APSPARKS APSPARKS
  • MENU
  •  Login
  • About
    • Welcome to APSPARKS
    • What is The Autism Partnership Method
    • FAQ
    • Our Team
    • Contact Us
  • Parents Corner
  • Professional Corner
  • Skill Sections
    • Language
      • Speech Production & Quality
      • Building Blocks
      • Concepts
      • Comprehension
      • Describing
      • Cognition & Thinking Process
      • Communication
    • Behavior
      • Self-control and Regulation
      • Frustration Tolerance and Patience
      • Increasing Participation and Following Instructions
      • Rule Following and Understanding Expectations
      • Increasing Flexibility
    • Learning How To Learn
      • Understanding Contingencies
      • Reinforcement Variety
      • Learning from Feedback
      • Behavior Regulation
      • Self-directed Attention
      • Essential Tasks and Programs
      • Attention Sustainment & Short-Term Memory
      • Problem Solving and Reasoning
    • Self-Help
      • Self-Care
      • Hygiene and Safety
      • Community Skills
      • Following Daily Routines
    • Play
      • Independent Play
      • Social Play
      • Imaginative Play
    • Social
      • Social Awareness
      • Social Relatedness
      • Social Communication
      • Social Interactions
      • Social Learning
    • Group
      • Basic Group Readiness Skills
      • Following Group Instructions
      • Observational Learning Skills
      • Facilitating Social Interactions
      • Following Routines
  • Students Progress
    • Kasey’s ABA Training Progress
    • Kimi’s ABA Training Progress
    • Cheuk Cheuk’s ABA Training Progress
    • Mia’s ABA Training Progress
    • Jamie’s ABA Training Progress
    • Paul’s ABA Training Progress
    • Frank’s ABA Training Progress
  • ABA Articles
  • ABA Materials
  • Membership
    • Exclusive Offer
    • Online Parent Training Series
HomeTag "Therapy Master Class"
Order By
  • Published date
  • Views
  • Like
  • Comments
  • Title
Untitled-1
Reinforcement Systems – 1. 2D Token
0
15:10

Reinforcement Systems – 1. 2D Token

#7_Proactive Plan
Behavior Management – 7. Proactive Plan
0
15:10

Behavior Management – 7. Proactive Plan

#6_Intervention for Operant Behavior
Behavior Management – 6. Intervention for Operant Behavior
0
15:10

Behavior Management – 6. Intervention for Operant Behavior

#5_More about behaviors
Behavior Management – 5. More about Behaviors
0
15:10

Behavior Management – 5. More about Behaviors

DTT.00_00_02_09.Still002
Behavior Management – 4. Functions
0
15:10

Behavior Management – 4. Functions

DTT.00_00_02_16.Still003
Behavior Management – 3. Assessing Behaviors
0
15:10

Behavior Management – 3. Assessing Behaviors

2_Payoff and Cost Analysis_tn
Behavior Management – 2. Payoff and Cost Analysis
0
15:10

Behavior Management – 2. Payoff and Cost Analysis

1_Learning Theories_tn
Behavior Management – 1. Learning Theories
0
15:10

Behavior Management – 1. Learning Theories

0_intro_tn
Behavior Management – Intro
0
15:10

Behavior Management – Intro

PS_03_tn
0
15:10

Behavior Management (Proactive Strategies): P3 – Provide Reinforcement for Student Performing Desirable Behavior

PS_02_tn
0
15:10

Behavior Management (Proactive Strategies): P2 – Proactively Provide Reinforcement for Absence of Challenging Behavior for Longer Time

PS_01_tn
0
15:10

Behavior Management (Proactive Strategies): P1 – Present Trigger Systematically to Promote Self-Control

RS_04 Fading of response blocking_tn
0
15:10

Behavior Management (Reactive Strategies): P4 – Fading of Response Blocking

RS_03 Response blocking_tn
0
15:10

Behavior Management (Reactive Strategies): P3 – Response Blocking

RS_02 The student should pay effort_tn
0
15:10

Behavior Management (Reactive Strategies): P2 – The Student Should Pay Effort

RS_01 Reinforcement should be reinforcing_tn
0
15:10

Behavior Management (Reactive Strategies): P1 – Reinforcement Should Be Reinforcing

P4_Other Behaviors_tn
0
15:10

Behavior Management: P4 – Other Behaviors

P3_Consequence_tn
0
15:10

Behavior Management: P3 – Consequence

P2_Antecedent_tn
0
15:10

Behavior Management: P2 – Antecedent

P1_Stay Calm_tn
0
15:10

Behavior Management: P1 – Stay Calm

Receptive Labelling_14_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P14 – Make Adjustment Systematically

Receptive Labelling_13_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P13 – Fading Auditory Discrimination

RI_12 Select materials carefully_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P12 – Select materials carefully

RI_11 Combine AD and Receptive_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P11 – Combine Auditory Discrimination and Receptive Labelling

RLZS9X~2
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P10 – Introduce More Different Varieties of Materials

RZA5WC~S
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P9 – Mind Your Inadvertent Prompts

RI_08-Teach-student-to-listen_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P8 – Auditory Discrimination without Visual

