This program teaches students to respond to different people in different kinds of statements.
This program teaches students to asking questions. This program helps students to get information, maintain the flow of conversation and keep other person interested in the social communication.
This program teaches students to answer social questions. The objective of this program is to teach students to attend and respond to verbal input of others.
Children with ASD may have difficulty understanding words and non-verbal messages in facial expressions and gestures. These difficulties can affect their ability to interact with others, especially with their peers. For some younger children with ASD, improving speech and language skills is a functional goal of treatment. Hence, a main goal for Jamie’s 7th-month ABA Therapy is […]
Justin B. Leaf, Wesley H. Dotson, Misty L. Oppenheim-Leaf, James A. Sherman and Jan B. Sheldon. (2014). A Programmatic Description of a Social Skills Group for Young Children With Autism. A Programmatic Description of a Social Skills Group for Young Children With Autism, Vol 32, Issue 2, DOI: 10.1177/02711214z11405855, 2012. Hello. Today’s video is […]
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.
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.
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.
Lack of initiation to communicate is a core issue in individuals with ASD with various levels of language ability and various functioning levels. Being able to use words in a communicative way spontaneously is a very important skill. Frank’s mum reported that Frank’s got a lot of words, but he’s not always so keen to […]
Waiting is a pivotal learning how to learn skills that impacts the success of learning more advanced skills, yet, learning to wait can be a challenge for many children. A lot of childrenwithASD, when learning how to wait, don’t really understand what “waiting” means. They hear only the “no”. Our new student, Frank, also doesn’t […]
“Learning how to learn” skills are skills that have a pivotal role in teaching students the process of learning. Responding to instructions is one of the critical LearningHowtoLearn skills. If the students don’t really follow instructions or listen or participate in lessons, they are not going to learn very much despite how great the curriculum […]
Typically developing children are learning all day. They are paying attention to what goes on around them and observe their parents or peers to learn new information. Yet, a lot of children with ASD are not paying attention to what is going on around them. This interferes with their learning process and is one of […]
Frank’s Baseline – Skill Evaluation on his first day in AP Frank came to AP HK a couple of weeks ago. On his first day in AP, Toby and our consultants have evaluated his strengths and weaknesses based on some activities and tasks we have conducted with him. Strengths: – Have a wide range of […]
This program will look into how to increase our children’s independence to eat during meal time. Ms. Catherine Tam will discuss the steps in achieving independence in eating and share some tips on how to get your child to eat independently.
Jamie’s 7th Month ABA Training Progress 【Part 1 – Language 】 Jamie has been receiving full-day intensive #ABAtraining at AP Singapore since he was 2 years and 10 months old (January 2020). Today, we would like to share with you his progress since he resumed clinic sessions in July, after the Circuit Breaker in […]
Teaching Social Behaviour to Individuals Diagnosed with Autism Spectrum Disorder Using the Cool Versus Not Cool Procedure in a Small Group Instruction Format
Angel Au, Toby Mountjoy, Justin B. Leaf, Ronald Leaf, Mitchell Taubman, John Mceachin and Kathleen Tsuji. (2016). Teaching Social Behaviour to Individuals Diagnosed with Autism Spectrum Disorder Using the Cool Versus Not Cool Procedure in a Small Group Instruction Format. Journal of Intellectual & Developmental Disability.
Teaching Social Communication Skills Using a Cool Versus Not Cool Procedure Plus Role-Playing and a Social Skills Taxonomy
Justin B. Leaf, Mitchell Taubman, Christine Milne, Stephanie Dale, Jeremy Leaf, Donna Townley-Cochran, Kathleen Tsuji, Alyne Kassardjian, Aditt Alcalay, Ronald Leaf, and John McEachin. (2016). Teaching Social Communication Skills Using a Cool Versus Not Cool Procedure Plus Role-Playing and a Social Skills Taxonomy. Education and Treatment of Children, Vol. 39, No. 2, 2016, 44-63
Followed the part 1 Learning How to Learn Progress video of Paul, this video highlights the key areas that our consultants, Nicole and June, have worked on and how the programs are individualized to train up Paul’s Language and Social skills: Comprehension Follow instruction WH questions Social games Social Awareness Social interaction
We are excited to share with you the progress Paul has made during these 5 days of ABA training! In this video, Toby highlights the key areas that our consultants, Nicole and June, have worked on and how the programs are individualized to train up Paul’s LearningHowtoLearn skills: Keeping nice hands Attention Responding ZOOM learning […]
Paul came to AP HK a couple of weeks ago. On his first day in AP, Toby and our consultants have evaluated his strengths and weaknesses based on some activities and tasks we have conducted with him. Strengths: 👍Have a wide range of vocabularies 👍Can speak in short sentences 👍can follow simple instructions (1 step) […]
[Special Edition on COVID-19 “Circuit Breaker” Singapore – Jamie’s ABA 3-4th Month Training Progress] In view of the COVID-19 situation, Singapore implemented a “circuit breaker” in April. The objective of the “circuit breaker” measure was to significantly reduce movement and social interactions, to prevent the spread of COVID-19. Our clinic had to be temporarily closed […]
In Part 1 of Jamie’s progress at 3 months, we shared how Jamie improved his learning-how-to-learn abilities. In Part 2 of his progress update at 3 months, Jamie continues to expand on his language and communication skills. He is able to: Direct and provide instructions to his therapist with more verbs acquired Greet people and […]
In the last 2 months at Autism Partnership Singapore, Jamie has made good progress across learning behaviors, communication, learning how to learn skills, and socialisation. Specifically, he has developed his language skills to communicate his desire to play with different toys. However, it was not easy to get him to listen to his therapists when […]
Jeremy A. Leaf, Justin B. Leaf, Christine Milne, Donna Townley-Cochran, Misty L. Oppenheim-Leaf, Joseph H. Cihon, Mitchell Taubman, John McEachin, Ronald Leaf. (2016). Comparing Social Stories to Cool Versus Not Cool.. Education and Treatment of Children, Vol. 39, No. 2, 2016, 173-186.
Despite having a good understanding of language, Jamie seldom initiate communication with others. In this update on Jamie’s #ABA journey, a big focus is on his spontaneous communication. Spontaneous communication is when communication is initiated voluntarily. This includes asking questions, using language to request for things and commenting to get attention. We have also taught […]
At AP, we place a huge emphasis on shaping each child’s learning skills. This will help children self-learn new skills and adapt successfully in the environment. Hence, we have designed a group of fundamental skills known as “learning how to learn” skills that is essential for children to first acquire, before he or she can […]