Play is a skill that a lot of our learners need to be taught. It doesn’t come as naturally to kids with autism or other developmental delays. Here, we discuss how to teach play and the best way to help learners develop these critical skills. We also discuss play teaching best practices, closed and open-ended play activities, and how to use play scripts.
In this special 100th episode, we’ve rounded up some of the best professional advice our guests have ever received. Whether you’re brand new to the field or a seasoned pro, this episode is packed with wisdom to help you along your professional journey.
Does your client have rights? The overwhelming answer to this question should be YES!! However, many of us still have written into our behavior plans, “Ignore the student” or “Don’t let the student escape.” Client assent and client dignity are extremely important in the world of ABA and education. But what does this look like? What does it mean for our clients?
Incidental teaching is a strategy that uses ABA principles to provide structured learning opportunities in the natural environment. Here, we discuss some common misconceptions around incidental teaching and how to use the concept appropriately. We also discuss the differences between incidental teaching and natural environmental teaching and provide tips on how to contrive learning opportunities.
Precision teaching, or fluency-based instruction, is a system of teaching in ABA that utilizes exact measurements and data to guide instruction and curricula choices. Here, we discuss what it looks like when put into practice and how to define fluency. We discuss all the ways to use fluency, including social skills like commenting. We also talk about how to make precision teaching less complicated and more fun.
BCBA Steve Ward has been working as a behavior analyst since the mid-1990’s. As the lead behavior analyst for a center school, Steve conducted more… Read More »Episode 097: Assessing and Teaching Good Learner Repertoires with Steve Ward
When a student moves into a more intermediate requesting phase, we often focus on pre-academic skills and forget to expand their manding repertoire. Here, we dive into the kinds of skills we should be teaching at the intermediate level for requesting. We discuss how to determine a student’s needs, how to teach different requests, and more.
Teaching social skills and learning from the natural environment are two main goals in ABA. so how can we use ABA in a preschool classroom to target these goals?
