Therapy Master Class Therapy Master Class Elaborated and detailed explanation and guides in teaching specific ABA skills in various areas. Therapy Master Class - The Use of Reinforcement The Use of Reinforcement: P1 Reinforcement Should be Reinforcing The Use of Reinforcement: P2 Deliver Reinforcement Immediately The Use of Reinforcement: P3 Rotate Reinforcement The Use of Reinforcement: P4 Reinforcement Should Be Contingent Therapy Master Class - Develop Reinforcement Develop Reinforcement: P1 Presenting Toy in Different Ways Develop Reinforcement: P2 Using Sound Effect and Interesting Comments Develop Reinforcement: P3 Getting back your toy Develop Reinforcement: P4 Using Student’s Preferences Therapy Master Class - Different Types of Reinforcement Different Types of Reinforcement: P1 Toy Different Types of Reinforcement: P2 Social Different Types of Reinforcement: P3 Embedded Different Types of Reinforcement: P4 Group Attention Therapy Master Class - Teaching Spontaneous Use Of Speech Teaching Spontaneous Use Of Speech: P1 Realistic Expectation Teaching Spontaneous Use Of Speech: P2 Communicative Intent Teaching Spontaneous Use Of Speech: P3 Setting Teaching Spontaneous Use Of Speech: P4 Keep Quiet Teaching Spontaneous Use Of Speech: P5 Do It Right Away Teaching Spontaneous Use Of Speech: P6 Re-articulation Therapy Master Class - Discrete Trial Teaching Series: Instruction How to Help Young Children with Autism to Respond to Instructions Effectively: P1 Clear Verbal Instruction How to Help Young Children with Autism to Respond to Instructions Effectively: P2 Provide Good Gesture How to Help Young Children with Autism to Respond to Instructions Effectively: P3 Set up the Teaching Materials Clearly How to Help Young Children with Autism to Respond to Instructions Effectively: P4 Present the Teaching Materials Clearly How to Help Young Children with Autism to Respond to Instructions Effectively: P5 Do not Repeat the Instruction for Too Many Times How to Help Young Children with Autism to Respond to Instructions Effectively: P6 Keep Good Distance from objects and Provide Clear Gestures How to Help Young Children with Autism to Respond to Instructions Effectively: P7 Avoid Artificial Attention Cues Therapy Master Class - Discrete Trial Teaching Series: Students' Response Students’ Response: P1 – Behavior Expected is Clearly Defined 1 Students’ Response: P2 – Behavior Expected is Clearly Defined 2 Students’ Response: P3 – Behavior Expected is Clearly Defined 3 Students’ Response: P4 – Reinforce Spontaneous Desirable Behavior Students’ Response: P5 – Shape Behavior Students’ Response: P6 – Do Not Allow The Student to Anticipate The Response Therapy Master Class - Discrete Trial Teaching Series: How to Give Feedback How to Give Feedback: P1 – Give Feedback for Every Response of The Child How to Give Feedback: P2 – Give Differential Feedbacks According to Child’s Response How to Give Feedback: P3 – Give Corrective Feedback Immediately when off-task behavior occurs How to Give Feedback: P4 – Feedback Should be Unambiguous in Meaning How to Give Feedback: P5 – Feedback Should be Informational How to Give Feedback: P6 – Feedback Should be Varied Therapy Master Class - Discrete Trial Teaching Series: How to assist our students to perform different tasks correctly How to Assist Our Students to Perform Different Tasks Correctly: P1 – Break Down The Skill(1) How to Assist Our Students to Perform Different Tasks Correctly: P2 – Break Down The Skill(2) How to Assist Our Students to Perform Different Tasks Correctly: P3 – Matching for Receptive How to Assist Our Students to Perform Different Tasks Correctly: P4 – Make the label clear How to Assist Our Students to Perform Different Tasks Correctly: P5 – Let The Student Try First How to Assist Our Students to Perform Different Tasks Correctly: P6 – Receptive for Expressive Therapy Master Class - How to assist our students to perform different tasks correctly in Receptive Labelling Program How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P1 – Identify Student’s Problem During the Learning Process How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P2 – Be Aware of Patterns How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P3 – Win Stay Lose Shift How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P4 – Teach Student to Wait Nicely How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P5 – Teach student to look How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P6 – Teach student to listen How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P7 – Auditory Discrimination with Visual How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P8 – Auditory Discrimination without Visual How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P9 – Mind Your Inadvertent Prompts How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P10 – Introduce More Different Varieties of Materials How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P11 – Combine Auditory Discrimination and Receptive Labelling How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P12 – Select materials carefully Therapy Master Class - Behavior Management Behavior Management: P1 – Stay Calm Behavior Management: P2 – Antecedent Behavior Management: P3 – Consequence Behavior Management: P4 – Other Behaviors Behavior Management – Intro Behavior Management – 1. Learning Theories Behavior Management – 2. Payoff and Cost Analysis Behavior Management – 