WIXLIB

Sustained Attention1)Target BehaviorsIdentify areas were learner struggles3)2)BaselineCollect how many minutes the learnercan engage in the task4)Target time lengthPromptingEnsure success set initial target timelength just below baseline time lengtha)If learner requires prompting toget back on task interval too longAge appropriate:b)Begin to increase interval across asyou see success. If you need toprompt back on task use non-vocalprompts (pointing to task)c)Setting a device prompt to remindlearner to “check in” to see if theyare on task.Kindergartner – 5-10 minutesFirst Grade – 10 minutesGo up by 10 minutes each age group

Sustained AttentionReinforcementLearner meets target time length without problem behaviors provideimmediate reinforcementIncrease time (1-2 minutes or by seconds) after 2-3 consecutive meeting targettimeDecrease time after 2-3 consecutive failing to met target timeMay need different time goals for each type of tasks5)a)b)c)d)Name:TaskDateTimeLength /-

Organization

OrganizationCan begin when learners are youngExample: Toddlers and the “clean up song”Placing pictures on bins and labelingParents develop organizational schemes: hamper in bedroomto place dirty clothsBackpacks in one locationChores

Organizational Deficitso Can’t find personal items at homeo Can’t find completed homeworko Doesn’t know where to put things when it is time toclean upo Can’t seem to part with old and unnecessary itemso Items are scattered throughout school backpack anddesk with no rhyme or reason

Organizing Homework &School Supplies4th and beyondKindergarten through 2nd or 3rdGradeSimple homework folder withpocketsOne side papers to go homeOther side papers to turn inOrganized by subjectBindersPlannersMore material to keep trackof

Organizational Scheme forSchoolwork1) Determine how many subjects2) Determine what to use: binders, folders, or both3) Use binders or folders that are a different color4) Older kids use binders that have dividers5) Homework folder one side to complete, other side toturn in6) If middle school or high school may include severalbinders and folders

Organizational Scheme forBackpacks1) Pockets – Backpack with pockets can be very helpful, small andlarger pockets can be used for different items, water bottles,money for lunch2) Small items – If learner has a lot of loose items and they keepthem in a small pocket figure out what can be kept in theclassroom and what can go into the backpack. Pencil pouch orother containers might be helpful3) Packing Backpack – Teach the learner how to do this skill4) Visual aid – Take a picture of what the backpack should look likeand include the learner in the process of determining location ofitems.

Organizational Scheme forDesk

Organizational Scheme forDesk1) Determine where items willbe stored2) Books stacked largest tosmallest3) Painters type used to providespatial awareness4) Take a picture of the learnersdesk when organized5) Provide praise for keeping up

Organizing Personal Space1) Explain how to sort itemsI.II.III.IV.V.5 Decisions:Throw awayDonatePut in storageGoes in a differentroomKeep2) Negotiate items to keepversus purge“Pack rat”“Will you ever use this?”“When was the last time youused this?”“How long has it been here?”If the answer are no, I don’tknow get rid of. If they refuseencourage to move into storage

Organizing Personal Space3)Determine how much of theproject to tackleStart with one area at a time4)Once items are sort clean organizedarea6)5)Find homes for items in theroomTeach learner where to put things:ClosetsBookcaseUse household cleanerMove items that go in differentroomsPlace items in the appropriatelocations:Trash, donation, storage7)Prompts

Problem SolvingSkinner (1974) a problem is a situation wherein an outcomewould be reinforcing if one had a behavior needed to producethe outcome.

Problem SolvingMany different types of problems:Develops around the age of 6Involves complex chain of behaviorsIdentify there is a problemoOpening a packageoFixing a broken itemoSocial problems/conflict requireperspective taking skillsHelpful to identify likely outcomesIf solution is not effective figure outanother oneIf the problem is solved reflect onwhat worked and what did not workPerspective taking requires:oConsidering thoughts andemotions of othersoInference skillsoUnderstanding how onesbehavior effect others

Issues with problem solvingGets into personal conflicts with othersIs always asking others for helpTries the same solution over and over again,rather than coming up with new ideasGets stuck easily when doing projectsDoes not appear to learn from mistakes

Working on Problem Solving1)Materialsproblem scenario, written,video, in the moment, or pastissues3)Task initiationContinue to have learner workon problem until successfulsolutions are reached2)PromptsUse shadowing – walk the learnerthrough the steps of solving a problemUse less intrusive prompts – leadingquestions, experiential promptsFade prompts – if presenting questionsvocally fade out questions, if usingworksheets fade out assistancecompleting worksheetVisual – index card (1) problem, (2)possible solutions, (3) choose and tryone, (4) keep trying

