NEW!! Myth Busting - ABA and Its Everyday Uses This is a summary of a webinar offered by Autism Learning Partnership
Applied behaviour analysis (ABA), based on the Science of Learning, includes many teaching techniques and methods that have been subject to a great deal of research that has shown them to be effective for many individuals. Several strategies, such as shaping, discrete trial teaching and positive reinforcement come from the science of ABA. Research shows that these strategies, among others, are the most efficient to teach learners with autism spectrum disorder (ASD). However, ABA is not always accepted. There is so much information available that it can be difficult to distinguish between what is reliable and what is not. Moreover, some professionals adapt, dilute or add elements to their interventions and then present their version as ABA. Some argue that ABA is not efficient, but what really happens is that the elements that characterize ABA and the level of supervision required to ensure effectiveness were not included. With this article, we aim to summarize the essential elements of ABA and dispel some of the myths sometimes associated with it.
Free webinar with information around the science of ABA, on April 2nd, World Awareness Autism day
Free Webinar: Created and Recorded by Autism Learning Partnership April 2, 2019 – Autism Awareness Day
Myth Busting – Science of ABA and some everyday uses. (46 Minutes)
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Helpful Strategies for Effective Instruction with Learners with ASD
Delivering effective instruction is key in producing desired outcomes for our learners. Providing clear messages help ensure that learners understand what is expected, which in turn can lower anxiety. This is a fundamental skill for front line staff supporting learners with ASD. Once attention and motivation have been established, the 3 following strategies can help make our instructions more efficient.
Keep It Simple using Behavioural Skills Training
Teaching Adaptability Skills and Strategies by Creating Flexible Schedules
Proactive Strategies for Supporting Student Success
Self-Calming Strategies for Learners
Recess: Another opportunity to teach our learners!
Social Interactions… A Barrier to Inclusion?
February is National Inclusive Education Month in Canada. In order for all learners to feel fully included in our schools and communities, it is important that they have positive, enriching and authentic social experiences.
Differentiation in Action – Conversation with a Specialist in Music Education
Teachers Make a Difference
Celebrating Inclusion in the Early Years- Behavioural Interventions in a Child Care Context
Research shows that with early behavioural interventions, children with ASD are much more likely to make gains in development and independence during their school years and into adulthood (Carr & Leblanc, 2007) than children who do not receive behavioural interventions. Hence, in New Brunswick, children with ASD are offered access to programs and supports to help them succeed and develop in their early years. Families with preschoolaged children with ASD have the opportunity to enroll in the Preschool Autism Program. The Preschool Autism Program offers up to 20 hours per week of behavioural interventions and supports for a child and their family. This program aims to decrease the barriers that are preventing children from learning in their natural environment through behavioural interventions that are customized for each child. The Preschool Autism Program is delivered by an organization called Autism Intervention Services (AIS).
Physical activity: a multi-challenge asset
Tips for smoother transitions back to school after a break
Independence Among Learners with ASD
Dominic is an eight-year-old boy with ASD. During a meeting with the school team, Dominic’s parents admitted that despite their son’s learning progress, it was still very hard for them to manage Dominic’s behaviour at home. Because of the family’s working schedule and Dominic’s brother’s activities, Dominic is often home with only one parent. The child must be supervised at all times as he climbs on every piece of furniture and then jumps off of it. Also, his behavioural tantrums made it challenging to go out and do things in the community. His parents therefore asked the professionals in charge of his learning plan how they could help him become more independent.
I can do this!
Moving on up! Practical Transition Activities: Grade to Grade
Moving on up! Practical Transition Activities: School to School
Off to School – Starting School on the Right Foot (Part 1)
Off to School – Starting School on the Right Foot (Part 2)
In last week’s Friday tips, we reviewed some best practices for helping to set the tone for a positive working relationship with families from the very beginning of the school experience, even prior to the transition meeting. In this edition, and in subsequent Friday tips, we will review the various components of a sample agenda for the transition planning meeting (see below) to gather essential information about the child’s strengths, needs, skills and learning profile. These tips are based upon our experience in working with families, and best practices for transition planning. They may serve to validate or supplement your current processes.
Off to School – Starting School on the Right Foot (Part 3)
Note: The New Brunswick Department of Education and Early Childhood Development collaborated with the other Atlantic Provinces as part of our collaboration with APSEA Autism in Education in developing an information paper on this topic.
Read Article: Off to School – Starting School on the Right Foot – Part 3
Off to School – Starting School on the Right Foot (Part 4)
Everyone benefits from well-planned transitions. Learners with autism are no exception. They may experience additional challenges regarding changes to their routine. Engaging in proactive and collaborative planning in the months before the school year starts can help reduce stress for everyone.
In Parts 1 through 3, we’ve shared strategies to help set the stage for a positive working relationship with families by offering a sample agenda, and a series of key questions to gather essential information about our transitioning learner (see www.autism-learning-partnership.com). In Part 4, we will take a closer look at best practices regarding the meeting wrap-up and important next steps.
Here comes the nice weather!
It can be challenging for learners with autism spectrum disorder (ASD) to generalize their skills in different settings and contexts. When concepts are taught in the environment in which they will later be applied, it is much easier for the learner to implement those concepts effectively. Teaching in the natural environment allows team members to teach target behaviours while taking advantage of the learner’s interests and the reinforcers present in the environment.
The playground or even school trips can certainly be suitable for teaching and learning certain skills. Adults working with the learners should thoroughly plan these teaching periods. Here are 7 steps that could help you plan interventions in the natural environment.
A Conversation with Dr. Janet Twyman: Tips for Using Technology for Instruction
The Autism Learning Partnership team had the pleasure of learning from Dr. Twyman at a recent two-day conference on the use of technology as a teaching tool for learners with ASD at an event organized by APSEA Autism in Education. She generously gave of her time to share some general advice for educators with us.
A Pioneer in the Field: Remembering Dr. Murray Sidman
Applied behaviour analysis (ABA) is a relatively young science that studies socially significant behaviour to improve quality of life. In the early 1960’s, many researchers and practitioners contributed to shaping this science into what it is today. One of these great minds, Dr. Murray Sidman, passed away last week, at the age of 96.
Happy Summer Holidays!
Here comes the end of another school year! This time of the year usually feels quite nice and is filled with celebrations, but it can also be a pretty challenging time for learners who struggle with transitions and changes. During the next weeks, classrooms daily schedules may change to fit in special events and students will have to empty their desks and lockers to clean the space that other students will take next September. For some individuals, it may be difficult to accept a change in their regular schedule just because a picnic is happening outside instead of a regular lunch at the cafeteria. They might feel nervous throughout the whole morning while others feel so excited.