Teacher Training

Applied Behavioral Analysis (ABA) is a systemic treatment for Autism Spectrum Disorders (ASDs) based on scientific research. It is used to teach functional and relevant skills to give young children with ASDs the tools they need to learn to succeed. Behavior analysis focuses on the principles that explain how learning takes place. Positive reinforcement is one such principle. When a behavior is followed by some sort of reward, the behavior is more likely to be repeated. Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may cause harm or interfere with learning.

Applied behavior analysis (ABA) is the use of these techniques and principles to bring about meaningful and positive behavioral change. It is most commonly used with the treatment for Autism Spectrum Disorders (ASDs) but it can also be used to teach any functional skills, including school related skills.

A structured Program to develop the school shadow and learning support skills and utilize the opportunity to teach children skills, socialization and communicaiton through appropriate support. This can be accomplished using Applied Behavior Analysis (ABA) by finding opportunities to practice skills in a functional way throughout the day. This requires a trained professional to be able to assess the situation and environment at any given time and support the learning that can be accomplished.

The LSA is will be trained on how to manage problem behavior, assist with academic tasks, facilitate classroom/group participation and last but not least, facilitate appropriate socialization. Although it can be quite demanding and tiresome, it is also extremely rewarding for the individual, their family and the professionals.

• It is important to understand thatinclusive classrooms and schools are complex entities and require much thought and planningto bring to fruition. Looking in an inclusion classroom may look exactly like a regular education classroom, but there are actually some significant differences. Typically the inclusive classroom has two teachers, a regular education teacher and a special education teacher who co-teach. The students consist of regular education students and special education students who are taught together. At times, the classroom will break into groups for small group instruction and other times they are taught together. Students do not know which ones have an IEP and which ones do not. The teachers in the classroom help any student who needs help.
• The key to establishing a successful inclusive classroom is looking beyond the physical and aesthetically pleasing characteristics to consider additional factors, including any sensory limitations that may limit the individual(s) from reaching their maximum academic potential. Learning Objectives
• Review Characteristics of Inclusive Schooling
• Discuss aspects of an Inclusive Classroom
• Discuss considerations when creating a Comfortable Classroom
• Discuss diverse Learning Style

• Essentially, an Individual Education Plan (IEP) is a “roadmap” for the students’ education and serves as the cornerstone of a quality education. Each individual who receives special education and related services must have an IEP, as it is an educational programme that is tailored to the specific needs of the individual.
• The IEP would be developed with input from an individuals parents and a multi-disciplinary team including Regular Education Teachers, Special Education Teachers, Behavior Analysts, Clinical Psychologists, Educational Psychologists, Occupational Therapists, Speech and Language Therapists, etc.It creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities.
• Learning Objectives
• What is an Individualized Education Plan (IEP)?
• Discuss the domains of an IEP
• Selecting Target Skills (behavior, academics, social, etc.)
• Review sample IEPS
• Discuss best practice for Writing IEP goals & objectives
• Discuss measurement and analysis of goals
• Discuss implementing the IEP

The participants will understand why some children are able to memorize sequence of events, as children get older most things in life do not happen in the same order or at the same time every day. This can then lead to behavior problems when unexpected changes occur. Visual schedules can be used to depict what events/activities are going to occur and the order with which they will occur. Using visual schedules can develop a positive routine of looking for information and facilitate the ability to cope with daily changes. Research has shown that visual schedules can increase individuals independence. They can learn to move from one activity to another using these schedules rather than relying on someone else to guide them or verbally prompt them to the next activity.

The participants will learn the basic principle of token economy and that an individual earns/accumulates a certain number of tokens by engaging in desired behaviours (called “target behaviours”) and can then exchange these tokens – effectively using them as payment – to gain access to backup reinforcers. This system can be quite effective in educational settings, as it ensures high levels of motivation through on-going reinforcement, while not causing disruptions in the actual learning environment. A token economy is a system of behaviour modification based on the systematic reinforcement of target behaviour. The idea is to delay the onset of a highly preferred rein forcers by offering ‘small’ frequent reinforcement that eventually lead to a highly preferred reinforcers. The reinforcers are often symbols or «tokens» that are exchanged for other rein forcers.

In this workshop, participants will learn the importance of prompting (applying ‘hints’) and how prompts can be used to teach a wide array of new skills. There will also be discussion about specific types of prompts, how to correctly apply prompts (hints) and perhaps most importantly how to identify which prompting strategies may help the student acquire new skills most expeditiously. Hierarchies.

There will also be discussion about establishing Prompt Hierarchies and strategies to systematically fade prompts to avoid possible prompt dependency.

This training teach participants how to use Reinforcement which can mean lots of things to different people. In Applied Behaviour Analysis it is very specifically defined by its function. Although it can mean many things and take on many forms, the hallmark of reinforcement is that desired consequences increase the future frequency of behaviour.

Reinforcement happens along a continuum from primary reinforcement (food, water, and other physical reinforcers) to social reinforcers, such as social attention, praise or recognition. Many individuals with disabilities do not respond to secondary or social reinforcers, since they don’t actually function to provide reinforcement.

• The participants will learn about the Pragmatic language which involves 3 specific communication skills:
• 1) Using language;
• 2) Changing language and
• 3) following rules.
• Although these communication skills may sound simple on the surface, they are quite complex and confusin.especially because these rules vary within and across cultures.

Augmentative and alternative communication, also known as AAC, is a term that is used to describe various methods of communication that can help people who are unable to use vocal speech to communicate. AAC can benefit a wide range of individuals, including beginning communicators to more advanced communicators.

It is essential that people understand that there are 2 systems of ACC, unaided and aided. Unaided systems, like signing and gestures, do not require special materials or equipment, whereas aided systems use pictures, books and/or special assistive technology. The selection of which AAC system varies and is personalized to meet each AAC allows individuals to express their needs and wants, and more fully participate in decisions that affect their lives…..such that any individuals using AAC are successfully mainstreamed into schools with their age-appropriate peers.