Example Problems andSolutionNon-social ProblemsSolutionsNeed to open a package but don’t have scissorsUse keysRip tape offTear package openNeed a pen but can’t find oneUse a markerUse a color pencilUse a mark up pencilGet lostUse GPSAsk someone for directionCall parents for directionsZipper on pants broke at schoolTie sweatshirt around waistFasten with safety pinChange into gym cloths

Example Problems andSolutionsSocial ProblemsSolutionsDisagreement about who gets to go first in a gameRock Paper ScissorsPick a number between 1 to 10Let the other person go firstDisagreement about what activity to engage in during aplay-dateTake turns picking activitiesChoose an activity both wantFlip a coinGetting left out of the groupFind someone else to hang outPresent something interesting that thegroup will want to doAsk them nicely if they’ll include youTeasingLaugh it off by making fun of selfTease backPay no attention

Problem Solving TaskAnalysisName:#StepsQuestions (initial prompts1Identifies the problem“What is the problem?2Identifies own perspective ofwhat happened (Social only)“What do you thinkhappened3Identifies what the other person “What does (person) thinkthinks happened (Social only)happened4Identifies possible solution 1“What’s one thing youcould do to fix theproblem”5Identifies likely outcome ofsolution 1“What might happen if youdo (solution 1)”Percentage IndependentDate/InitialsDate/In Date/Iitialsnitials

Problem-Solving Worksheet(Nonsocial Problems)Name:Date:What’s the problem?Things I could do to fix the problem (solutions): What might happen if I try the solution1)1)2)2)3)3)Best Solution:TRY ITDid it workIf it didn’t work, keep trying new solutions until one works.The solution that worked was::What did I learn from solving the problem?YesNo

Problem-Solving Worksheet(Social Problems)Name:Date:What’s the problem?What do you think happened?What does the other person think happenedThings I could do to fix the problem (solutions): What might happen if I try the solution:1)1)2)2)3)3)Best SolutionTRY ITDid it workIf it didn’t work, keep trying new solutions until one works.The solution that worked was::What did I learn from solving the problem?YesNo

Time Management

Time ManagementInvolves:Early Learners:1) Scheduling activities basedParents can teach concept oftime (5 more minutes and itstime to clean up)2) Checking in on the timeNeed the concept of tellingtime and passage of time tolearn time managementon amount of time it willtake.remaining3) Either speeding up toremain on time orreadjusting the schedule tobe on time for other tasksBetween ages 11 and 14 yearsof age engage in timemanagement behaviors byestimating the time length

Time Management DeficitsIs often late for commitmentsOverextends self with commitmentsFails to end task with enough time to transition to the nexttask scheduledDoes not consider how long task will take when schedulingselfDoes not get task done within allotted timeGets off task and starts working on other things

Teaching Time Management1) Identification of elapsedtimeHave learner note start andend timesHow long it took logList of items that take varyingtime lengths (use TimeLengths of Activities form)2) Prediction of elapsed timePredict how long task mighttakeCompare prediction withactual timesUse Time Lengths ofActivities form

Teaching Time Management3) Make & Follow a Schedulea) Making a practice schedule – Short period of time (2-4hours) and work on making a schedule. Nothing withreal deadlines.b) Task analysis – break schedule downc) Tracking of time – use a timer to keep track at the start,if learner is running out of time ask if they should speedup or readjust scheduled) Moving from practice to real schedule

ScheduleName:Start timeStop TimeDate:ActivityComplete

Following a Schedule TaskAnalysis#Steps1Looks at the schedule and initiates activity, setting timers asneeded2Checks remaining time during activity and determines ifactivity will be completed on time3If activity won’t be completed on time, decides whether tospeed up or continue at the current speed4When time runs out, decides whether to (1) continueactivity, which involves removing or eating into time ofanother activity on the schedule (2) move on to the nextactivity5Places checkmark to indicate completes6Adjust start/stop times on schedule as neededPercentage IndependentInitials/DateInitials/DateInitials/Date

Planning

PlanningAround 7 years old:Involves being able to:1) Identify a goal, the stepsfor reaching the goal, andmaterials that may beneeded2) Initiate the planoIdentify a short-term goaloSteps neededBetween 8 and 11 years:oPlan simple school projectsoHow to make and save Between 11 and 14 years:3) Monitor progress4) Complete the planoPlan and Manage several long-termprojectsoIncluding timelines

Planning DeficitsHas difficulty figuring out how to start a taskHas difficult completing tasksFinds tasks with many steps difficult to doMakes mistakes and has to redo some steps of a task inorder to get it rightDoes not think through the steps and materials needed tocomplete a task or achieve a goal

