Behavior Management: Resources
Durand, V.M. (1990). Severe Behavior Problems: A Functional Communication Training Approach. New York: Guilford Press. Foxx, R.M. (1982). Decreasing Behaviors of Severely Retarded and Autistic Persons. Champaign, IL: Research Press. Foxx, R.M. (1982). Increasing Behaviors of Severely Retarded and Autistic Persons. Champaign, IL: Research Press. Koegel, K.L., Koegel, R.L., & Dunlap, G. (1996). Positive Behavioral […]
Nothing is Rewarding to this Child!
Many of us have said this about a child at one time or another. It reflects our frustration in getting and keeping a child’s attention. It describes a child’s lack of responsiveness to our teaching. It usually suggests a lack of progress — we’re just not getting anywhere: Something must be done. What do we […]
Weekly Behavior Recording Sheet (Frequency)
Child’s Name:______________________________ Date:_________________ BEHAVIORS Monday Tuesday Wednesday Thursday Friday […]
Weekly Behavior Recording Sheet (Frequency) – Examples
Child’s Name:________________________ Date:_________________ BEHAVIORS Monday Tuesday Wednesday Thursday Friday Yells Responds to “Shhh” Bites Others Spontaneous Requests […]
Behavioral Analysis Worksheet: What? Who? When? Where? and Why?
Directions: As you observe a child’s behavior across a few different situations, answer each of these questions: What behavior do you want to try to change? Name and define the behavior in concrete, observable terms. For example: “Throws toys = any time J. picks up an object with his hand and propels it a distance […]
Characteristics of Autism: Observation Form
Child’s Name: _______________ Observer: _______________ Date: _____________ Social Behaviors (1=not very true, 5=very true) A. Fails to initiate interactions with adults 1 2 3 4 5 B. Fails to initiate interactions with peers C. Fails to respond to initiations from adults D. Fails to respond […]
Examples of Communicative Temptations for a Communication Assessment
1. Eat a desired food item in front of the child without offering any to him or her. 2. Activate a wind-up toy, let it deactivate, and hand it to the child. 3. Open a jar of bubbles, blow bubbles, and then close the jar tightly and give the closed jar to the child. 4. […]
Communication – Resources
Bailey, D.B. & Wolery, M. (1989). Assessing Infants and Preschoolers with Handicaps. Columbus, OH: Merrill Publishing Company. Linder, T. (1990). Transdisciplinary Play-Based Assessment: A Functional Approach to Working With Young Children. Baltimore: Paul H. Brookes Publishing, Inc. Quill, K.A. (Ed.) (1995). Teaching Children with Autism: Strategies to Enhance Communication and Socialization. Albany, NY: Delmar Publishers. […]
Some Important Differences in Perspective between Teachers and Parents
Teachers Parents Have knowledge of many children Focus is often on the child’s deficits Contact with the child is time-limited Motivated to implement the optimal interventions Have chosen to work with children with disabilities Are experts on their own child Focus is on the whole child Contact is 24 hours per day, for a lifetime […]
Characteristics of Ideal Peer Partners
Consistent attendance Good social skills (e.g., spontaneously initiates positive interactions with peers; responds positively to initiations from peers) Good play skills (e.g., shows creative or imaginative play) Follows adult instructions consistently Attends to tasks for 10 minutes Good receptive and expressive language Willingness to participate (e.g., child is interested and parents give permission)
Suggested Play Materials for Promoting Peer Interactions
Doll sets (including clothes, bottle, bed, carriage, etc.) Kitchen set (including stove, sink, pots & pans, dishes) Household accessories (such as telephone, vacuum) Occupational toys (such as a doctor kit) Grocery set (including shopping cart, food, play money, cash register) Dress-up clothes (including accessories) Birthday party set (including party hats, cake, candles) Car/garage set Vehicles/road […]
Peer Activity
The objective of this activity is to observe peer interactions and play during unstructured and structured (prompted) activities. We will use two different observation forms during this activity: one is the “Assessment of Play Skills” grid, and the other is the “Peer Activity” form. Part 1: Unstructured play (20 min.) Observe the target child during […]