This program is about spontaneous directing.
In school, learning involves listening, focusing and following the teacher’s instructions. Commonly, these are also skills that are harder for children with autism to develop and attain. To prepare Jamie for school, we have been working to develop his “Learning How To Learn” skills which target his ability to adapt and focus. In the “Wait, […]
Learning in a small group setting is a fun and natural way for children with autism to work on their social skills and develop meaningful friendships. For Jamie, he enjoys learning and having fun with his peers. As we prepare Jamie for school, group learning is also an essential building block to Jamie’s School Readiness […]
The objectives of this program are to develop awareness of environment, and comment on the absurdities they observed spontaneously.
The objectives of this program are to develop awareness of environment, develop memory and comment on the environmental changes spontaneously.
This is a learning to learn program. The purpose of the program is to have students willingly come and sit down to begin work.
This program is more around looking at Why/Because or reasoning using same vs different as a concept. The objectives of this program are to increase abstract reasoning and increase awareness and attention to detail of objects in the environment.
This program teaches students the concept of same and different. The objectives of this program are to increase abstract reasoning and increase awareness and attention to detail of objects in the environment.
This month, Jamie has embarked on an exciting new journey of learning in small groups! One of the biggest challenges for Jamie was attending learning segments in distracting environments. In this 8th month update, we practised attending by using a ladder board system to help Jamie focus on looking and listening. This foundational training will […]
This program teaches students to identity which kind of events are good to comment on and when is a good time to give compliments.
This program teaches students about how they use their voice at different volume levels.
At the beginning of Jamie’s 1-to-1 ABA Training with us in January 2020, he tends to display challenging behaviors that were hindering his progress. Hence, we used a Cool’ vs ‘Not Cool’ Program to help him identify situations where he could engage in cool behaviors like hugging and sighing, instead of ‘not cool’ behaviors such […]
This program teaches students not to talk over other person in conversation. The objective of this program is to teach student when is the right time to ask the question or make a comment, and how long to takeover other people.
This program teaches students to stay on topic in conversation. The objective of this program is to teach students four ways to stay on topic by giving opinions, commenting, sharing experience and asking questions.
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.
Jamie’s ABA Training Progress – 7 Months Training 【Part 2 – Picking up Language from Natural Environment 】
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.