I received these handouts in Canisius college in 1999, I have held onto them for 20 years as I still find them to be the most informative for families going through a divorce/separation. Credit to my professor Mr Jim Lipuma who originally gave me the documents in 1999. Original source unknown. Click here: DIVORCEDOCCS
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CREDIT TO:CESA 12 – Ashland, WISeptember, 1999 Discretionary Project 99-9912-19
“The Effect of Behavioral Assessment on Programming & Placement”
CLICK HER FOR DOC: HOW TO WRITE A FBA
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I am happy to announce the new 2012 Data Collection Package is being released this week and for those of you who follow me on Facebook or subscribe to my blog you will get the 2012 package at the reduced price of $15.00 for all 3 files and more added support materials. Click the picture above to watch the demo video and learn more. Money Back guaranteed.
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Click here for article: http://www.autism.com/ind_teaching_tips.asp
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Consumer Guidelines for Selecting and Evaluating Behavior Analysts working with Individuals with ASD
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Point systems are intended to give students immediate feedback on their behavior as they work to achieve their goals.
Here are the steps that I use to create a program:
1. Pinpoint a specific behavior: Select one or 2 behaviors with a long term goal of behavior change. This goal should be agreed upon by the student and agreed upon by the child’s family as well.
2. Select your point system:
http://www.jimwrightonline.com/php/tbrc/tbrc.phpThis site gives you well written goals with perfectly set up point sheets.
http://archived.freebehaviorcharts.com/charts/
http://www.freeprintablebehaviorcharts.com/
3. Select reinforcer : Talk with th child and work together to find reinforcers that will be motivating to the child. When possible, I like to use reinforcers that are already in the classroom that are available at little to no cost. Click here: Reinforcer Surveyreinforcer-document1 for reinforcer survey that I created from jimwrightonline.com for examples.
4. Set the cost to gain the reinforcer : Make the goal achievable at first and build
5. Implement the program: Run it and review it..
Simple check list to evaluate your school’s point system:
.but don’t give up if you don’t get immediate results…..
Ways to generalize your point program:
Fade physical tokens to points
Pair points with praise
Fade the system to certain times
Move to more natural reinforcers
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Check out this easy to use game for turn taking and decision making right here: http://thebehaviorguy.com/2011/08/03/turn-taking-game-for-children-and-adults/
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DOWNLOAD HERE: STAY ON TOPIC GAME
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This is a collection of resources I have collected over the years with all references included.
Download here: busbehaviorideas
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Tired of vague or confusing behavior notes?……or reading into every word the teacher writes wondering when this or that happened??
Check out these free reports….
Word doc download here: LIKERT_scales_template.doc
PDf file download here: Daily communication
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Best viewed full screen and fully clickable directly to the video clips
Credit goes to the original creator of this collection.
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Every year discussions take place between parents and teachers about their children’s grades and either sides perceptions of a child’s low or damaged self esteem. Parents and teachers naturally want their child to succeed in school and may feel their child’s performance somehow reflects on them as parents and/or educators. Poor grades can trigger disappointment and frustration, good grades can lead parents to exert pressure to do even better or even ignore the grades they received as an accomplishment. Here are
some suggestions to handle grades while keeping a child’s self- esteem strong:
- Emphasize and praise even small successes
and most importantly their EFFORTS - Absolutely avoid ridicule, sarcasm or comparison to another sibling or their peers grades or performance
- Encourage- don’t lecture
- Set realistic obtainable goals that you and
your child can work on in their problem area - Take time to listen to your child’s
explanation of his or her grade performance - Remember – poor grades do not reflect your
child’s worth - Identify other valuable experiences the
child might have besides school and grades
A child’s self-esteem at the elementary school age is at an
important stage of human development. Our primary focus as educators and parents is to foster these feelings of worth and pride through the child’s effort, not just their successes. Feelings of responsibility and
importance foster a child’s self- esteem and help a child to feel their best
for school and at home.
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Click here: socialskillsgroupsasn-110222104234-phpapp02
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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>…
Handout click here: behavmomentteacher-handout
“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
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