ABS200 - Behavioural Skill Building

Outline info
Last revision date 2018-07-13 14:32:28.298
Last review date 2018-07-13 14:32:28.299

Subject Title
Behavioural Skill Building

Subject Description
This course presents a comprehensive review of procedures for choosing and organizing curriculum for students with autism of various ages.  a review of basic behaviour principles and teaching strategies is discussed.  Emphasis is placed on curriculum development such as the utilization of the Assessment of Basic Language and Learning Skills.  Curriculum development is discussed with an emphasis on speech and language, social and play skills, personal care skills, and inclusion into less restrictive environments.

Credit Status

One Credit toward the Autism and Behavioural Science Ontario Graduate Certificate Program.

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

1. Compile and synthesize assessment data in order to contribute to the development of the individual's profile and/or intervention plan.
2. Apply in theory and practice the principles and procedures of ABA/IBI in working with individuals with ASD.
3. Develop intervention plans within ABA/IBI context that are developmentally appropriate and functional.
4. Evaluate treatment effectiveness through data collection, graphing and analysis, and report findings to treatment team verbally and in writing.
5. Recommend and/or modify intervention strategies and adapt the environment as needed to increase learning success and reduce problematic behaviours.
6. Analyze and evaluate behavioural approaches to teaching language and cognitive skills.
Vocational Learning Outcomes: Autism and Behavioural Science Program
1. Assess and analyze the characteristics, skills, and behaviour of individuals with ASD to effectively implement evidence-based behavioural interventions.
2. Design and implement effective behavioural intervention plans under appropriate supervision and based on the principles of Applied Behaviour Analysis (ABA).
3. Evaluate the effectiveness of behavioural intervention plans based on the principles of ABA.
4. Work collaboratively with families, teams, service providers, and the broader community to respond to the learning and behavioural needs of individuals with ASD.
5. Design, implement, and evaluate as part of a team, ABA based transition plans for individuals with ASD.
6. Comply with established ethical principles and professional guidelines.
7. Provide leadership in the promotion and provision of services to meet the needs of individuals with ASD and their families.
8. Evaluate empirical evidence in order to select appropriate interventions for individuals with ASD.

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.

• ABS100, ABS101, ABS202

Topic Outline

1. Principles of operant conditioning
2. Teaching strategies and skills
3. Reinforcement strategies
4. Data collection and graphing
5. Curriculum  development
6. Skill acquisition program development
7. Augmentative communications systems
8. Teaching language and communication
9. Teaching social and play skills
10.Teaching life and personal care skills

Mode of Instruction
The Faculty of Continuing Education & Training offers subjects in alternative modes.
This allows the student to take the Autism and Behavioural Science Ontario Graduate
Certificate Program subjects in:
     1.  the traditional classroom
     2.  on-line
     3.  mixed mode - a combination of in-class and independent study

This subject will be delivered via lecture, assigned readings,exercises, group discussions and in-class with independent study.

Prescribed Texts
Effective Instruction for Children with Autism: An Applied Behavior Analytic Approach, 2007
By Robert Gulick & Thomas Kitchen, The Dr. Gertrude A. Barber National Institute; ISBN#9781890032104

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

The Assessment of Basic Language and Learning Skills-Revised (The ABLLSTM  - R) An Assessment, curriculum guide, and skills tracking system for children with autism or other developmental disabilities. ABLLS-R  Protocol. 2006; By J.W. Partington, Behavior Analysts Inc.

Selected Readings Package- Behavioural Skill Building;  Algonquin College; Part # 88880074405


Title: Behavior Modification: Principles and Procedures
Author: Miltenberger
Publisher: Nelson (Wadsworth)
Edition: 6th
ISBN-13: 9781305109391

Title: Behavioural Skill Building - Selected Readings Package (Updated for 16W)
ISBN: Part #88880074405

Title: Assessment Of Basic Language& Learning Skills Pkg
Author: J.W. Partington
Publisher: Behavior Analysts Inc.
ISBN: Part # 88880074846

Autism and Behavioural Science Graduate Program Semester I & II 2010 DVD Algonquin College; Part # 88880074050


