|Strategies for Rapidly Assessing Skills and Developing Comprehensive, Prioritized Intervention Plans for Individuals With Autism Based on Developmental Patterns of Typically Developing Children
|Thursday, May 21, 2020
|4:00 PM–7:00 PM
|To Be Determined
|Area: AUT/VRB; Domain: Service Delivery
|CE Instructor: James W. Partington, Ph.D.
|JAMES W. PARTINGTON (Behavior Analysts, Inc.)
|Description: This workshop is designed for consultants to learn how to quickly assess skills and design comprehensive intervention programs for children with autism. Many funding sources limit the time consultants have to conduct an assessment and design an intervention program. Therefore, it is necessary to conduct comprehensive, yet time-efficient assessments that lead to the development of effective educational programs. It is necessary to prioritize learning objectives are selected for those basic language and learner skills that allow students to learn from their everyday interactions with others. To facilitate a rapid acquisition of critical skills, it is important that specific learning objectives are based on the patterns of skill development of neurotypical children. Participants will compare the skill levels of young children with autism to the age-equivalent skills of typically developing children from a peer-reviewed journal publication. Participants will learn to analyze programs for nonverbal individuals and select learning objectives that identify the skills necessary to develop instructional control and to establish an initial verbal repertoire. Participants will also learn to analyze programs for an individual who has basic mand, tact, and intraverbal skills, and select learning objectives that will lead to development of more advanced language and social interaction skills.
|Learning Objectives: 1. Participants will be able to state strategies to rapidly assess the basic language and learning skills of young students with an Autism Spectrum Disorder. 2. Participants will be able to state strategies for developing a prioritized set of learning objectives based upon a student’s current set of skills. 3. Participants will be able to compare the existing skill levels of a child with an autism spectrum disorder with the age-equivalent skills of typically developing children.
|Activities: The workshop will begin with a pre-assessment of the workshop participants’ abilities in reviewing a brief description of a student’s skills and then identifying repertoires that should be the focus of an intervention plan. A presentation on how to rapidly assess a student’s basic language and learning skills will be provided, followed by a presentation of data from a peer-reviewed journal article regarding data of neurotypical children’s skills measured on the ABLLS-R from 6 months to 7 years of age. The patterns of skill development across multiple repertoires of typically developing children will then be reviewed and discussed with the participants. A review and discussion of both early learner and advanced learner profiles will be conducted to identify prioritized learning objectives for each type of student. Finally, a post-assessment of the participants’ abilities in assessing and identifying appropriate learning objectives will be conducted.
|Audience: This workshop is designed at an intermediate level for Board Certified Behavior Analysts who have had some experience assessing skills and implementing teaching strategies who now wish to further develop their ability to quickly assess the skills and develop effective educational programs for children with a diagnosis of an Autism Spectrum Disorder.
|Content Area: Practice
|Instruction Level: Intermediate
|Keyword(s): autism treatment, program development, rapid assessment, verbal behavior