RI_07-Teach-student-to-listen_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P7 – Auditory Discrimination with Visual

RI_06 Teach student to listen_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P6 – Teach student to listen

RI_05 Teach student to look_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P5 – Teach student to look

RI_04 Teach student to wait nicely_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P4 – Teach Student to Wait Nicely

RI_03 Win stay lose shift_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P3 – Win Stay Lose Shift

How to assist – Receptive Labelling_P2
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P2 – Be Aware of Patterns

How to assist – Receptive Labelling_P1
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P1 – Identify Student’s Problem During the Learning Process

iv Receptive for expressive_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly: P6 – Receptive for Expressive

iii Let the student try first_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly: P5 – Let The Student Try First

ii Make the label clear_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly: P4 – Make the label clear

i Matching for receptive_tn
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly: P3 – Matching for Receptive

HF1CE0~A
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly: P2 – Break Down The Skill(2)

HT89QY~7
0
15:10

How to Assist Our Students to Perform Different Tasks Correctly: P1 – Break Down The Skill(1)

feedback 06 Feedback should be varied_tn
0
15:10

How to Give Feedback: P6 – Feedback Should be Varied

FTF7LN~0
0
15:10

How to Give Feedback: P5 – Feedback Should be Informational

FQI3HU~V
0
15:10

How to Give Feedback: P4 – Feedback Should be Unambiguous in Meaning

feedback 03_tn
0
15:10

How to Give Feedback: P3 – Give Corrective Feedback Immediately when off-task behavior occurs

feedback 02_tn
0
15:10

How to Give Feedback: P2 – Give Differential Feedbacks According to Child’s Response

feedback 01_tn
0
15:10

How to Give Feedback: P1 – Give Feedback for Every Response of The Child

6 – Do Not Allow The Student to Anticipate The Response_tn
0
15:10

Students’ Response: P6 – Do Not Allow The Student to Anticipate The Response

5 – Shape Behavior_tn
0
15:10

Students’ Response: P5 – Shape Behavior

4 – Reinforce Spontaneous Desirable Behavior_tn
0
15:10

Students’ Response: P4 – Reinforce Spontaneous Desirable Behavior

3 – Behavior expected is clearly defined 3_tn
0
15:10

Students’ Response: P3 – Behavior Expected is Clearly Defined 3

Page 1 of 212»

Program Videos

  • Language
  • Learning How to Learn
  • Behavior
  • Self-Help
  • Play
  • Social
  • Group

Recent Videos

  • Reinforcement Systems – 12. Timer January 10, 2023
  • Reinforcement Systems – 11. Status Meter (Group Behavior Management System) January 10, 2023
  • Reinforcement Systems – 10. Response Cost Token January 10, 2023

About APSPARKS

APSPARKS is a resources website established by Autism Partnership HK (AP) aiming at providing high quality videos as well as articles of our Applied Behavior Analysis approach, “Progressive Applied Behavior Analysis”. Moreover, we are hoping to introduce you the teaching materials you would often see in our videos as soon as possible.

Subscribe Us

Sign up to get the latest information and news

Follow Us

Contact Us

apsparks@autismpartnershiphk.com


AUTISM PARTNERSHIP HONG KONG
7/F, 633 King’s Road, Quarry Bay, Hong Kong
www.autismpartnership.com.hk

© 2022 APSPARKS. All rights reserved.  
Terms and Conditions     Privacy Statement
CLOSE
  • About
    • Welcome to APSPARKS
    • What is The Autism Partnership Method
    • FAQ
    • Our Team
    • Contact Us
  • Parents Corner
  • Professional Corner
  • Skill Sections
    • Language
      • Speech Production & Quality
      • Building Blocks
      • Concepts
      • Comprehension
      • Describing
      • Cognition & Thinking Process
      • Communication
    • Behavior
      • Self-control and Regulation
      • Frustration Tolerance and Patience
      • Increasing Participation and Following Instructions
      • Rule Following and Understanding Expectations
      • Increasing Flexibility
    • Learning How To Learn
      • Understanding Contingencies
      • Reinforcement Variety
      • Learning from Feedback
      • Behavior Regulation
      • Self-directed Attention
      • Essential Tasks and Programs
      • Attention Sustainment & Short-Term Memory
      • Problem Solving and Reasoning
    • Self-Help
      • Self-Care
      • Hygiene and Safety
      • Community Skills
      • Following Daily Routines
    • Play
      • Independent Play
      • Social Play
      • Imaginative Play
    • Social
      • Social Awareness
      • Social Relatedness
      • Social Communication
      • Social Interactions
      • Social Learning
    • Group
      • Basic Group Readiness Skills
      • Following Group Instructions
      • Observational Learning Skills
      • Facilitating Social Interactions
      • Following Routines
  • Students Progress
    • Kasey’s ABA Training Progress
    • Kimi’s ABA Training Progress
    • Cheuk Cheuk’s ABA Training Progress
    • Mia’s ABA Training Progress
    • Jamie’s ABA Training Progress
    • Paul’s ABA Training Progress
    • Frank’s ABA Training Progress
  • ABA Articles
  • ABA Materials
  • Membership
    • Exclusive Offer
    • Online Parent Training Series

Report This