Visual Attention – Easter Egg
This program teaches students to practice visual attending skills.
Group Learn
51 Videos
Don’t Wake Up the Cat: Ph4 Playing With Peers Independently
This phase is designed to teach a student to take the lead in the game, while playing with peers independently.
Don’t Wake Up the Cat: Ph3 Teacher Assign Roles
This phase is designed to teach a student to play the game with a teacher assigning roles, while playing with peers independently.
Don’t Wake Up the Cat: Ph2 Learning Game Rule1&2 (Teacher Directed)
This phase is designed to teach a student to play the game with a teacher taking the lead. The student is taught to understand the second game rule that when the cat gets up, the mouse needs to go back to their houses.
Don’t Wake Up the Cat: Ph1 Learning Game Rule1 (Teacher Directed)
This phase is designed to teach a student to play the game with a teacher taking the lead. The student is taught to understand that the mouse only steals the cheese when the cat falls asleep.
Interdependent (Group) Contingency: Ph5 Application Drawing
This phase teaches students the contingency during situations where one group member is not performing successfully.
Interdependent (Group) Contingency: Ph4 Application Worksheet
This phase teaches students the contingency during a typical classroom work activity.
Interdependent (Group) Contingency: Ph3 Adding Demand (Discrete Trials)
This phase teaches students the contingency during discrete trial instructions, which produce observable outcomes.
Interdependent (Group) Contingency: Ph2 Understand Contingency 2
This phase teaches students to wait to see whether a reinforcement picture is uncovered behind a token.
Interdependent (Group) Contingency: Ph1 Understand Contingency 1
This phase teaches students the meaning of the reinforcement picture being uncovered.
Conditional Instructions: Ph3 Conditional Related to Himself (More Advanced)
This phase is designed to teach a student to attend to a condition that is a personal characteristic. Plus, Christy gives further suggestions.
Conditional Instructions: Ph2 Conditional Related to Himself (Basic)
This phase is designed to teach a student to attend to an additional less concrete condition (gender).
Conditional Instructions: Ph1 Conditional Related to Objects
This phase is designed to increase a student’s awareness of what they have (the condition) by saying what he/she is holding and teach the student to respond to instructions accordingly.
Sustaining Attention: Ph3 In a Open-Ended Activity without Timer
This phase is designed to teach a student to sustain their attention while completing an open-ended task through the process of fading the timer.
Sustaining Attention: Ph2 When Completing an Activity with a Clear End
This phase is designed to teach a student to sustain their attention while completing a task that has a clear end (timer going off).
Sustaining Attention: Ph1 When Completing a Worksheet
This phase is designed to teach a student to sustain their attention while completing a close-ended worksheet.
Group Sitting: Ph2 Practice Sitting Nicely at Circle Time
This phase is designed to teach a student to sit properly while using positive feedback and an external reinforcement system.
Group Sitting: Ph1 Practice Sitting Nicely with Receptive Instructions
This phase is designed to teach a student to sit properly following an instruction to do so. The teacher is careful to label the behavior.
Group Sitting: Baseline
This video shows a student’s skills prior to intervention.
Putting Up Your Hand: Ph3 Volunteering to Participate
This phase is designed to teach a student to raise his/her hand in a more natural setting.
Putting Up Your Hand: Ph2 Answering Questions
This phase is designed to teach a student to raise his/her hand following a reminder during a structured activity.
Putting Up Your Hand: Ph1 Teaching and Demonstration
This phase is designed to teach a student to raise his/her hand when directly told to do so following a description and demonstration.
Treasure Hunt: Ph5 Treasure Hunt + Listening Comprehension
This phase is designed to teach a student to answer questions and find an item after a teacher hides an item.
Treasure Hunt: Ph4 Peer Hiding the Item
This phase is designed to teach a student to find an item after a peer hides the item.
Treasure Hunt: Ph3 Item Being Hidden at the Back
This phase is designed to teach a student to find an item following a short delay after it was hidden somewhere nearby.
