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| Using Assessments Systematic Programming to Increase Joint Attention Skills |
| Thursday, May 21, 2020 |
| 4:00 PM–7:00 PM |
| Virtual |
| Area: AUT; Domain: Service Delivery |
| CE Instructor: Christina Barosky, M.A. |
| CHRISTINA BAROSKY (Bierman ABA; Simmons University ), CHRISTINA GALLAGHER (Bierman ABA ) |
| Description: Research has shown that low joint attention scores at the infant and preschool ages are associated with language deficits, and that the presence of joint attention can be a predictor of language skills (Charman et al., 2003; Toth et al., 2006; Whalen et al., 2006). Therefore, it is imperative that practitioners have a method for assessing and programming for joint attention. One method of effective instructional design includes breaking larger skills down into pinpoints (Kubina, 2019). This allows practitioners to design precise programming to increase language and foundational learning skills. This workshop will target methods of assessing joint attention skills, breaking those skills down using component composite analysis, and designing programming that can be monitored for progress and systematically built up to increase skills. |
| Learning Objectives: 1. Cite one method of assessing joint attention skills
2. Define the critical steps in conducting a component/composite analysis
3. Compile programming objectives following analyzing assessment results and component/composite
4. List examples of joint attention pinpoints |
| Activities: Lecture to introduce the topic and review assessment methods. Video examples and group participation/discussion to learn how to identify components of joint attention. Small group assignments to come up with different programming goals. |
| Audience: Designed for practitioners who are looking to learn how to assess joint attention skills and use their assessment to start to design a variety of programs to teach joint attention. Introduction to breaking down the skill of joint attention into smaller pieces. |
| Content Area: Practice |
| Instruction Level: Basic |