D 8
- Individual Education Plans ABA Style Components of an Individual Education Plan Creating an Individual Education Plan ABA Style Gathering Information Strengths and Needs 8
- Current Level of Performance Accommodations Modifications Alternative Programs or Courses Annual Goals The Big Picture Specific Learning Expectations Teaching Strategies Assessment Methods 9
- ABA in High School 9
- Bringing IBI into the School Making it Work 9
- Reaching the Goal Independence 9
- Highlights of Changes from DSM-IV-TR to DSM- 10
- Not 22
- Anecdotal Notes 63
- Prompt Level 64
- Narrative Anecdotal Notes 71
- Prompt Level 72
- Slow the rate of speech 101
- Repeat key words 101
- Respond immediately 101
- FirstThen Boards 113
- References 143
- Appendix A Sample IEP Written in ABA Style 144
- Appendix B Sample IEP Written in ABA Style 145
- Appendix C Sample IEP Written in ABA Style 146
- Appendix D Sample IEP Written in ABA Style 147
- Appendix E Using Task Analysis to Teach Skills 148
- Appendix F Baseline Data with Task Analysis 149
- Appendix G What Motivates the Student 150
- Our aspirations are our possibilities 152
- Autism Aspirations Contact information Jennifer Krumins 152
