The Autism Society Event and Education Recordings Archive

Schools are required to meet federal and state educational guidelines for educating students. The characteristics of applied behavior analysis overlap with the qualities of quality educational instruction. The learner will gain skills to assist school teams in delivering evidence based interventions for children with autism that are enrolled in private ABA programming. Discussion of the VB-MAPP in both a clinic and school setting to assess the student's abilities in key areas such as language, social, pre-academics and group skills, to determine the level of instruction the child needs in each skill area will support a stronger educational understanding. Instructional supports related to organizing the classroom environment, materials, classroom schedules, and data systems and how they can be incorporated into the educational setting for teachers not trained in ABA.

As schools and clinics meet to discuss the programming for students they should develop goals for their student/client. Discussions should include if the skills are useful/functional and meaningful, do the skills address present and future needs based on assessment and are the skills appropriate for the educational setting. IEP development should include input from the BCBA or program specialist working with the student.

Some teachers have general knowledge of the principles of ABA through conferences or coursework, they often do not have the level of clinical expertise required of most Board Certified Behavior Analysts (BCBAs). Similarly, some behavior analysts may have a degree in education or have taught in the educational setting, many do not have educational experience that many special education or general education teachers have in the classroom. The collaborative approach will include the experiences and knowledge of both entities.

Collaboration of the programs is essential for the acquisition and generalization of skills. This session will focus on developing and maintaining effective instructional practices for students with Autism Spectrum Disorders. This collaborative method involves a system of staff training, student assessment, formative assessment for instructional decision-making, materials organization, instructional procedures, and ongoing data evaluation.