Bernards Township ABA Program BTAP Staff Training

1
Bernards Township ABA Program(BTAP)Staff
Training

• Social Competence
• Casi M. Healey, M.A., BCBA
• Sharon A. Reeve, Ph.D., BCBA

2
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

3
Interaction with Parents

• Bringing children to car/bus
• What should you say?
• What not to say?

4
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

5
Interaction with Others(parents, colleagues,
visitors, evaluators)

• The following small responses have a large impact
• Facial expression
• Interaction with students
• Relationship with students

6
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).

7
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

8
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

9
Hygiene Practices

• Request tissues and towels
• Cover their mouths when they sneeze or talk
• Wash their hands at appropriate times

10
Grooming

• Brush their hair
• Brush their teeth
• Put on deodorant
• Wash their faces

11
Personal Appearance

• Straighten their clothing
• Tuck in their shirts
• Change their clothing if dirty
• Use a napkin

12
Polite/Positive Language

• Yes, Please No, Thank you,
• Excuse me
• Holding a door
• Giving compliments
• Saying thank you and youre welcome

13
Independence

• Carrying own items
• Walking independently
• Initiating activities
• Asking you to follow them rather than being led

14
Peer Interaction Skills

• Teach play and activity based responses
• Teach language around play

15
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

16
Showing Concern for Others

• Attending to emotional states of others
• Empathizing with others through verbal
  interactions
• Displaying corresponding affect matching affect
  to situation

17
Age-Appropriate Behavior

• Responding in a manner that is consistent with
  ones age
• age-appropriate leisure skills

18
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

19
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

20
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

21
Prompting

• Use of manual prompts is necessary to teach our
  students
• They can be intrusive to the learner
• How can you be sensitive to this?
• They can look bad
• How can you minimize this?

22
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

23
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

24
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