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These maps are an ABA based intervention and help identify the ABC pattern of behavior (antecedent, behavior, consequence) and will give your student or child a concrete way of understanding that “if, then” relationship – “If you do this, this will happen.”  In this session, audience members will explore the purpose & use of Behavior Contingency Maps as well as  leave ready to implement this strategy immediately in an effective and positive way! Social Skills Assessments A wide variety of social skills assessments exist that target various levels and breadth of skills. Offered as a one or two day session. This session will provide detailed instruction on strategies to teach pre-reading skills, oral reading fluency, sight word recognition, reading comprehension, and word attack skills. Students with autism benefit from structured tasks, the use of visuals, multiple exemplars, discrimination training, and routine based instruction. We will discuss everything from creating an efficient schedule, the physical structure, using visuals, creating a data system, and beginning curricular planning. Generally speaking, children with autism often need help with oral and verbal skills, gross and fine motor skills, and Here are two methods of assessments you can use: The ABLLS has some great sections on social skills, language, and cooperation. Both are free! Children learn through play. Explore a variety of ways to effectively and efficiently take data that is useful. Focus on an observable outcome. We will review instructional planning, activity ideas, and specific interventions. You don’t wan to jump from greetings to end conversations. Social Skills: Supports Peer Sensitivity Training Typical peers are supported so they develop skills and learn how to interact appropriately and, most importantly, develop meaningful relationships with dignity and respect as equal members of the school community. In this session learn how to organize, setup, and structure your adult day program classroom. Define a specific skill and/or behavior that is objective and can be observed. If the conversation or play skill is being targeted in a more restricted setting (e.g., in the resource room or as part of a SLP led language group), it would also be important to measure whether the skill is occurring in more natural settings (such as with classmates). Children with autism are capable of learning to read when provided structured and individualized instruction! Learn how to use your academic data to drive your instructional decisions and plan supplemental activities, write additional goals, or strengthen foundational skills. In this session, we will review using rubrics, rate of responding, frequency count, and tracking prompt levels to take data on both basic and more complex academic skills. For children with autism who may struggle with receptive language processing, schedules are even more important. I have been reading your posts and using your resources for over a year now. But that’s how complex social skills work. Audience members will learn how conduct a thorough Functional Behavior Assessment, select appropriate and function-based strategies, and analyze data to determine growth and next steps. So if anyone has any suggestions cheat sheets, etc. This keynote presentation is perfect for a varied audience. Teaching these objectives can occur in role-play situations or group social skills groups. Then you want to select a skill that is just slightly more challenging. Therefore, just like inclusion settings, it is recommended that children develop certain pre-requisite skills before joining examples of IEP goals that can be used for children with Autism Spectrum Disorders. Stay tuned. In this session, learn how to make your data system work for you. Rutgers, the State University of New Jersey. ABA is the underlying component for all social groups. Increased vocabulary will lead to more advanced reading skills in early elementary and overall school achievement. Answered by Lara Delmolino, PhD, BCBA Thus, how we adapt to social situations and interactions rely on social skills. A number of variables can be measured, including; number of conversational turns, number of times a child addresses a question to a classmate or other conversational partner, occurrences of spontaneously offering information, time intervals or percentage of statements/exchanges with appropriate eye contact or physical proximity, etc. The goal for all general education and special education students is to be learning, engaged, and independent. 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