Cargando…
Flexible and focused : teaching executive function skills to individuals with autism and attention disorders /
Flexible and Focused: Teaching Executive Function Skills to Individuals with Autism and Attention Disorders is a manual written for individuals who work with learners who struggle with executive function deficits. The manual takes the perspective that executive function skills can be improved throug...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Academic Press is an imprint of Elsevier,
2017.
|
| Colección: | Critical specialties in treating autism and other behavioral challenges.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; Flexible and Focused; Copyright Page; Contents; Series Foreword: Critical Specialities in Treating Autism and Other Behavioral Challenges; Purpose; 1 Introduction; 1.1 How Can This Manual Help?; 1.2 Who Can Use This Manual?; 1.3 What Type of Learners Will Benefit From This Manual?; 1.4 A Consideration for Board Certified Behavior Analysts (BCBAs); 1.5 Format of This Manual; 2 Principles Behind the Lessons; 2.1 Positive Reinforcement; 2.1.1 Reinforcers Vary Across Individuals; 2.1.2 Pair Reinforcement With Praise; 2.1.3 Reinforcers Need to be Effective.
- 2.2 Prompting and Prompt Fading2.2.1 Types of Prompts; 2.2.1.1 Shadowing; 2.2.1.2 Devices; 2.2.1.2.1 Countdown Beeping Timers; 2.2.1.2.2 Countdown Visual Timers; 2.2.1.2.3 Interval Beeping Apps; 2.2.1.3 Leading Questions; 2.2.1.4 Experiential Prompt; 2.2.1.5 Visual Aids; 2.2.2 Prompt Fading; 2.3 Chaining; 2.3.1 Chaining Procedures; 2.3.1.1 Forward Chaining; 2.3.1.2 Backward Chaining; 2.3.1.3 Total Task Chaining; 2.3.2 Choosing a Chaining Procedure; 2.4 Generalization; 2.5 Maintenance; 2.5.1 Training Caregivers in Maintenance; 2.5.2 Thinning Reinforcement; 2.5.3 Self-Monitoring Maintenance.
- 2.6 Data Collection and Graphing3 Self-Awareness, Inhibition, and Self-Management; 3.1 Self-Awareness; 3.1.1 Procedure; 3.2 Self-Management; 3.2.1 Prerequisite; 3.2.2 Procedure; 4 Attention; 4.1 Morning and Evening Routines; 4.1.1 Prerequisites; 4.1.2 Procedure; 4.1.3 Mastery Criterion; 4.1.4 Data Collection and Graphing; 4.2 Homework Routine; 4.2.1 Prerequisites; 4.2.2 Procedure; 4.2.3 Homework Planning Sheet; 4.2.4 Mastery Criterion; 4.2.5 Data Collection and Graphing; 4.2.6 Long-Term School Projects; 4.3 Sustained Attention; 4.3.1 Procedure; 4.3.2 Mastery Criterion.
- 4.3.3 Data Collection and Graphing4.3.4 Troubleshooting; 5 Organization; 5.1 Cleaning Bedroom; 5.1.1 Procedure; 5.1.2 Mastery Criterion; 5.1.3 Data Collection and Graphing; 5.2 Organizing Homework and School Supplies; 5.2.1 Organizational Scheme for Schoolwork; 5.2.2 Organizational Scheme for Backpack; 5.2.3 Organizational Scheme for Desk; 5.3 Organizing Personal Spaces; 5.3.1 Procedure; 5.3.2 Mastery Criterion; 5.3.3 Data Collection and Graphing; 5.3.4 Troubleshooting; 6 Problem Solving, Time Management, and Planning; 6.1 Problem Solving; 6.2 Problem Solving Lesson; 6.2.1 Procedure.
- 6.2.2 Mastery Criterion6.2.3 Data Collection and Graphing; 6.2.4 Troubleshooting; 6.3 Time Management; 6.4 Time Management Lesson; 6.4.1 Teaching Sequence; 6.4.2 Mastery Criterion; 6.4.3 Data Collection and Graphing; 6.5 Planning; 6.6 Using a Planner/Device for Planning; 6.6.1 Prerequisite; 6.6.2 Procedure; 6.7 Planning: Short- and Long-Term Goals; 6.7.1 Procedure; 6.7.2 Mastery Criterion; 6.7.3 Data Collection and Graphing; 6.8 Planning: Social Plans and Social Media; 6.8.1 Prerequisite; 6.8.2 Procedure; 6.8.3 Mastery Criterion; 6.8.4 Data Collection and Graphing; 7 Working Memory.