1. Becker, W. C., Engelmann, S., & Thomas, D. R. (1971). Teaching: A course in applied psychology. Chicago: Science Research Associates. (Unit 18-20)
2. Lattimore, L.P., Parsons, M.B., & Reid, D.H. (2006). Enhancing job-site training of supported workers with autism, Journal of Applied Behavior Analysis, 39, 91-102.
3. Lovaas, I. O. (2002). Teaching Individuals with Developmental Delays: Basic Intervention Techniques. Austin, Texas: Pro-Ed (Chapter 16)
4. MacDuff, G. S., Krantz, P. J., & McClannahan, L. E. (1993). Teaching children with autism to use photographic activity schedules: Maintenance and generalization of complex response chains. Journal of Applied Behavior Analysis, 26, 89–97.
5. Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8 (2), 106-118.
6. McClannahan, L.E., MacDuff, G.S., & Krantz, P. (2002). Behavior analysis and intervention for adults with autism. Behavior Modification, 26 (1), 9-26.
7. Michael, J. (1993). Establishing operations. The Behavior Analyst, 16, 191-206.
8. Sundberg, M.L., Loeb, M., Hale, L., & Eigenheer, P. (2002). Contriving establishing operations to teach mands for information. The Analysis of Verbal Behavior, 18, 15-29.

Reference Material

1. Broun, L. & Oelwein, P. (2007). Literacy Skill Development for Students with Special Learning Needs: A Strength Based Approach.
2. McGinnis, E., & Goldstein, A. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching pro-social skills. Waterloo, ON: Research Press.
3. McGinnis, E., & Goldstein, A. (1997). Skillstreaming the adolescent: New strategies and perspectives for teaching pro-social skills. Waterloo, ON: Research Press.
4. McKinnon, K., & Krempa, J. (2005). Social Skills Solutions: A hands-on manual for teaching social skills to children with autism. New York: DRL Books
5. McClannahan, L.E., & Krantz, P. J. (1999). Activity Schedules for Children with Autism: Teaching Independent Behavior. Bethesda, MD: Woodbine House.
6. Miltenberger, R.G. (2008). Behavior modification: Principles and procedures (4th edition). Toronto: Nelson.
7. Quill, K. A., (2000). Do-Watch-Listen-Say: social and Communication Intervention for Children with Autism. USA. Paul Brooks Publishing Co.
8. Red & Green Choices: Green Irene http://www.redandgreenchoices.com/
9. Skinner, B.F. (1957). Verbal Behavior. Acton, MA: Copley
10.Sundberg, M. L., & Partington, J. W. (1998). Teaching Language to Children with Autism or Other Developmental Disabilities. Danville, CA: Behavior Analysts, Inc.
11.Wolfberg P.J. (2003). Peer Play and the Autism Spectrum: The Art of Guiding Children’s Socialization and Imagination. Shawnee Mission Kansas: Autism Asperger Publishing Co.

