MARGARET M. HAGERTY, BCaBA & EMILY SWEENEY-KERWIN, BCBA-D
AUDIENCE: This workshop is designed for teachers, therapists, behavior analysts and others whose role is to design and implement methods to increase the verbal behavior of children with autism and related disorders in home, school or center based programs.
OBJECTIVE: This two day hands on workshop will provide the participants with information and coaching in the following areas:
1. Using the VB-MAPP and ABLLS to develop an Individualized Treatment Plan
2. Establishing Instructional control in the natural environment and during discrete trial instruction
3. Prompt and prompt fading procedures during instruction
4. Teaching the mand
5. Teaching the echoic
6. Teaching the tact
7. Teaching listener behavior (receptive language)
8. Teaching the intraverbal
9. Natural Environment teaching
10. Advanced verbal behavior
11. Program material organization
12. Reducing problem behavior
13. Data recording and graphic display
The participants leave the workshop with an individualized teaching plan to begin instruction immediately, the methods of teaching the skills, data recording procedures, and a list of the progression of specific skills to be taught over several months.
PREREQUISITES: It is strongly suggested that all participants have attended Dr. Carbone’s Verbal Behavior Introductory Workshop #1 or similar and have at least some experience teaching children with autism within an intensive teaching program. Participants should be familiar with the ABLLS manual/or a VB MAPP of a child/children they work with.
For registration details, contact Emily at firstname.lastname@example.org.
Limited space available. First come first serve.
If you work with…
• Non-verbal children who are struggling to become vocal
• Non-verbal children or adults who have no effective method of speaking
• Older children who are no longer making progress and a developmental curriculum, such as the VB-MAPP or the ABLLS, and who need a curriculum that includes more functional skills
• Children or adults of all ages with moderate or severe disabilities and limited skill repertoires
• Children or adults who currently require extensive supports or 1:1 supervision
• Children or adults who cannot be instructed or integrated with peers or taken into the community without severe problem behaviors
If you have….
• Difficulty developing functional IEPs or ISPs for specific children or adults
• Teaching functional skills in the context of statewide alternate assessments
• Teaching learners who are echoic, echolalic, or who have limited vocal skills
• Measuring and documenting very small increments of learner progress
• Documenting specific supports that learners currently require
• Keeping documentation of learner progress and required supports in one place and making certain that this document “makes it” to the learner’s next classroom, residence, or program
• Managing problem behavior
|To register visit www.behaviorchange.com Space is limited. First come, first serve basis|
For more information on Essential for Living:
GUIDING THE DEVELOPMENT AND IMPLEMENTATION OF AN INTENSIVE BEHAVIORAL PROGRAM FOR TEACHING LANGUAGE AND BASIC LEARNER SKILLS
Vincent J. Carbone, Ed.D.
Board Certified Behavior Analyst
This 3 day workshop is designed to provide advanced training to behavioral consultants, special education teachers, speech language pathologists, and special education coordinators or supervisors who already possess intermediate level skills related to behavioral program development for children with autism or related developmental disabilities.
This workshop provides the type of information that is frequently presented in graduate level courses in applied behavior analysis. The objective of the workshop is to provide the participants with a framework for conducting conceptual analyses that guide the teaching of important skills to children with autism. A conceptual analysis is especially valuable to practitioners when general teaching procedures and methods are not effective in individual cases. The workshop includes topics presented in introductions to Skinner’s analysis of verbal behavior and applied behavior analysis but with an emphasis upon the theoretical and conceptual foundation of these topics. In a highly interactive format the workshop will include materials and discussion related to the conceptual analyses of motivation, word meaning and understanding (joint control), private events in a natural science, advanced discussion of primary verbal operants and secondary verbal operants including autoclitic processes, etc. These topics will be linked to the clinical application of these concepts and principles to the teaching of important skills to children with autism. Moreover, learning activities and video illustrations will be used demonstrate the application of these concepts and principles. The workshop also includes topics related to the management of behavioral programs. Competency-based staff training, performance management and data-based decision making will also be discussed.Throughout the workshop the participant’s verbal repertoire related to the use of technical behavioral terms to describe the conceptual analysis and teaching of important skills to learners with autism will be shaped and reinforced differentially.
The number of workshop participants will be limited to insure a highly interactive format with individualized instruction related to specific setting and needs. “To benefit maximally from the workshop, prior attendance at an Introductory Workshop or documentation of extensive behavioral training is strongly recommended.”
Audio taping is allowed—please refrain from video taping
For more information or to register please contact Emily at email@example.com
Limited spaces available. First come first serve.
Teaching Communication Skills To Children with Autism and Other Developmental Disabilities
Conducted by: Vincent J. Carbone, Ed.D, BCBA-D
This workshop focuses on the behavioral approach to teaching communication skills to children with autism and other developmental disabilities. This approach is based on B.F. Skinner's analysis of verbal behavior and the research of Michael, Sundberg, Partington and others. Participants in the workshop learn 1) to conduct a Behavioral Language Assessment, 2) to select the most appropriate form of communication for a child (vocal, signing, pointing to or exchanging pictures, or activating an augmentative device) and 3) to select the communication responses and supporting skills that should be taught first. The workshop includes the recommended teaching procedures for those children who have no formal communication skills to those that are near conversational speakers. The presenter also describes and demonstrates errorless teaching, specific quick-transfer (prompting and fading) procedures, and the use of both discrete trial training in the natural environment and during intensive teaching session. Many video tape demonstrations are provided to illustrate the methods to increase spontaneous language and to develop conversation.
Registration is on a first come first served basis.
BCBA & BCaBA CEU's are provided for full attendance at this workshop.
Please contact:Emily at firstname.lastname@example.org for registration or more information.