3. Assessing Behaviors Behavior Management – 4. Functions Behavior Management – 5. More about Behaviors Behavior Management – 6. Intervention for Operant Behavior Behavior Management – 7. Proactive Plan Therapy Master Class - Behavior Management (Reactive Strategies) Behavior Management (Reactive Strategies): P1 – Reinforcement Should Be Reinforcing Behavior Management (Reactive Strategies): P2 – The Student Should Pay Effort Behavior Management (Reactive Strategies): P3 – Response Blocking Behavior Management (Reactive Strategies): P4 – Fading of Response Blocking Therapy Master Class - Behavior Management (Proactive Strategies) Behavior Management (Proactive Strategies): P1 – Present Trigger Systematically to Promote Self-Control Behavior Management (Proactive Strategies): P2 – Proactively Provide Reinforcement for Absence of Challenging Behavior for Longer Time Behavior Management (Proactive Strategies): P3 – Provide Reinforcement for Student Performing Desirable Behavior Therapy Master Class - Reinforcement Systems Reinforcement Systems – 1. 2D Token Reinforcement Systems – 2. 3D token + Activity Based Reinforcement Systems – 3. Matching Token Reinforcement Systems – 4. Tick + Points Reinforcement Systems – 5. Competitive Tokens Reinforcement Systems – 6. Completion System Reinforcement Systems – 7. Differential Token Reinforcement Systems – 8. Intermittent Token Reinforcement Systems – 9. Rainbow Token Reinforcement Systems – 10. Response Cost Token Reinforcement Systems – 11. Status Meter (Group Behavior Management System) Reinforcement Systems – 12. Timer
Therapy Master Class Elaborated and detailed explanation and guides in teaching specific ABA skills in various areas. Therapy Master Class - The Use of Reinforcement The Use of Reinforcement: P1 Reinforcement Should be Reinforcing The Use of Reinforcement: P2 Deliver Reinforcement Immediately The Use of Reinforcement: P3 Rotate Reinforcement The Use of Reinforcement: P4 Reinforcement Should Be Contingent Therapy Master Class - Develop Reinforcement Develop Reinforcement: P1 Presenting Toy in Different Ways Develop Reinforcement: P2 Using Sound Effect and Interesting Comments Develop Reinforcement: P3 Getting back your toy Develop Reinforcement: P4 Using Student’s Preferences Therapy Master Class - Different Types of Reinforcement Different Types of Reinforcement: P1 Toy Different Types of Reinforcement: P2 Social Different Types of Reinforcement: P3 Embedded Different Types of Reinforcement: P4 Group Attention Therapy Master Class - Teaching Spontaneous Use Of Speech Teaching Spontaneous Use Of Speech: P1 Realistic Expectation Teaching Spontaneous Use Of Speech: P2 Communicative Intent Teaching Spontaneous Use Of Speech: P3 Setting Teaching Spontaneous Use Of Speech: P4 Keep Quiet Teaching Spontaneous Use Of Speech: P5 Do It Right Away Teaching Spontaneous Use Of Speech: P6 Re-articulation Therapy Master Class - Discrete Trial Teaching Series: Instruction How to Help Young Children with Autism to Respond to Instructions Effectively: P1 Clear Verbal Instruction How to Help Young Children with Autism to Respond to Instructions Effectively: P2 Provide Good Gesture How to Help Young Children with Autism to Respond to Instructions Effectively: P3 Set up the Teaching Materials Clearly How to Help Young Children with Autism to Respond to Instructions Effectively: P4 Present the Teaching Materials Clearly How to Help Young Children with Autism to Respond to Instructions Effectively: P5 Do not Repeat the Instruction for Too Many Times How to Help Young Children with Autism to Respond to Instructions Effectively: P6 Keep Good Distance from objects and Provide Clear Gestures How to Help Young Children with Autism to Respond to Instructions Effectively: P7 Avoid Artificial Attention Cues Therapy Master Class - Discrete Trial Teaching Series: Students' Response Students’ Response: P1 – Behavior Expected is Clearly Defined 1 Students’ Response: P2 – Behavior Expected is Clearly Defined 2 Students’ Response: P3 – Behavior Expected is Clearly Defined 3 Students’ Response: P4 – Reinforce Spontaneous Desirable Behavior Students’ Response: P5 – Shape Behavior Students’ Response: P6 – Do Not Allow The Student to Anticipate The Response Therapy Master Class - Discrete Trial Teaching Series: How to Give Feedback How to Give Feedback: P1 – Give Feedback for Every Response of The Child How to Give Feedback: P2 – Give Differential Feedbacks According to Child’s Response How to Give Feedback: P3 – Give Corrective Feedback Immediately when off-task behavior occurs How to Give Feedback: P4 – Feedback Should be Unambiguous in Meaning How to Give Feedback: P5 – Feedback Should be Informational How to Give Feedback: P6 – Feedback Should be Varied Therapy Master Class - Discrete Trial Teaching Series: How to assist our students to perform different tasks correctly How to Assist Our Students to Perform Different Tasks Correctly: P1 – Break Down The Skill(1) How to Assist Our Students to Perform Different Tasks Correctly: P2 – Break Down The Skill(2) How to Assist Our Students to Perform Different Tasks Correctly: P3 – Matching for Receptive How to Assist Our Students to Perform Different Tasks Correctly: P4 – Make the label clear How to Assist Our Students to Perform Different Tasks Correctly: P5 – Let The Student Try First How to Assist Our Students to Perform Different Tasks Correctly: P6 – Receptive for Expressive Therapy Master Class - How to assist