1. 2004 Satellite Family Child Care site from Austin Texas www.satellitefcc.com/checklist.htm
2. Autism and PDD: Adolescent Social Skill Lessons: Interacting (2001) Pam Britton Reese and Nena C. Challenger http://www.linguisystems.com/itemdetail.php?id=313
3. Autism Canada Foundation website http://www.autismcanada.org/
4. Bellini’s Five Step Model for Social Skills Instruction: Making and Keeping Friends: http://www.iidc.indiana.edu/irca/SocialLeisure/socialskillstraining.html
5. Bollinger, Cathy. Online Asperger Syndrome Information and Support (OASIS): Songs for Teaching Social Skills http://www.udel.edu/bkirby/asperger/social.html
6. Curriculum Based Evaluation (Including Assessment and Measurement) http://www.cast.org/publications/ncac/ncac_curriculumbe.html
7. Developing Play In Preschoolers; Pei, Yee Chan
8. Developing Successful Play Activities for Individuals With Autism offers procedures for assessing and teaching some individual activity routines with children with autism. Pages 4-10 - Sally Brockett, M.S                                                http://www.unc.edu/depts/recreate/crds/autism/three.html
9. Ecological assessments at the Interactive Collaborative Autism Network (ICAN) at     http://www.autismnetwork.org/.
10.Edelson, Dr. Stephen from the Center for the Study of Autism in Salem, Oregon states that dysfunction in social behavior is the key defining feature of autism (1997 Social Behavior in Autism                           http://www.autism.org/social.html)
11.Family Village Website is a great model for a community website (Wisconsin) and provides families with a number of resources. http://www.familyvillage.wisc.edu/general/social-skills.html
12.Functional Independent Skills Handbook: samples of curriculum and assessment tool. http://www.functionalability.com/fish/index.html
13.Goldberg Edelson, Meredyth, PhD, Article on Social Stories http://www.autism.org/stories.html
14.How to Teach Pivotal Behaviors to Children with Autism - A manual (provided online) designed for students, teachers, speech therapists, psychologists, siblings, peers and others who interact with individuals with autism                   http://www.users.qwest.net/%7Etbharris/prt.htm
15.Imitative play http://melindasmith.home.mindspring.com/Play/imitplaydrill.htm
16.Information on the characteristic difficulty children with autism spectrum disorders have in the acquisition and use of social interaction skills, visit http://www.edu.gov.mb.ca/ks4/specedu/aut/pdf/chapter1.pdf and read                  pages 4-9
17.Instructional Control Quick Tips: http://www.behavioranalysts.com/downloads/qtsample.pdf
18.Instructional Control: The Seven Steps to Earning Instructional Control http://www.autismbehaviorconsulting.com/pdf/InstructionalControl_7steps.pdf
19.Instructional Strategies - Supporting Inclusive Schools: Manitoba’s handbook for school teams supporting children with ASD at http://www.edu.gov.mb.ca/ks4/specedu/aut/. In particular Chapter 5 Instructional Strategies                 for the Student with ASD Social Interaction (pages 5-13), found at http://www.edu.gov.mb.ca/ks4/specedu/aut/pdf/chapter5.pdf
20.List of 18 possible benefits of positive leisure experiences for individuals with autism. http://www.unc.edu/depts/recreate/crds/autism/two.html
21.Mize, Jacquelyn and Abell, Ellen, Encouraging Social Skills in Young Children: Tips Teachers Can Share with Parents http://www.humsci.auburn.edu/parent/socialskills.html
22.Model Me Kids: Social Skills Lesson Plans http://www.modelmekids.com/teachingmanual.pdf
23.Model Me Kids: Sample Mastery Chart http://www.modelmekids.com/Mastery%20Chart.pdf
24.Occupational therapist checklists at www.sensory-processing-disorder.com/.
25.Play dates: http://melindasmith.home.mindspring.com/Play/PlaydateComplete.htm
26.Provincial Outreach Program for Autism and Related Disorders (POPARD - British Columbia), On-line e-learning lessons: http://www.autismoutreach.ca/
27.Resources for Social Skills, Daily Living, Recreation, Classroom activities and others. Includes a variety of visual aids and printable samples. http://www.tinsnips.org/
28. Self-Management Strategies, Resource Centre for Autism, (IRCA) http://www.isdd.indiana.edu/irca/behavior/selfmgt.html
29. Social Language Development http://www.linguisystems.com/pdf/200808/LinguiSystems-Social%20Language%20Development.pdf
30.Social Stories - www.thegraycenter.org
31.Social Stories http://www.polyxo.com/socialstories/introduction.html
32.Supported Employment and Supported Volunteerism; Alpine Learning Group Training Manual http://www.alpinelearninggroup.org/resources/documents/Alpine_Employment_Manual.pdf
33.Teaching and Learning, Ministry of Ontario: http://www.edu.gov.on.ca/eng/general/elemsec/speced/asdsecond.pdf
34.Teaching Students with Autism: A Resource Guide for Schools. (2000). British Columbia, Ministry of Education, Special Programs Branch http://www.bced.gov.bc.ca/specialed/docs/autism.pdf
35.The Therapeutic Value of Work - Temple Grandin: Understanding Emotions and Developing Talents, http://www.autism.org/temple/social.html)
36.Toilet Training: Division Teacch http://www.teacch.com/toilet.html
37.Using Activities of Daily Living to Foster Language/ Communication Development, Indiana Resource Centre for Autism, (IRCA) http://www.isdd.indiana.edu/irca/communication/DailyLiving.html
38.Verbal Behaviour Training Manual: http://www.mariposaschool.org/materials.html
39.Video-taped Self-Modeling - http://www.iidc.indiana.edu/irca/education/practicalRecommend.html
40.Visual Aids: printable samples http://elearning.autism.net/visuals/main.php?g2_itemId=25
41.What's Cooking gives visual recipes for ten different dishes, and worksheets about measuring cups and reading labels for creating visual recipes to assist the individual with ASD who requires more visual support.                http://www.tinsnips.org/Pages/cooking.html

