Many of our students struggle with initiating language and conversation. This is why there is usually a strong emphasis on manding and requesting in an ABA program. Teaching them to ask for things that they want builds a relationship of communication between the child and others. Basic manding teaches a child to ask for tings Read more about Manding With ‘Wh Questions’[…]
In our last blog post, we discussed expanding language to 2-3 word phrases using verbs and attributes. In this post, we will discuss expanding language even further using one of our favourite materials – sequencing cards. There are various sequencing skills that the ABLLS assessment touches upon: visual performance of putting picture sequences in order Read more about Expanding Language Skills – Part 2[…]
When working with a student who is just acquiring language, we spend a lot of time teaching how to answer questions. “What does a dog say?” “What’s your name?” “What’s this?” “What do you do with a shoe?” The answers to these questions are often simple 1-word answers, which is a great place to be Read more about Expanding Language Skills – Part 1[…]
Direct Instruction is an evidence-based teaching approach that falls under the umbrella of ABA. We use at least one (or a combination of a few) DI programs with many of our students. We even have some students who have loved the books so much that Language for Learning became a leisure activity! Direct Instruction operates Read more about Direct Instruction (DI) Programs[…]
A Behaviour Intervention Plan (BIP) is what takes the observations from a functional assessment and turns them into a concrete plan of suggestions. It is also sometimes known as a behaviour protocol or behaviour treatment plan. It should be based on a functional assessment or a functional analysis so that the suggestions made are function-based. Read more about Writing a Behaviour Intervention Plan (BIP)[…]
Behaviour is communication. It is our students’ way of telling us how they feel or what they need. Behaviour can have many different forms but what it looks like is not as important as what it’s trying to tell us. The function of the behaviour is the part that tells us WHY the behaviour is Read more about Function Over Form: Functional Communication Training[…]
When we get asked for a quick and easy fix for a behavioural problem (eg: “What do I do when…”) our answer is usually, “It depends”. The solution to behaviour management lies not in the topography of the behaviour, but in the function that the behaviour serves. There can be two children who both engage Read more about How To Do A Functional Behaviour Assessment[…]
One of the common misconceptions about ABA is that it’s all table work and discrete trial teaching, and NO FUN! Quite the contrary, we are all about fun and games! As the field develops, the term “Applied Behaviour Analysis” has become an umbrella terms for lots of other teaching styles. Within this umbrella are other Read more about Natural Environment Teaching[…]
One of the greatest tools in our toolbox is the ability to break down larger skills into smaller, more attainable steps (and then reinforce each step along the way!). There is a lot that can be accomplished through this teaching method, especially in the area of self-help and independence. What is a Task Analysis? A Read more about How to Use Chaining with a Task Analysis[…]
Successful toilet training is one of the most useful and (likely) socially significant skills we can teach our clients. When a child is ready for toilet training, we often have to put other programming aside in order to accomplish this goal – and that’s okay! This is a life skill that is important to the Read more about When is a Child Ready for Toilet Training?[…]