Discover how Functional Communication Training is a systematic practice to replace inappropriate behavior or subtle communicative acts with more appropriate and effective communicative behaviors or skills. First the interfering behavior is analyzed to determine its communicative function through functional behavioral assessment, and then a replacement behavior is taught to take its place.…
Type: Learning Opportunity
Discrete trial training (DTT) is a one-to-one instructional approach used to teach skills in a planned, controlled, and systematic manner. DTT is used when a learner needs to learn a skill best taught in small repeated steps. Each trial or teaching opportunity has a definite beginning and end, thus the descriptor discrete trial. Within DTT, the use of antecedents and consequences is carefully…
Type: Learning Opportunity
Time delay is a practice that focuses on fading the use of prompts during instructional activities. This practice is always used in conjunction with prompting procedures, such as least-to-most prompting, simultaneous prompting, and graduated guidance. With this procedure, a brief delay is provided between the initial instruction and any additional instructions or prompts. The evidence-based…
Type: Learning Opportunity
Response interruption/redirection (RIR) is an evidence-based practice used to decrease interfering behaviors, predominantly those that are repetitive, stereotypical, and/or selfinjurious. RIR often is implemented after a functional behavior assessment (FBA) has been conducted to identify the function of the interfering behavior. RIR is particularly useful with persistent interfering behaviors…
Type: Learning Opportunity
In this video, Ayo Jones discusses how to create independent work systems when on a tight budget. This video aligns with the Rubric of Effective Practices from TX CAN Indicator III: Classroom Climate.
Type: Resource General
Functional behavior assessment (FBA) is a systematic set of strategies that is used to determine the underlying function or purpose of a behavior, so that an effective intervention plan can be developed. FBA consists of describing the interfering or problem behavior, identifying antecedent or consequent events that control the behavior, developing a hypothesis of the behavior, and testing the…
Type: Learning Opportunity
Social skills training (SST) involves group or individual instruction designed to teach learners to appropriately interact with typically developing peers. Most social skills meetings include instruction on basic concepts, role-playing or practice, and feedback to help learners acquire and practice communication, play, or social skills to promote positive interactions with peers. Participants…
Type: Learning Opportunity
Social narratives are interventions that describe social situations in some detail by highlighting relevant cues and offering examples of appropriate responding. They are aimed at helping learners adjust to changes in routine and adapt their behaviors based on the social and physical cues of a situation, or to teach specific social skills or behaviors. Social narratives are individualized…
Type: Learning Opportunity
Scripting (SC) involves presenting learners with a verbal and/or written description about a specific skill or situation that serves as a model for the learner. The main rationale of SC is to help learners anticipate what may occur during a given activity and improve their ability to appropriately participate in the activity. SC are practiced repeatedly before the skill is used in the actual…
Type: Learning Opportunity
Pivotal Response Training (PRT) is a method of systematically applying the scientific principles of applied behavior analysis (ABA) to teach learners with autism. PRT builds on learner initiative and interests, and is particularly effective for developing communication, language, play, and social behaviors. PRT was developed to create a more efficient and effective intervention by enhancing four…
Type: Learning Opportunity
