ABA Level 1 (Russian) Session 8: Strategies to Increase Classroom Participation Skills

Based upon literature review and successful practice in the real world we will look at the possible functions behind common problem behaviors such as off-task, out-of-the-seat, interrupting, and difficult transitions as well as quick and easy strategies one can implement to change behavior. Incorporating basic ABA procedures, analyzing the environment for possible modifications, teaching replacement behaviors, and incorporating visual strategies are just some of the options we will consider.

Many teachers and professionals are already aware evidence indicates intensive early intervention for at least 2 years during preschool results in improved outcomes for persons with autism and related disorders (NIMH, pg. 14). As part of the Intensive Behavioral Intervention (IBI) model, basic behavior analysis procedures like reinforcement are applied to increase successful social interaction and communication skills. However, studies that describe this level of intensity in well-controlled clinical environments can seem overwhelming, and many times cause frustration and perhaps be dismissed by that outside of the experimental world because it seems unfair and unlike the daily life we live where things may be unpredictable and ever-changing.

In the world of behavior analysis this has gained much outward attention and discussion over the years where, as we all learn from the very beginning in ABA, a worthy intervention should, among other things, be one that possesses both social validity and the ability to transfer its technology. Simply speaking, transferring technology is the ability of someone else to take a given method and duplicate it.

Excitingly, studies have also demonstrated it is possible to successfully implement behavior change strategies within our real-world classrooms using key components of IBI (Grindle, et.al) such as positive reinforcement, task analysis, discrete trial teaching, generalization, functional behavior assessments, and more. In addition, the literature supports the use of visual strategies, environmental supports, and peer training (Garrison-Harrell, Kamps, and Kravits, 1997). These procedures can translate into real-world classrooms and environments the majority of us spend our time.

Our Webinar Series will look in detail at key components to incorporate in the classroom with the goal of helping you increase a child’s appropriate classroom behavior and time in an inclusive environment.

While providing real-life examples of success and difficulties we will focus on strategies you can implement today as we study specific classroom behaviors from assessment to successful behavior change procedure implementation. Each event will total 100 minutes with a review of practice and methodology designed for teachers, paraprofessionals, BCABAs, and BCBAs working and consulting in schools, and other professionals working in a classroom environment with children with autism and related disorders. 

MANDATORY DISCLAIMER:  The Behavior Analyst Certification Board  (“BACB”) does not sponsor, approve or endorse Special Learning or Step By Step, the materials, information, or sessions identified herein.

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