VIDEO CLIPS - Part # 88880074050   -  In Class students can access videos through the library electronic video collection on SeneMA
1. Disk 1 – Antecedent Strategies - Priming
2. Disk 1 – Antecedent Strategies - Social Stories
3. Disk 1 – Antecedent Strategies - Schedules
4. Disk 1 – General - Discrimination Training
5. Disk 1 – General - Establishing Instructional Control
6. Disk 1 – General - Small Group Instruction
7. Disk 1 – General - Transitions
8. Disk 1 – General Characteristics of ASD - Building on Strengths
9. Disk 2- Intervention Approaches- DTT Mass Trials
10.Disk 2- Intervention Approaches- Mixed and Varied Tasks
11. Disk 2- Intervention Approaches- Natural Environment Teaching
12.Disk 2-Preference Assessments- Forced Choice
13.Disk 2-Preference Assessments- Free Operant
14.Disk 2- Prompting- Error Correction
15.Disk 2- Prompting- Least-to-Most
16.Disk 2- Prompting- Most-to-Least
17.Disk 2- Prompting- Physical
18.Disk 2- Prompting- Partial Physical
19.Disk 2- Prompting- Gestural
20.Disk 2- Prompting- Positional
21.Disk 2- Prompting- Verbal
22.Disk 2- Prompt Fading- Graduated Guidance
23. Disk 2- Verbal Behaviour- Echoics
24. Disk 2- Verbal Behaviour- FFC
25.Disk 2- Verbal Behaviour- Intraverbals
26.Disk 2- Verbal Behaviour- Manding
27.Disk 2- Verbal Behaviour- Receptive ID
28.Disk 2- Verbal Behaviour- Tacting

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, students must achieve the learning outcomes of the subject.  This is demonstrated by the student's successful completion of the term work and final exam/evaluations.  The student must pass both the term work and final exam/evaluations to pass the subject. A passing grade in the Autism and Behavioural Science Ontario College Graduate Certificate is a minimum of "C" (60%).  If the student does not pass the term work, the student may not be permitted to write the final exam where applicable.  If the student passes the term work, but fails the final examination, the student may be awarded a Supplemental Grade at the discretion of the Promotion Committee.

If the student misses a test/quiz, they must provide the reason in writing to the Faculty within one(1) week.  If the reason is accepted, the weighing of that test/quiz will be added to that of the final exam.  Otherwise, you will receive a zero.  

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 grade penalties and will not be accepted beyond two weeks after the assignments due date.

Students unable to complete any formal evaluations without sufficient documented reason, will be given a grade of zero for the missed assessment(s)

Grading is based on the following marking scheme:


Skill Acquisition Program (SAP): 2 Written SAP's
    - 1x Receptive Language OR Imitation OR Visual Performance SAP
     -1x Social Skills OR Activities of  Daily Living OR Expressive                 Language OR School Skills Program
2 x 15% = 30%
Play/Language Lesson Plan 15%
Complete 5 of 6 in class Learning Activities (5 x 5%) 25%
Final Assessment SAP Teaching Skill (Demonstration and Graphing            Component) 30%
Total 100%


Discussion Forums (2 @ 5% each) 10%
Assignment 1 5%
Assignment 2 20%
Assignment 3 10%
Assignment 4 10%
Assignment 5 10%
Assignment 6 5%
Final Assessment 30% 


Approved by: Lisa Harfield