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Part 1
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Instructional Control:
The Building Blocks to an Effective Teaching Relationship
Part 2:
Generalization:
Don’t Put it on the Backburner
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Workshop Description
Part 1: When faced with teaching a new learner, practitioners are often pressured to dive straight into placing demands. This will most often lead to a strained teaching relationship and place the practitioner at the bottom of an uphill battle. Gaining “instructional control” (i.e., developing a strong teacher-student relationship) is the foundation to all subsequent teaching. Once instructional control is developed, it allows the practitioner to increase demand expectations and teach new skills. Without it, practitioners are faced with “s/he won’t listen to me”, and “there’s nothing s/he is motivated by”. By taking the time to develop initial contingencies that foster a fun, trusting, and yet, instructional relationship, practitioners will reap the long term outcomes of teaching new and challenging skills within minimal resistance.
Part 2 This workshop will focus on teaching practitioners how to proactively promote generalization when teaching individuals with developmental disabilities. Stokes and Baer (1977) called to action to view generalization as an active process. Despite empirically supported methods to promote generalization, such as multiple exemplar training or self-management, many applied settings still struggle to program and/or test for generalization. Five domains, including social skills, language acquisition, behavior reduction, community behavior, and joint attention, where researchers have used evidence-based strategies to promote generalization will be discussed, along with best-practice teaching strategies to increase likelihood of generalized responding.
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Learning Objectives:
Part 1
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Attendees will define instructional control using A-B-C contingency
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Attendees will create examples and non-examples of 7 steps of instructional control
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Attendees will explain pre-requisite skills necessary to test for learning readiness
Part 2
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Attendees will describe 3 primary parameters of generalization
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Attendees will relate lack of generalization and generalization errors to ASD symptoms
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Attendees will describe up to 8 teaching strategies used to promote generalization
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When:
Wednesday, April 24th 2019
Where:
San Carlos Hotel
150 E 50th St
New York NY 10022
Time:
9:00 am-5:00 pm
Contact
:
Julia Gamiello
(718)264-1640
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NYTPS active providers and parents are eligible to attend at a discounted rate
. For this discount code, please email:
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Speakers:
Lauren Kryzak
obtained her Doctoral degree in Learning Processes and Behavior Analysis from the Graduate Center of CUNY. She has provided ABA services for learners for over 10 years and is a Board Certified Behavior Analyst. She has worked with learners, ages 2-21 years, across home, school, and community-based settings to address social-communication skills, along with daily living skills. She is published in peer-reviewed journals, including
Journal of Applied Behavior Analysis, Journal of Intellectual Disabilities, Journal of Developmental and Physical Disabilities,
and
Developmental Neurorehabilitation.
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Celia L. Heyman
is a Board Certified Behavior Analyst. She has been providing behavior analytic services to learners ranging from Pre-Kindergarten to Grade 12. Ms. Heyman has experience conducting functional behavior assessments, implementation of Behavior Intervention Plans, social skills groups, sibling support groups, and various teaching procedures such as Discrete Trial Instructions and Natural Environment Teaching. As a clinician, Ms. Heyman has provided training to professional staff and families as well as providing tutoring services to individuals preparing for the national credential in behavior analysis.
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Disclosure Information:
Financial:
The speaker for this event receives a speaker fee for this engagement.
Non-Financial:
There are no non-financial disclosures.
Course Completion for ASHA CEU's:
Participants will receive a certificate of completion including ASHA CEU Credit Hours. Successful completion for full CEU's requires attendance for the entire course, and meeting the contact hours, and completing course evaluation.
Special Accommodations/Accessibility:
New York Therapy Placement Services welcomes participants with disabilities. Please contact Julia Gamiello at (718)264-1640 or
[email protected]
to discuss disability accommodations needed to participate fully in this event.
Refund/Cancellation Policy:
Tuition will be refunded less a $5.00 processing fee, if written notification is received by New York Therapy Placement Services up to two weeks prior to the workshop. Two weeks to 48 hours prior to the workshop date 50%; 48 hours prior to workshop, no refund would be available.
Complaint Policy:
We respect your input, for concerns or complaints during the registration process, during the event, or after the course please contact us at
[email protected]
or call the office at 718-264-1640.
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This course is offered for .65 ASHA CEU's: Introductory, Professional Area.
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