Teaching Routines: Ph4 No Visual Schedule
This phase is designed to teach students to follow a routine without using a visual schedule.
Teaching Routines: Ph3 Training Routines
This phase is designed to teach students to follow a visual schedule that links the two previously taught skills.
Teaching Routines: Ph2 Teaching Shoe Routine
This phase is designed to teach students to follow a visual schedule during a routine for switching shoes.
Teaching Routines: Ph1 Teaching Bag Routine
This phase is designed to teach students to follow a visual schedule by fading prompts during a routine for putting away their bookbag.
Keeping Quiet: Ph4 Fading the System
This phase is designed to teach a student to not engage in the target behavior even though the “slider system” is no longer used.
Keeping Quiet: Ph3 Introduce Teaching Activities
This phase is designed to teach a student to complete work while the “slider system” is in place. Additionally, practice occurs in other locations.
Keeping Quiet: Ph2 Introduce Quiet Contingency
This phase is designed to teach a student the relationship between the target behavior and movement of the slider.
Keeping Quiet: Ph1 Teaching the System
This phase is designed to teach a student the relationship between the movement of the “slider system” and receiving a reward.
Keeping Quiet: Baseline
This video demonstrates the extent to which the student’s vocalizations interfered with his learning.
Exposure – Brushing Teeth: Ph3 Brush the Front Side of His Teeth
This phase is designed to teach a student to tolerate a typical tooth brushing experience.
Exposure – Brushing Teeth: Ph2 Tolerate Tooth Being Brushed for Short Duration
This phase is designed to teach a student to tolerate brushing without using a “token board” and instead using a countdown.
Exposure – Brushing Teeth: Ph1 Tolerate Toothbrush Placed Around the Mouth
This phase is designed to teach a student to tolerate the brush briefly touching their teeth.
More Social Relatedness Activities: Playing on the Slide: Ph2 Playing with peers
This phase is designed to teach a student to build the path with a peer.
More Social Relatedness Activities: Playing on the Slide: Ph1 Playing with adult
This phase is designed to teach a student to build the path with an adult.
Observational Learning: The Magic Game
This game is designed to teach a student to watch the other students to learn what to do and what sounds animals make, while also watching the teachers to learn how to run the game.
Stranger Anxiety: Ph3 Stranger Works with Student when Therapist is No Longer Around
This phase is designed to teach students to remain calm while the stranger works with him and the familiar person leaves the room.
Stranger Anxiety: Ph2 Stranger Only Works with Student for the Final Token
This phase is designed to teach students to remain calm during the longer presence of a stranger who is presenting some demands and reducing time with the familiar person.
Stranger Anxiety: Ph1 Stranger Only Provides Reinforcers and Presents No Demands
This phase is designed to teach students to remain calm during the brief presence of a stranger who is bringing a preferred item.
Intensive Toilet Training: Ph4 Requesting to Go to Toilet During Normal Therapy Sessions
This phase is designed to teach a student to request for the toilet during a normal therapy session. Toby gives some general tips regarding progression through the program and generalization into the community.
Intensive Toilet Training: Ph3 Sitting Outside the Toilet
This phase is designed to teach a student to request for the toilet from outside the toilet, when he/she needs to use the toilet.
Intensive Toilet Training: Ph2 Sitting Outside the Cubicle and Student Requests to Void
This phase is designed to teach a student to request for the toilet from a short distance away when he/she needs to use the toilet.
Intensive Toilet Training: Ph1 Contingency Building – Receive Reinforcement After Voiding in the Toilet Bowl
This phase is designed to teach a student the contingency of voiding in the toilet and receiving a reinforcer.
Intensive Toilet Training: Baseline
This phase is designed to teach a student to be more comfortable in the bathroom. Toby emphasizes using a powerful reinforcer, understanding contingency, and how to have a student drink more.
Passing the Ball with Towel: Ph3 Playing With Peers
This phase is designed to teach a student to play with a peer.
