bernards township aba program (btap) staff training social competence casi m. healey, m.a., bcba...
TRANSCRIPT
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Bernards Township ABA Program(BTAP)
Staff Training
Social Competence
Casi M. Healey, M.A., BCBASharon A. Reeve, Ph.D., BCBA
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Interaction with Parents School visits
School visit agendas should be prepared for every school visit.
They should include what programs the parents will be trained on
A copy of the agenda should be given to the parent and be logged in a school visit binder
Parents should sign-in/out upon arrival and departure of the classroom
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Interaction with Parents
Bringing children to car/bus What should you say? What not to say?
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Interaction with Others(parents, colleagues, visitors, evaluators) Enthusiastic about program Positive attitude about students Positive interactions with students Support the program Concern for the rights of students and families Prompt and prepared Advocate for students and families Request input from others Share credit with others Give and receive positive and corrective feedback it is not functional to complain but to concentrate on
problem solving behavior
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Interaction with Others(parents, colleagues, visitors, evaluators)
The following small responses have a large impactFacial expressionInteraction with studentsRelationship with students
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Social Competence
Children, youths, and adults with developmental disabilities are best served by professionals who teach social competence.
Unfortunately, many persons with developmental disabilities will repeatedly encounter prejudice, fear, and rejection.
Professionals who teach acceptable social and self-care repertoires can contribute immeasurably to the protection of peoples' rights
(McClannahan & Krantz, 1985).
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Social Competence is an Ongoing Process
Develops over time and the skills you display vary as a function of your age and the environment in which you are currently in
Depends on the discrimination of environmental cues and the display of behavioral responses that correspond to the environmental cues
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Acceptable Social Behavior
Posture, facial expression, eye contact Greetings, Interacting with other students Getting info Interacting with other people Showing off work Elimination of stereotypy Contextually appropriate language
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Hygiene Practices
Request tissues and towels
Cover their mouths when they sneeze or talk
Wash their hands at appropriate times
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GroomingBrush their hair
Brush their teeth
Put on deodorant
Wash their faces
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Personal Appearance
Straighten their clothing
Tuck in their shirts
Change their clothing if dirty
Use a napkin
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Polite/Positive LanguageYes, Please; No, Thank you,
Excuse me
Holding a door
Giving compliments
Saying thank you and you’re welcome
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Independence
Carrying own items
Walking independently
Initiating activities
Asking you to follow them rather than being led
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Peer Interaction Skills
Teach play and activity based responses
Teach language around play
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Recognizing and Acknowledging Others
Thanking others for assistance, sending thank you cards
Attending to changes in individual accomplishments –compliments
Attending to past and future important events in their lives and lives of others
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Showing Concern for Others
Attending to emotional states of others
Empathizing with others through verbal interactions
Displaying corresponding affect –matching affect to situation
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Age-Appropriate Behavior
Responding in a manner that is consistent with one’s age
age-appropriate leisure skills
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Performing at a Criterion Level
All components of a task should be taught
Task should be taught to be completed in the presence of relevant stimuli
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High Levels of Engagement Engagement during activities is directly
related to social competence in that levels of engagement should match those of typical development
On-task behavior should be high and stereotypy low
On-task behavior must happen in the absence of adults
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Model Acceptable Social Behavior
Introducing student to others
Including student in conversation
Conversations around the student
All of the social competence skills you are teaching to the students
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Prompting Use of manual prompts is necessary
to teach our students
They can be intrusive to the learnerHow can you be sensitive to this?
They can look badHow can you minimize this?
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Full-day Activity Schedule and Motivational System Full-day schedule
Point to picture of activity Get activity Engage in activity with instructor Put activity away when instructor says they are
finished Go to book Run LM card and engage in conversation
• Step away from the book• Obtain instructors attention• Say statement• Wait for response• Go back to book
Point to picture of next activity
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Full-day Activity Schedule and Motivational System Motivational System
Trade in pennies Take picture off board Get reward Set timer Play with reward Stop timer Put choice in discard basket Select new choice Earn pennies
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Full-day Activity Schedule and Motivational System Independent responses, therefore no verbal
interaction
Two separate response chains
How can you ensure they stay separate? Never end an activity when a penny board
ends Always end activities mid-penny board