CHECK OUT THE BOOKS FOR SALE!!

I have included a page " BOOKS FOR SALE" for selling books online. The books that I have included are all new. So if anyone wants an extra copy just let me know, I can have the books shipped within three- five working days. Please do email if interested. 

Thank You

Applied Behavior Analysis Second Edition. ThumbS Up!

I work as a behavioral supervisor for children with autism and have read lots of ABA books. I first came into contact with this book when my supervisor recommended this one as a textbook to study for the BCaBA course. It was the foundation of several of the courses and definitely the source I return to most often in my consulting work and program writing. The book is expensive but well worth it. I highly recommend it.








Here's a chapter list available in this book:

1. Definition & Characteristics of ABA.

2. Basic Concepts (behavior, respondent/operant conditioning, reinforcers, and three-term contingencies)

3. Selecting & Defining Target Behavior

4. Measuring & Recording Behavior

5. Planning & Directing Observational Procedures

6. Production & Interpretation of Graphic Data Displays

7. Introduction to Analysis

8. Reversal & Alternating Treatment Designs

9. Multiple Baseline & Changing Criterion Designs

10. Planning, Replicating & Evaluating Research in ABA

11. Operant Reinforcement

12. Schedules of Reinforcement

13. Stimulus Control.

14. Behavioral Shaping

15. Behavior Chains

16. Imitation

17. Extinction

18. Decreasing Behavior with Differential Reinforcement

19. Punishment by Contingent Presentation of a Stimulus

20. Overcorrection

21. Time Out from Positive Reinforcement

22. Response Cost

23. Contingency Contracting

24. Token Economy

25. Group-Oriented Contingencies

26. Self-Management

27. Promoting the Generality of Behavior Change

28. Communicating the Results of Behavior Change Efforts

A very good book to understand what ABA is all about.

The Assessment of Basic Language and Learning Skills (ABLLS)

The Assessment of Basic Language and Learning Skills (ABLLS)

Written and Produced by James W.  Partington, PhD. & Mark L. Sundberg, PhD.

The Goal

Teaching should result in the acquisition of generalized skills that allow the learner to learn from his everyday experiences.

~Dr. James Partington~

10/09/03

The ABLLS

Based on B.F. Skinner’s book Verbal Behavior (1957) which proposes that:

• language is a behavior
• language is influenced primarily through reinforcement
• and that establishing and maintaining the motivation to learn is critical for the acquisition of verbal behavior

The Mariposa School, 2003            

ABLLS Protocol

• Basic Learner Skills (Sections A-P)
• Academic Skills (Sections Q-T)
• Self-Help Skills (Sections U-X)
• Motor Skills (Sections Y-Z)

 

Why Should I Use the ABLLS?

• To help identify language and other critical skills in need of intervention necessary for a child to become more capable of learning from his everyday experiences
• To provide a method for identifying a child’s specific skills in a variety of learning domains
• To provide a curriculum guide
• To provide a method for visually displaying the acquisition of new skills

Who Can Complete the ABLLS?

• Parent
• Educator
• Behavior analyst
• Psychologist
• Speech & language pathologist
• Occupational therapist
• Other professionals responsible for developing & monitoring the student’s educational program

Domains on the ABLLS

A.Cooperation & Reinforcer Effectiveness

B.Visual Performance

C.Receptive Language

D.Imitation

E.Vocal Imitation

F.Requests (mands)

G.Labeling (tacts)

H.Intraverbals

I.Spontaneous Vocalizations

J.Syntax & Grammar

K.Play & Leisure

L.Social Interaction

M.Group Instruction

N.Classroom Routines

P. Generalized Responding

Q. Reading

R. Math

S.Writing

T.Spelling

U.Dressing

V.Eating

W.Grooming

X.Toileting

Y.Gross Motor

Z.Fine Motor

Behavioral Language Assessment (Brief Assessment) 

• Designed to reflect the average performance of a typical 2-3 year old child
• Assists with determining weaknesses in a child’s verbal repertoire and where to begin with a language intervention program
• Quick & easy tool which can be used to ‘jump start’ programming  

Scoring & Tracking

• Under  score vs. over score; be conservative
• No basal or ceiling
• Don’t assume; if you don’t know exact level, observe or assess particular skill
• Do it before any major change in programming (typically 1.5 months prior to IEP)
• Update when student is making quick progress (early learner)

Each row of columns includes

üTask  (i.e.; A3,H7, L2)

üScores ( 0-2, 0-4)

üTask name (i.e.; Look at non-reinforcing item)

üTask objective (i.e. student will look at a non-reinforcing item presented by an instructor)

üQuestion: (i.e. If you hold up a non-reinforcing item, will the student look at it?)

üExamples: (i.e. when you hold up a shoe, student will look at it)

üCriteria: (i.e. 2= readily finds in any position, 1= requires some prompts to respond)

IEP Development

• Usually 20-30 objectives
• Want to leave time for incidental learning and generalized instruction
• Add new tasks/objectives  when others are mastered
• Most objectives will be devoted to basic learner skills (A-P) 
• Once skills are filled into the right of the grid, those skills are moved to maintenance and generalization 
• Use to monitor progress/IEP updates quarterly 

Curricular Development for Child with Autism

Have your child acquire any of this skills?

