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| Using Physical Activity to Enhance Learning, Social Skills, and Self-Control With Autistic and Typical Populations |
| Friday, May 27, 2016 |
| 4:00 PM–7:00 PM |
| Vevey 3, Swissotel |
| Area: PRA; Domain: Service Delivery |
| CE Instructor: Eitan Eldar, Ph.D. |
| EITAN ELDAR (Kibbutzim College, Israel) |
| Description: The presented model (Eldar, 2006) emphasizes the uniqueness of movement and game as an ideal context enabling teachers and clinicians to design a challenging learning atmosphere for their students. The model is based on a series of scripts offering a simulation of real-life situations. It can support a specific clinical goal (such as developing self-control); support a school curriculum; serve as an extended behavioral program for individuals/groups. The model has recently been implemented with autistic children, supporting communication and social skills on an individual level and as a preparation for inclusion. The rationale behind developing the model (Eldar & Ayvazo, 2009) will be discussed and specific behavioral procedures and principles supporting the model will be cited (Eldar, 2008). The structure of the model will be described, followed by implementation examples. Components of the model, modified during the past 18 years, will then be portrayed. The workshop will conclude with recommendations and examples for utilizing the model in a variety of educational and clinical settings applicable to various populations. Attention will be devoted to using these procedures as a part of an individual program for autistic populations and for supporting their inclusion in the regular education system. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: (1) explain the unique characteristics of physical activity and games as supportive learning contexts; (2) cite behavioral principles and procedures that enhance learning in these contexts; (3) present the general structure of the model and describe its components; (4) design various physical activities as clinical scripts, serving specific behavioral goals; (5) use and modify observation forms to evaluate students’ progress; (6) adapt the components of the model to different populations and programs; (7)explain the rationale of the model to parents and practitioners. |
| Activities: Activities will include: a presentation of the theoretical background of the model, defining the rationale behind it; an open discussion on how physical activity can serve as a learning context; a video presentation illustrating the implementation of the model in various settings and in different cultures; active demonstration of games involving the workshop's participants; planning trials involving the participants practicing activity and program design based on the model. |
| Audience: Behavior analysts, teachers,clinicians, psychologists. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): Autism, Physical-Activity, Self-Control, Social-Skills |