#3 DEVELOPING AN EFFECTIVE ABA CLASSROOM: Assessment, Teaching, and Organizational Strategies

Prerequisite- Participants MUST have an understanding of the pairing with reinforcement process, manding procedures for vocal and non-vocal students, and a familiarity with the verbal operants (covered in workshop #2).

This two-day workshop is designed to prepare participants to teach language and academic readiness skills to students with autism or other developmental disability. This hands-on experience places a heavy emphasis on developing the repertoires needed to assess and teach language skills based on B. F. Skinners behavioral classifications of language.

At the conclusion of this workshop, behavior analysts (BCBAs, BCaBAs), special education staff, and other participants will be able to: (1) describe B.F. Skinners classification of language, (2) distinguish between discrete trial training (DTT) and natural envioronment teaching (NET), (3) develop an individualized NET lesson plan for one of their students, (4) develop a sample NET lesson plan for a heterogeneous group of students, (5) describe methods for collecting data in the NET, (6) conduct and score a criterion-referenced assessment tool such as the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), (7) select developmentally appropriate IEP goals based upon a student´s VB-MAPP profile (8) develop individualized classroom schedules that address developmentally appropriate IEP goals for each student, (9) identify ten research-based teaching procedures that reduce problem behavior and increase cooperation, (10) describe and implement error-correction and transfer trial procedures during DTT, (11) collect acquisition, retention, and maintenance data using a variety of methods, (12) describe antecedent manipulation, extinction, and differential reinforcement procedures used to reduce problem behavior maintained by socially-mediated negative reinforcement (escape-motivated behavior), (13) describe an antecedent strategy that addresses problem behavior associated with transitioning from preferred to less preferred activities, and (14) describe antecedent and differential reinforcement procedures used to promote independent toileting skills.

Target audience: This workshop provides essential information for behavior analysts (BCBAs, BCaBAs), special education staff, speech-language pathologists, program administrators, psychologists, and others who work with children and adults with developmental disabilities, including autism.

Workshop format: The workshop format will provide written descriptions, lecture, videotape examples, case studies, practice activities for participants, and discussion of specific concerns shared by the audience.