our students to perform different tasks correctly in Receptive Labelling Program How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P1 – Identify Student’s Problem During the Learning Process How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P2 – Be Aware of Patterns How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P3 – Win Stay Lose Shift How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P4 – Teach Student to Wait Nicely How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P5 – Teach student to look How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P6 – Teach student to listen How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P7 – Auditory Discrimination with Visual How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P8 – Auditory Discrimination without Visual How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P9 – Mind Your Inadvertent Prompts How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P10 – Introduce More Different Varieties of Materials How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P11 – Combine Auditory Discrimination and Receptive Labelling How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P12 – Select materials carefully Therapy Master Class - Behavior Management Behavior Management: P1 – Stay Calm Behavior Management: P2 – Antecedent Behavior Management: P3 – Consequence Behavior Management: P4 – Other Behaviors Behavior Management – Intro Behavior Management – 1. Learning Theories Behavior Management – 2. Payoff and Cost Analysis Behavior Management – 3. Assessing Behaviors Behavior Management – 4. Functions Behavior Management – 5. More about Behaviors Behavior Management – 6. Intervention for Operant Behavior Behavior Management – 7. Proactive Plan Therapy Master Class - Behavior Management (Reactive Strategies) Behavior Management (Reactive Strategies): P1 – Reinforcement Should Be Reinforcing Behavior Management (Reactive Strategies): P2 – The Student Should Pay Effort Behavior Management (Reactive Strategies): P3 – Response Blocking Behavior Management (Reactive Strategies): P4 – Fading of Response Blocking Therapy Master Class - Behavior Management (Proactive Strategies) Behavior Management (Proactive Strategies): P1 – Present Trigger Systematically to Promote Self-Control Behavior Management (Proactive Strategies): P2 – Proactively Provide Reinforcement for Absence of Challenging Behavior for Longer Time Behavior Management (Proactive Strategies): P3 – Provide Reinforcement for Student Performing Desirable Behavior Therapy Master Class - Reinforcement Systems Reinforcement Systems – 1. 2D Token Reinforcement Systems – 2. 3D token + Activity Based Reinforcement Systems – 3. Matching Token Reinforcement Systems – 4. Tick + Points Reinforcement Systems – 5. Competitive Tokens Reinforcement Systems – 6. Completion System Reinforcement Systems – 7. Differential Token Reinforcement Systems – 8. Intermittent Token Reinforcement Systems – 9. Rainbow Token Reinforcement Systems – 10. Response Cost Token Reinforcement Systems – 11. Status Meter (Group Behavior Management System) Reinforcement Systems – 12. Timer
How to Help Young Children with Autism to Respond to Instructions Effectively: P1 Clear Verbal Instruction
How to Help Young Children with Autism to Respond to Instructions Effectively: P2 Provide Good Gesture
How to Help Young Children with Autism to Respond to Instructions Effectively: P3 Set up the Teaching Materials Clearly
How to Help Young Children with Autism to Respond to Instructions Effectively: P4 Present the Teaching Materials Clearly
How to Help Young Children with Autism to Respond to Instructions Effectively: P5 Do not Repeat the Instruction for Too Many Times
How to Help Young Children with Autism to Respond to Instructions Effectively: P6 Keep Good Distance from objects and Provide Clear Gestures
How to Help Young Children with Autism to Respond to Instructions Effectively: P7 Avoid Artificial Attention Cues
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P1 – Identify Student’s Problem During the Learning Process
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P2 – Be Aware of Patterns
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P3 – Win Stay Lose Shift
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P4 – Teach Student to Wait Nicely
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P5 – Teach student to look
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P6 – Teach student to listen
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P7 – Auditory Discrimination with Visual
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P8 – Auditory Discrimination without Visual
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P9 – Mind Your Inadvertent Prompts
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P10 – Introduce More Different Varieties of Materials
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P11 – Combine Auditory Discrimination and Receptive Labelling
How to Assist Our Students to Perform Different Tasks Correctly (Receptive Labelling): P12 – Select materials carefully
Behavior Management (Proactive Strategies): P1 – Present Trigger Systematically to Promote Self-Control
Behavior Management (Proactive Strategies): P2 – Proactively Provide Reinforcement for Absence of Challenging Behavior for Longer Time
Behavior Management (Proactive Strategies): P3 – Provide Reinforcement for Student Performing Desirable Behavior