Social Relatedness Activities: Ph5 Playing Puzzles with Peers
This phase is designed to teach a student to play the puzzle game with a peer.
Initiating Play: Ph5 Initiate Play With Peer When Finished the Task
This phase is designed to teach a student to seek a peer to play with him.
Passing the Ball with Towel: Ph2 Invite Another Adults to the Activity
This phase is designed to teach a student to ask another adult to join him to play.
Passing the Ball with Towel: Ph1 Practice with Adults
This phase is designed to teach a student to carry a ball in a towel with another therapist.
Food Program – Vegetables: Ph6 Generalisation with Other Therapists and Family Members
This phase is designed to teach a student to eat less preferred foods with other therapists and family members.
Food Program – Vegetables: Ph5 Eating the Leaves and then the Whole Vegetable
This phase is designed to teach a student to eat the whole unit of food.
Food Program – Vegetables: Ph4 Eating the Whole Stalks
This phase is designed to teach a student to eat larger pieces of food.
Food Program – Vegetables: Ph3 Eating the Stalks (Cut Into Smaller Pieces)
This phase is designed to teach a student to eat small pieces of food.
Food Program – Vegetables: Ph2 Putting the Vegetable in Contact with the Mouth
This phase is designed to have a student come in closer contact with the food by having it touch the student’s mouth or tongue.
Food Program – Vegetables: Ph1 Touching and Manipulating the Vegetable
(Toby explains how and when to run the program!) An informal preference assessment occurs to identify the least preferred food. Then, the student will touch, hold, and smell the food. Subsequently, he will receive a highly preferred food.
Holding the Tray: Ph3 Generalization in McDonald’s
This phase is designed to teach students to perform the skill in the community.
Holding the Tray: Ph2 Practice with Obstacles
This phase is designed to teach students to carry the items without bumping into people.
Holding the Tray: Ph1 Cool/Not Cool and Practice
This phase is designed to teach students the components to think about when he is carrying items (walking slower and using 2 hands), and then practice.
Initiating Play: Ph4 Initiate play when adults are out of the room
This phase is designed to teach a student to seek out an adult out of the room to play with him.
Initiating Play: Ph3 Initiate play independently during break time
This phase is designed to teach a student to select a toy (which can be used in a social game), and then, after completing some work, the student will ask an adult to play.
Initiating Play: Ph2 Initiate play without therapist’s instruction
This phase is designed to teach a student to select a toy (which can be used in a social game), and then, without a prompt, the student will ask an adult to play.
Initiating Play: Ph1 Initiate play with therapist’s instruction
This phase is designed to teach a student to select a toy (which can be used in a social game), and then instructed to ask as adult to play.
Social Relatedness Activities: Ph4 Inviting Another Person to The Activity
This phase is designed to teach a student to ask another person to play the puzzle game.
Social Relatedness Activities: Ph3 Giving Out Puzzles
This phase is designed to teach a student to respond to another person’s request.
Social Relatedness Activities: Ph2 Receiving Puzzles
This phase is designed to teach a student to ask another person for help.
Social Relatedness Activities: Ph1 Establishing Intent
This phase is designed to teach a student to understand that having another person around can be beneficial by creating a circumstance where he needs assistance.
Staying at Assigned Places: Ph4 Practice at Other Settings with Temptations (Fade Supervision)
This phase is designed to teach a student to stay in one place even when something very tempting is nearby.
Staying at Assigned Places: Ph3 Practice at Other Settings with Supervision
This phase is designed to teach students to stay in one place in less structured settings.
Staying at Assigned Places: Ph2 Practice Inside the Room (Fade Supervision)
This phase is designed to teach students to stay in one place while their therapist is out of the room.
Staying at Assigned Places: Ph1 Practice Inside the Room with Reminders
This phase is designed to teach students to stay in their seat while their therapist is still nearby and giving positive feedback to the student.