Learning How to Learn

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Kimi’s ABA Training Progress – Day 6 – 10 Learning how to Learn

In this short video, we will continue sharing our training progress of our little new student, Kimi. Kimi is in his second week of training at AP. In this week, we have emphasized on training his learning to learn skill and improving his in-class learning and concentration spans. Our therapists have developed a series of […]

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Vicarious Learning

In this video, we will show 3 teaching phases of Vicarious Learning. The aim of this program is to teach our student to learn what to do, and more importantly, what Not to do, by witnessing consequences of others’ behavior.

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Attending to Teachers in Different Activities

In this video, we will show you two activities that facilitate different ways of attending to the teacher. The goal of this program is to shape our students to attend and learn beyond direct instructions in table tasks.

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Coping with Distractions

This program is about Coping with Distractions. The goal of this program is to increase student’s ability to stay on task and not to be distracted by the tangible and intangible things in the environment.

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Paying Meaningful Attention

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Increasing Motivation to Learn

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Teaching Children to Listen and Follow Directions

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Slapjack 2: Ex1 Systematic Prompt Fading

This example demonstrates systematically fading prompts from slapping a picture with prompts to slapping when the picture is presented.

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2-Step Imitation (Sounds and Words): Ph3 Imitate Two Sounds

This phase teaches students to imitate two sounds.

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2-Step Imitation (Sounds and Words): Ph2 Imitate Two Oral Motor Actions

This phase teaches students to imitate two oral motor actions.

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2-Step Imitation (Sounds and Words): Ph1 Imitate One Action with Object and One Oral Motor Action

This phase teaches students to imitate one action with an object and one oral motor action.

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2-Step Imitation with Objects: Ph3 Practice in Activities

This phase is designed to teach a student to imitate the therapist’s two consecutive actions during a less structured activity.

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2-Step Imitation with Objects: Ph2 Imitate Actions in Chair and Out of Chair

This phase teaches students to follow the teacher’s two actions which involves on the table and out of chair tasks.

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2-Step Imitation with Objects: Ph1 Practice with Contextually Related Examples

This phase teaches students to imitate the teacher’s actions while using contextual materials. Stevens explains important uses of this skill, common challenges, and prompts to avoid.

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2-Step Imitation with Objects: Baseline

This video shows the student’s imitation skills about copying two actions in a row.

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Fine Motor Imitation: Ph3 Introduce More Discriminations

This phase is designed to teach a student more generalized fine motor imitation.

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Fine Motor Imitation: Ph2 Introduce Discrimination

This phase is designed to teach a student to discriminate where on the head the therapist is pointing and imitate accordingly.

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Fine Motor Imitation: Ph1 Imitate Fine Motor Actions with Objects

This phase is designed to teach a student to imitate simple actions with objects on the table.

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Gross Motor Imitation: Ph2 Introduce Discrimination

This phase is designed to teach the student to discriminate the objects that he/her is supposed to use before copying what the therapist is doing.

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Gross Motor Imitation: Ph1 Teaching Student to Follow Instructions

This phase is designed to teach the student to imitate actions involving objects.

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Gross Motor Imitation: Baseline

This video shows the student’s gross motor imitation skills before implementing the program.

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Waiting in task: Ph3 Wait Card and Gesture Faded

This phase is designed to teach students to sit still with materials in front of him/her, and then get the item after the therapist has told him what he needs to do with each item.

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Waiting in task: Ph2 With Gestures Only

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

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Waiting in task: Ph1 With Wait Cards Paired With Gestures

This phase is designed to teach students, following a gesture, card presentation, and an instruction, to wait before touching the materials.

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Understanding Token Contingency: Ph5 Six Tokens With More Tasks

This phase is designed to teach the student to finish multiple tasks in order to earn the tokens.

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Understanding Token Contingency: Ph4 Three Tokens With Tasks

This phase is designed to teach the student to finish a task in order to earn the tokens.

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Understanding Token Contingency: Ph3 Five Tokens; Practice at Other Places

This phase is designed to teach the student to earn five tokens in different locations. He/she needs to hand over the completed token board to the therapist to receive the reinforcer.

