ABA300 - Methods Of Instruction

Outline info
Last revision date 2018-07-20 11:34:45.675
Last review date 2018-07-20 11:35:00.563

Subject Title
Methods Of Instruction

Subject Description
This subject provides students with an understanding of how the basic principles of behavioural analysis are applied to the treatment and education of individuals with Autism Spectrum Disorder (ASD). Students are exposed to various skill acquisition teaching methods and are given the opportunity to practice and receive feedback on their teaching techniques. In addition, they will be given the opportunity to visit centre-based programs who currently implement ABA technologies for individuals with autism.

Credit Status
One credit toward the Autism Recognition of Achievement (ROA) Certificate Program

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Explain the basic principles of behavior analysis as they are used in the applied setting.
2. Describe various methods of teaching children with autism (under the umbrella of ABA) (e.g., DTT, activity schedules, fluency-based instruction, direct instruction, incidental teaching, verbal behaviour, PECS, functions of behaviour, etc.).
3. Define discrete trial teaching and the various components of it.
4. Learn various components of fluency-based instruction.
5. Describe verbal operants and how to teach them.
6. Learn how to implement natural environment teaching.
7. Describe typical, beginner curriculum for an intensive ABA program for children with autism.
8. Discuss the importance of data collection and how to measure performance.
9. Describe the importance of and how to program for generalization and maintenance.
10. Suggest typical problem-solving strategies to address problems with skill acquisition.

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at student.conduct@senecacollege.ca.

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

ABA100, ABA200

Topic Outline

    Review of principles of operant conditioning (i.e., reinforcement, EO)
    Discrete trial teaching (DTT)
    Lovaas/Smith article discussion
    Catherine Maurice Readings
    Prompting Strategies
    Data Collection
    Beginner DTT programs
    ABLLS Overview
    Verball Operants
    Verbal Behaviour
    Pairing Yourself with Reinforcement
    Mand Training
    Teaching beginning imitation, echoic, receptive, and matching to sample skills
    Teaching tact and receptive skills
    Teaching intraverbal skills
    Precision teaching (PT)
    Exploration of Learning Channels
    Functions of Behaviour
    Teaching Self-Care Skills
    Developing Task Analysis
    Activity Schedules
    Generalization and Maintenance
    Incidental Teaching/Natural Environment Teaching (NET)

Mode of Instruction
Students’ learning is facilitated through a variety of sources and formats, including: lecture-style, assigned readings, group work, and class discussion.  Commercial, agency and/or parent-made videos are used to illustrate behavioural concepts and teaching strategies discussed. Students practice ABA techniques in the classroom with one another, and are responsible for teaching a “skill” to another person, outside of classroom, as part of a final assignment.

Prescribed Texts
Assigned articles

Reference Material
Partington, J. W.  (2006). The Assessment of Basic Language and Learning Skills (Revised) (The ABLLSTM  - R) Scoring Instructions and IEP Development Guide, 2006. Behavior Analysts, Inc., Pleasant Hill, CA.; ISBN 88900020302

Sunberg, M. L. & Partington, J. W. (2010). Teaching Language to Children with Autism or Other Developmental Disabilities(re edited 1998 edition) . Behavior Analysts, Inc., Pleasant Hill, CA.; ISBN-13: 978-0981835655

Maurice, C., Green, G., and Luce (Eds.) (1996). Behavioral Intervention for Young Children with Autism. Pro-Ed.; ISBN 978-0890796832

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.

Modes of Evaluation
To pass this subject, the student must achieve the learning outcomes stated in the subject. This is demonstrated by the students successful completion of both the term work and the final exam. The student must pass both the term work and final exam to pass the subject. 
If the student does not pass the term work, the student may not be permitted to write the final examination.  If the student passes the term work, but fails the final examination, the student may be awarded a Supplemental Grade (SUP) at the discretion of the Promotion Committee.

Assignments are due at the beginning of the class on the dates specified. Should extenuating circumstances arise, please contact your instructor immediately, prior to when your assignment is due, so an appropriate course of action can be established.  Late assignments are subject to a grade penalty and will not be accepted beyond two weeks after the assignment  due date.
Students unable to complete any formal evaluations without sufficient documented reason, will result in a grade of zero for the missed assessment(s).

Grading is based on the following marking scheme:                             

                                    2 Quizzes (10% each)           20%
                                    Demonstration Assignment    20%
                                    Shadowing Project:               30%
                                    In-Class Case Study             30%



Approved by: Lisa Somers