Communication

El Programa de equilibrio para conductas problemáticas emergentes enseña las habilidades de comunicación, tolerancia y cooperación de manera compasiva y empática a niños pequeños con autismo. La base del programa comienza con encontrar lo que alegra al niño, lo que lo hace feliz, relajado y comprometido. Discutimos el programa Balance, cómo puede ser la implementación y la colaboración entre la escuela y el hogar, y los éxitos y dificultades a lo largo del camino. Compartiremos conocimientos y experiencias de primera mano del maestro de Educación Especial y de los padres de un estudiante involucrado en el programa.

This session will talk about tools and strategies to support early communication skills, including how to begin using AAC (augmentative/alternative communication).

This presentation will cover a series of studies examining procedures to teach mands for information, intraverbals to report past behaviors, and tacts of noun-verb combinations to non-vocal children with autism. Considerations and complications when teaching these skills using high-tech SGDs will be discussed.

Working as a part of a multi-disciplinary team for students with communication needs involves integrating varying perspectives of language development. Learn about collaboration bias and strategies for effective interprofessional practice, as well as strategies to support communication development in young children with autism spectrum disorder and other disabilities. Assess your own collaboration bias and identify three ways to better collaborate with colleagues.

Behavior and communication are two aspects of development that are closely associated. Often the roles of speech-language pathologist and behavior specialist overlap. The goal of this presentation is to outline how speech-language pathologists and behavior analyst’s responsibilities align with a focus on collaborative practices. An autism spectrum disorder (ASD) requires transdisciplinary practice to support individuals to succeed across settings, from home to school, and into their communities.

Part 1 of this 2-part series will provide an overview of why manding (AKA requesting) is a vital skill. It will help participants understand how to utilize student motiviation and how to determine individualized goals for manding. This presentation will describe how to use errorless teaching and error correction with mands.

Learn to identify obtainable, functional manding (AKA: requesting) goals for individual students. Understand how to develop Cold Probe and Skill Tracking Sheets with individualized mastered, current, and future mands (AKA: requests), and how to track manding progress using frequency and acquisition data and graphs.

This webinar will introduce participants to The AFLS Assessment and Curriculum Guides as an extension to a verbal behavior program. Participants will gain the knowledge and tools to track a learner’s functional living skills and plan an individual intervention program to increase independence.

This presentation will provide an overview of the areas assessed on the VB-MAPP including a brief overview of the verbal operants. It will review the components of the VB-MAPP manual and test protocol, including a review of scoring procedures. The presentation will review the types of assessment methods used on the VB-MAPP and helpful steps to take before administering the VB-MAPP. Finally, participants will learn how to interpret results and use them for program development.

This webinar will focus on using the information from the ABLLS-R to create a verbal behavior program. This information will review the Behavior Language Assessment tool and its use in getting a verbal behavior program started prior to the complete administration of the ABLLS-R.

The 1st webinar in this series will provide an overview of the Assessment of Basic Language and Learning Skills – Revised (ABLLS-R) protocol. The overview will include the steps to administer and score this tool.