Behavior momentum works well for children with Autism. It can be an effective tool for transitioning to new areas or for introducing a difficult work task. I always think of it like this>…
“Two you know and 1 you don’t” I use to help describe to people the technique of behavioral momentum. I will present 2 activities that are short that the child should be able to do with 80% accuracy or better and then after they are successful with those 2 I will quickly ask the child to perform an activity that may be new or may be difficult for them…….but…..because they have done so well with the first 2 tasks they will feel very confident to attempt this third. thus….I have presented ”2 you know and 1 you don’t”
here is an example I may ask a child to pick up a dropped item and praise…..then quickly give a high five….. then give the prompt to touch the table then praise again quickly ( I am building momentum) and then give the cue line up for lunch…..(2 you know and one you don’t). You are creating a positive momentum for behavior…take a look athe handout from Utah LRBI….they have more like this if you are interested…. take a look here
Watch this easy to watch video presentation
by Jim Ball BCBA entitled; Teaching a Skill Thru Shaping and Chaining.
http://www.talkautism.com/Components/Video/Video.aspx?v=2.
Planning in Reverse
Planning in reverse is most useful when working with students who need the most unique supports. Planning in reverse means looking first at “what works” and building from there, instead of looking at typical school day and asking “How will he fit in to the day or schedule as it exists?” We should think of the student’s strengths, preferences, and abilities and build from there.
Upon beginning the process of planning backwards first ask yourself:
• In what contexts, school situations or setting is the student successful?
• When does the student perform well?
• What opportunities does the student have to present their knowledge or understanding of age appropriate curricular materials?
• When does the student successfully interact with peers in natural, meaningful ways?
Original source: http://www.paulakluth.com/articles/transitions.html