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Understanding Token Contingency: Ph2 Three Tokens

This phase is designed to teach the student to earn three tokens and hand over the completed token board to the therapist to receive the reinforcer.

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Understanding Token Contingency: Ph1 One Token; Pass Token Board Independently

The therapist starts with one token. This phase is designed to teach the student to hand over the token board to the therapist once it’s completed to receive the reinforcer. Prompts are used at the beginning but faded gradually.

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Understanding Contingency – Blocks: Ph6 Five Bricks with Tasks

This phase is designed to teach a student that when the student returns to the work table, he/she needs to do what the therapist has asked him/her to do in order to earn the blocks and earn the reinforcer.

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Understanding Contingency – Blocks: Ph5 Practice Around The Office

This phase is designed to teach a student to practice contingency in different locations.

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Understanding Contingency – Blocks: Ph4 Five Bricks

This phase is designed to teach a student that when the student returns to the work table, he/she needs to put five blocks in the bucket in order to earn the reinforcer.

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Understanding Contingency – Blocks: Ph3 Three Bricks

This phase is designed to teach a student that when the student returns to the work table, he/she needs to put three blocks in the bucket without any prompts in order to earn the reinforcer.

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Understanding Contingency – Blocks: Ph2 Come Sit Down; Two Bricks

This phase is designed to teach a student that when the student returns to the work table, he/she needs to put two blocks in the bucket without using prompts in order to earn the reinforcer.

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Understanding Contingency – Blocks: Ph1 Understanding Contingency

This phase is designed to teach a student that when the student returns to the work table, he/she needs to put a block in the bucket in order to earn the reinforcer. Some prompts are used.

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Using a Choice Board: Ph4 Incorporate Choice Board with Tokens

This phase is designed to integrate the choice board into regular session work. After the student finishes a task, he is given the opportunity to make a choice from the choice board.

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Using a Choice Board: Ph3 Add Other Locations as Option

Pictures of locations are introduced on the choice board. Once the student pulls the choice of the location picture off the board, he needs to go to the location himself.

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Using a Choice Board: Ph2 With Correspondence Check

Teacher conducts correspondence check to make sure the student understands the relationship of what’s actually on the picture with the specific item itself.

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Using a Choice Board: Ph1 Understanding Choice Board

This phase is designed to teach student the relationship between the pictures and the items that he wants.

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Using a Choice Board: Baseline

This video shows the student’s requesting skills before implementing the program.

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Matching II: Ph6 Scanning 2-sided Matching

This phase is designed to teach a student to scan the items that are placed on two sides and match objects that he has in his hand to them.

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Matching II: Ph5 Out of Chair Matching in Activities

This phase is designed to teach a student to perform an out of chair task with a bit more distance. Matching is incorporated into the activity.

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Matching II: Ph4 Out of Chair Matching (Shorter Distances)

This phase is designed to teach a student to perform an out of chair matching task with short distance and come back to the therapist.

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Matching II: Ph3 Fewer Samples per Field

This phase is designed to teach a student to match identical objects. There are fewer samples of each item on the plate, the student has to match the item that he has to the corresponding plate.

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Matching II: Ph2 Multiple Samples per Field

This phase is designed to teach a student to match identical objects. There are multiple samples of each item on the plate, the student has to match the item that he has to the corresponding plate.

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Matching II: Ph1 Match Fitted Items

This phase is designed to teach a student to match identical items that easily fit together.

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Auditory Discrimination: Ph2 Instruments are hidden

This phase is designed to teach a student to imitate the use of an unseen musical instrument to produce the same sound they hear. Toby gives some troubleshooting tips.

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Auditory Discrimination: Ph1 Manipulating different instruments

This phase is designed to teach a student to imitate the use of musical instruments or other objects that make a consistent noise.

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Completion Contingency: Ph4 Tasks Incorporated

This phase is designed to teach a student to remove an items following the completion of a task. In this particular version, the student must place an item in the same place the therapist put theirs.

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Completion Contingency: Ph3 Longer Intertrial Intervals

This phase is designed to teach a student to remove the items with a delay between opportunities to remove them.

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