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02:04

Waiting with Card: Ph4 Wait Card Paired with Gesture Ten Seconds

This phase is designed to teach students, following a gesture, card presentation, and an instruction, to sit still with a toy in front of him/her for 10 seconds, and then hand the wait card to the therapist.

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02:04

Waiting with Card: Ph3 Wait Card Paired with Gestures

This phase is designed to teach students, following a gesture, card presentation, and an instruction, to sit still with a toy in front of him/her, and then hand the wait card to the therapist.

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02:04

Waiting with Card: Ph2 Wait Card Five Seconds

This phase is designed to teach students, following card presentation, and an instruction, to sit still with a toy in front of him/her, and then hand the wait card to the therapist after waiting for 5 seconds.

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02:04

Waiting with Card: Ph1 Understanding Contingency

This phase is designed to teach the concept of waiting to students. The therapist uses a picture card which presents the instruction of waiting.

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15:10

Cheuk Cheuk’s ABA Training Progress – The First Week Baseline: Behavior

Behavior problems of children with ASD such as tantrums, non-compliance, physical aggression and self-injury are major barriers to effective acquisition of other skills. Problem behaviors are among the most challenging issues faced by parents and teachers in their efforts to provide appropriate educational programs. In the first few days, Cheuk Cheuk has also demonstrated behavior […]

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03:05

Time In: Ph3 Practice Duration 30 Seconds

This phase is designed to teach a student to exchange the wristband after more time has passed to receive a reinforcer while practicing the alternative behavior.

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03:05

Time In: Ph2 Add Target Behaviors; Short Practice

This phase is designed to teach a student to exchange the wristband after some time has passed, while practicing the alternative behavior.

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03:05

Time In: Ph1 Understand Contingency

This phase is designed to teach a student to exchange the wristband after some time has passed to receive a reinforcer.

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02:04

Is It OK If the Child is Fascinated by Wheels and Cars?

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02:04

Q&A – What should I do when the child snatches the item without waiting for others’ response after they make a request?

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02:04

How To Handle My Child’s Self-injurious Behaviors?

03:05

testing

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03:05

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.

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03:05

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.

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03:05

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.

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03:05

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.

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03:05

Keeping Quiet: Baseline

This video demonstrates the extent to which the student’s vocalizations interfered with his learning.

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03:05

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.

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03:05

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.

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03:05

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.

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00:34

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.

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00:34

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.

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00:34

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.

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00:34

Stranger Anxiety: Baseline

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00:34

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.

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00:34

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.

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00:34

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.

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00:34

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.

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00:34

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.

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03:05

Rule Following: Ph5 Generalisation in Natural Environment

This phase is designed to teach a student to control him or herself during different activities in different locations.

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03:05

Rule Following: Ph4 Highly Reinforcing Activities with Faded Supervision

This phase is designed to teach a student to control him or herself during a highly reinforcing activity, no initial reminder about the rules, and continued partially faded supervision.

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03:05

Rule Following: Ph3 Preferred Materials with Faded Supervision

This phase is designed to teach a student to control him or herself during an activity involving preferred materials with clear rule expectations and continued partially faded supervision.

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03:05

Rule Following: Ph2 Neutral Activities with Faded Supervision

This phase is designed to teach a student to control him or herself during a neutral activity with clear expectations and somewhat faded supervision.

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03:05

Rule Following: Ph1 Neutral Activities With Supervision

This phase is designed to teach a student to control him or herself during a neutral activity with clear rule expectations.

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03:05

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.

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03:05

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.

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03:05

Food Program – Vegetables: Ph4 Eating the Whole Stalks

This phase is designed to teach a student to eat larger pieces of food.

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03:05

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.

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03:05

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.

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03:05

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.

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03:05

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.

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03:05

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.

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03:05

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.

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03:05

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.

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02:04

Waiting with Timer and Card: Ph8 Activity Based

This phase is designed to teach students, following an instruction, to stand still in more natural situations.

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02:04

Waiting with Timer and Card: Ph7 Natural Setting

This phase is designed to teach students, following an instruction, to sit still in more natural situations.

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02:04

Waiting with Timer and Card: Ph6 Tempting Situation

This phase is designed to teach students, following an instruction, to sit still in a more tempting situation.

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02:04

Waiting with Timer and Card: Ph5 Understand Language and Fade out Gesture

This phase is designed to teach students, following an instruction, to sit still with a toy in front of him/her, and then get the item after the therapist says he has finished waiting.

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02:04

Waiting with Timer and Card: Ph4 Fade the Card

This phase is designed to teach students, following a gesture and an instruction, to sit still with a toy in front of him/her, and then get the item after the therapist says he has finished waiting.

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02:04

Waiting with Timer and Card: Ph3 Fade the Timer

This phase is designed to teach students, following a gesture, card presentation, and an instruction, to sit still with a toy in front of him/her, and then hand the wait card to the therapist. No timer is used.