Developing Comprehensive Programs

Developing Comprehensive Instructional Programs for Children with Autism Using the ABLLS®-R

This workshop is designed both for parents, educators and program administrators who have had previous experience using the ABLLS®-R or those who wish to further develop their skills in determining learning priorities and establishing a comprehensive set of educational objectives for students. 

Many instructional programs for children with a diagnosis of autism fail to devote sufficient instructional time on those skills that will result in the greatest overall rate of skill acquisition. In order to facilitate the rapid acquisition of critical language and learning skills, it is important that both the selection of specific learning objectives and the teaching activities be prioritized. 

Intervention strategies should focus on the skills that make it possible for the learner to acquire a broad range of skills from a variety of skill repertoires. Specific techniques used to develop effective programs in both the home and school settings will be presented for individuals at both the early learner and more advanced student levels.

Videotapes demonstrating intervention strategies to teach these critical skills at the different levels will also be presented. Data regarding developmental norms for typically developing children for several critical repertoires will also be reviewed.  Participants should bring their copy of the ABLLS-R with them to the training.

Objectives:

1. Participants will be able to identify strategies for helping parents and educators prioritize the learning outcomes based upon a student's current set of skills.

2. Participants will be able to compare the existing skill levels of a child with an autism spectrum disorder with the age-equivalent skills of typically developing children.

3. Participants will be able to review an ABLLS-R protocol for a nonverbal individual and select learning objectives that will help develop the skills necessary to develop instructional control and establish an initial verbal repertoire.

4. Participants will be able to review an ABLLS-R protocol for individual who has acquired a set of basic mand, tact, and intraverbal skills and select learning objectives that will teach more advanced skills in these repertoires and incorporate the use of these skills into a variety of everyday social interactions.