• Attending skills
• Expressive language
• Concept Formation
• Gross motor
• Fine motor
• Play skills 
• social interaction skills
• School-relevant skills
• Imitation
• Receptive language
• Self-help skills
• Pre-Academic and Academic skills such as writing, maths, language and etc.

These are just some of the broad areas of curricular development for child with Autism. These general categories itself can be divided into finer units. For example, under the heading of expressive language are such specific skills as requesting and having conversational exchanges.

Services that I offer

Currently I am only offering my services in Asian region.

There are several steps to make this things work.

• Initially, I will conduct interview with the parents, guardians or someone who is close enough to know the child's typical daily routine, skills and work habits as well as behaviors.

• Gather necessary information example using ABLLS-R as a guideline from parents or guardian of the child.

• Gather necessary informations, track the child's ability for their baseline during the interviews and brief assessment from parents.

• Conduct Observation if necessary to collect additional information for their individualized program.

• To provide training of one to one sessions which include teaching and managing challenging behavior for the parents/ guardians and etc.

• Will supervise on how to take data. All data is necessary. Without data this will not work. People who needs my services need to be able to keep track of the data.

• Will assist parents, guardians, nannies with the preparation of materials and session area. 

Required Skills for a Career as an ABA Therapist

If you want to be an ABA therapists, make sure you know this:-

ABA Therapists should be patient and dedicated to working with their clients, especially in settings where they work with children.

ABA Therapists must have outstanding communication skills, solid reporting skills and impartial assessment skills
 
A commitment to continued education and training is needed to become a successful ABA Therapist. 

Career in the field of ABA

Children and young people with autism may have very specific and individual support needs. Decisions about the most appropriate type of provision will be based on the assessed needs of the children and their families.

A ‘good’ ABA provision, therefore, will be highly personalised and there will be planned emphasis on enabling children to generalise all learned skills into new situations and in providing parents (and all others working with the child) with the skills to respond to their child’s communication, social and behaviour needs across all environments.

Therefore, WHO can carry out an ABA Program?

ABA Therapist

ABA Therapists use the principles of applied behavior analysis in working with clients.

The role of an ABA Therapist in any ABA program is integral to the overall success of a child’s program. An ABA Therapists’ primary role is to teach PLAY, COMMUNICATION, SELF-HELP and ACADEMIC SKILLS to children with a Neurological Disorders such as Autism Spectrum Disorder (ASD).

 In broad terms, ABA Therapists use a reward system to teach and reinforce certain learned behaviors. The National Institute of Child and Human Development cites ABA therapy as a viable treatment for autism spectrum disorders, www.nichd.gov.
ABA Therapists may also work with developmentally disabled children and adults or in workplace settings focusing on employee performance.

An ABA Therapist works as part of a team, alongside the child’s family and other therapists, and is supervised and trained by an ABA Program Consultant who will provide training and guidance.

Professional certification and Continuing Education

 

The Behavior Analyst Certification Board (www.bacb. com ) does offer three certification programs for ABA Therapists:

1)     Board Certified Behavior Analyst (BCBA-D) ,

Able to supervise and train ABA therapist or design ABA Program

-          BCBA certification will be the basis for the Doctoral-level credential that will be designated as BCBA-D. Individuals who wish to become BCBA-Ds must first become certified as BCBAs and then meet any additional requirements

2)     Board Certified Behavior Analyst,

Able to supervise and train ABA therapist or design ABA Program

-          requires a master's degree behavior analysis or a related area

-          225 hours of graduate level coursework in specific behavior analytic content areas

-          18 months of mentored experience or 9 months of supervised experience in designing and implementing applied behavior analysis interventions;

-          and a passing score on a standardized examination

3)     Board Certified Assistant Behavior Analyst

Deliver ABA Program Intervention and assist in designing ABA Program under direct supervision by BCBA

-          requires a bachelor's degree

-          135 hours classroom instruction in behavior analysis

-          12 months mentored experience or

-          6 months of supervised experience in implementing applied behavior analysis interventions,

-          and a passing score on a standardized examination.

My first post.

I was born and raise in one of the country in Asia. I am not a mother nor a father. I am just an individual who wants to help parents, educators who are puzzled or clueless about ASD in general. I am a trained Behavior Analyst and of course I'm using ABA programs as it is one of the program that has been proven worked for children with learning disabilities. I am fully trained to use ABLLS, BCP and BRIEF programs for kids,

I am currently pursuing certification to be one of the expert in Asia. I am currently trained and supervised by one of the few experts in Canada. A clinical Psychologists with a BACB-D, a qualification which one can only get from the Behavior Analyst Certification Board. I have been trained and supervised by him for almost 3 years, have undergone thousands of hours training which includes hands on, theory work and so on. I have started from scratch and have done lots of therapy with a number of kids with the organization I work with which includes Home, School and Centre- based therapy.

Hope my journey will begin smoothly from here.