Many of our learners experience difficulties with rigid behavior and flexibility, a common trait in the diagnostic criteria for autism. This can negatively affect their lives, but fortunately, there are strategies to help them overcome these challenges. Here, we discuss the best ways to incorporate teaching flexibility into ABA programs.
Social skills lessons aim to enhance social interactions and communication abilities, which can be challenging for our learners. In this podcast, we explore effective methods for teaching social skills to meet social communication goals.
Trauma-informed care, or trauma-assumed care, is a trending topic in our field. Here, we discuss how to best incorporate it into our practice.
Toilet training is one of the most important skills we can teach our learners. When it comes to toilet training children with autism or with other special needs, it means we can promote their dignity.
We typically use direct instruction programs with some of our advanced learners, especially when working towards academic goals. Direct instruction is an evidence-based, somewhat scripted set of curriculum based on ABA principles.
Toilet training is one of the most important skills we can teach our learners. When it comes to toilet training children with autism or with other special needs, it means we can promote their dignity.
Our approach to discrete trial training, or discrete trial teaching (DTT), might look very different today than our approach in the past, or how we were taught in school. In the past, DTT was heavy on memorization, and it often lacked a natural environment component. Here, we discuss the evolution of DTT, what’s changed, and how we can apply it in our current work.
Extinction is a buzzword we hear in the world of ABA. But it isn’t something we really do anymore. So, what does it mean and why have our thoughts changed on it?
Here at How to ABA, we get a lot of questions regarding Hanley’s approach to tolerance and delay. We’ve created our own user-friendly data sheet based on Hanley’s course that you can download and reuse.
David Celiberti, Ph.D., BCBA, is the part time Executive Director of the Association for Science in Autism Treatment (ASAT) and Past President of its Board of Directors, a role he served from 2006 to 2012. He is the Co-Editor of ASAT’s newsletter, Science in Autism Treatment. Dr. Celiberti served on a number of advisory boards and special interest groups in the fields of autism, ABA, and early childhood education. He also taught courses related to ABA at both the undergraduate and graduate levels, supervised individuals pursuing BCBA certifications, and conducted research in the areas of ABA, family intervention, and autism.