Treasure Hunt: Ph2 Item Being Hidden on the Side
This phase is designed to teach a student to find an item immediately after it was hidden off to the side of where he/she is sitting.
Treasure Hunt: Ph1 Item Being Hidden in the Front
This phase is designed to teach a student to find an item immediately after it was hidden in front of him.
Group Sample Vid
In AP, we use various levels of programs in dealing with child’s behavior issues, and this includes a system called “Time-in”.
Multiple-Step Imitation: Ph5 Natural Setting (3 Steps)
This phase is designed to teach a student to imitate three steps of the teacher’s while the teacher is moving away from the student and talking in a more natural way.
Multiple-Step Imitation: Ph4 Long Distance (2 Steps)
This phase is designed to teach a student to imitate two steps of the teacher’s while the teacher is further away.
Multiple-Step Imitation: Ph3 Long Distance (1 Step)
This phase is designed to teach a student to imitate a single step of the teacher’s while the teacher is further away.
Multiple-Step Imitation: Ph2 Short Distance (2 steps)
This phase is designed to teach a student to imitate two steps of the teacher’s while the teacher is sitting across from him.
Multiple-Step Imitation: Ph1 Short Distance (1 Step)
This phase is designed to teach a student to imitate a single step of the teacher’s while the teacher is sitting across from him.
Routine -Getting Ready for Snack: Ph3 Do it independently
In AP, we use various levels of programs in dealing with child’s behavior issues, and this includes a system called “Time-in”.
Routine – Getting Ready for Snack: Ph2 Rehearsing the Steps
In AP, we use various levels of programs in dealing with child’s behavior issues, and this includes a system called “Time-in”.
Listening Comprehension: Ph3 Five to Six Statements
This phase is designed to teach a student to listen and respond to a question following 5-6 statements.
Routine – Getting Ready for Snack: Ph1 With written prompt
In AP, we use various levels of programs in dealing with child’s behavior issues, and this includes a system called “Time-in”.
Listening Comprehension: Ph2 Two to Three Statements
This phase is designed to teach a student to listen and respond to a question following 2-3 statements.
Listening Comprehension: Ph1 One Statement
This phase is designed to teach a student to listen and respond to a question following one statement.
Being Bossy VS Being a Nice Friend: Ph4 Application
This phase is designed to teach a student to be a “nice friend” by catching his good behavior during natural group times.
Being Bossy VS Being a Nice Friend: Ph3 Practice in a Structured Setting
This phase is designed to teach a student to demonstrate being a “nice friend” during role plays with peers.
Being Bossy VS Being a Nice Friend: Ph2 Role Play
This phase is designed to teach a student to demonstrate being a “nice friend” during role plays with adults.
Being Bossy VS Being a Nice Friend: Ph1 Discrimination Training
This phase is designed to teach a student to discriminate whether the teacher is being “bossy” or a “nice friend.”
Pass the Puppet: Ph3 Play with peers
This phase is designed to teach a student to take the lead in the game, while playing with peers.
Pass the Puppet: Ph2 Less teacher directed
This phase is designed to teach a student to play the game with a teacher taking the lead, while providing fewer and less intrusive prompts.
Pass the Puppet: Ph1 Teacher directed (With prompting)
This phase is designed to teach a student to play the game with a teacher taking the lead, while providing physical and gesture prompts.
Commenting in Play: Ph4 With Peer (No Priming)
This phase is designed to teach a student to make comments, while playing with peers, without reminders.
Commenting in Play: Ph3 With peers (With priming)
This phase is designed to teach a student to make comments, while playing with peers after being reminded to talk a lot.
Commenting in Play: Ph2 With therapist (Without token system)
This phase is designed to teach a student to make comments, while playing with a therapist, without using a token system.
Commenting in Play: Ph1 With therapist (With token system)
This phase is designed to teach a student to make comments, while playing with a therapist and using a token system.