Using a Planner/Device forPlanning1) Choose a planner2) Teach to use planneroType of planner with learnersinput (paper or electronic)Should have learned timemanagement skill at this pointoSmartphone use calendara) Where and how to enteroPhone can provide visuals andauditory remindersactivities into the scheduleb) How to set recurring activitiesc) How to set reminders andidentify where they will bed) How to set alarms

Planning: Short and LongTerm Goals1) Planning worksheets – teach(1) identify the goal, requiredmaterials, and steps of a plan(2) initiate, monitor, andcomplete the plan2) Short & Long TermShort – cleaning out deskLong – school projects, tryouts3) Task analysisWalk through stepsUse a task analysis short and longterm goalsQuestions you can ask

Planning Short Term TaskName:Date:Goal:Materials needed:StepsCompleted My Plan (circle one): Had many problems Had some problems Went well Went very wellWhat I would do differently next time:

Planning Long Term TaskName:Date:Goal:Materials needed:StepsCompleted My Plan (circle one): Had many problems Had some problems Went well Went very wellWhat I would do differently next time:

Planning Long-Term GoalsTask AnalysisName:#StepsQuestions (initial Prompts) Date/Initials1Identifies the goal“What is the goal?”2Identifies materials needed“What materials will youneed?3Identifies the steps“What are the steps neededto meet the goal?”4Schedules the steps (may usecalendar/planner“Get started”5Initiates relevant step of the plan“Get started”6Completes the step“Keep going”Percentage IndependentDate/In Date/Iitialsnitials

Working Memory

Working MemoryWorking memory – the ability to holdand manipulate information for shortperiods of time.IQ test:Typically Development3-4 years oldo3 step instructionsoRecall digits5-8 years oldoLettersooWords forward and backwardoFollow multiple step instructionsoRecall information withdistractors present2-3 step instructions moving todifferent rooms (errands)8-11 years oldoMore complicated errands withtime delay

Working Memory DeficitsHas difficulty completing actions that involve two ormore stepsForgets what they are doing in the middle of a taskHas difficulty completing task even when instructionsare givenHas difficulty remembering instructionsHas difficulty remembering information

Improving Working MemoryDigit, letter, and word recall forward and backwardFollow 2-3-4 step instructions – take off your backpack, pull out yourlunch, place in bin, and put in cubbyDelivering a message – “go tell Mrs. Jones I need staples please.”Memory board gamesOnline memory gamesSpelling wordsMath FactsReading comprehension

Teaching Studying Skills1) Introduce studying strategiesa) Flashcards – memorize information, one side key worksb)c)d)e)f)g)h)other side information that needs to be memorizedWriting information multiple timesRehearsing information orallyPracticing – math factsMental association – dessert you want more than oneAcronyms and acrostics – PEMDASSongsVisual images

Teaching Studying Skills2) Promptso Homework routineo Shadowingo Assist learner in identifying appropriate studyingstrategyo Assist learner in correctly recallingo Errorless teachingo Remember fade prompts

Remembering to turn inhomework1) Meet with teacher – workcollaboratively with teama) Daily verbal instructions toturn in homework made bythe teacherb) Daily or weekly check-in atthe end of class timec) Vibrating alarm to promptlearner to turn in2) Promptsa) When using teachersverbal prompting fade asquickly as possibleb) Self management3) Self-evaluationa) Each time receives a gradeengage in self evaluation

Self-Evaluation of GradedAssignmentsName:Date:AssignmentMy Grade:StepsCheck each item I got wrong and figure out the correct answer.If I can’t figure out the answer, ask for help.What I would do differently next time:Complete

Emotional Self-Regulationand Flexibility

Emotional Self-RegulationInvolves the ability to behave in a social acceptable manner,even when situations are disappointing, annoying, frustrating,stressful, anxiety-provoking.Individuals with proficient regulation skills:o Notice Negative emotionso Choose different behaviors to engage ino Can take a birds eye viewo Understand consequenceso Much more successful in adulthood

Emotional Self-RegulationDeficitsTends to overreact to situations when compared topeers same-ageRemains upset about a situation for longer thansame-age peersIs short tempered and has emotional outburstHas mood swingsReacts to small problems as though they are majorproblems

Teaching Emotional SelfRegulation1) Wait for a good moodo Introduce when in agood moodo Not when they arealready upseto Think of teaching asproactive ways toteaching learner copingskills2) Emotional levels charto Create visualo Include different types ofemotionso Take pictures of learneremitting the emotionso Have the level more in aprogression

Teaching Emotional SelfRegulation3) Teach to relate emotional levels to situationsAsk learner what situations make them feel this each emotionb) Present scenarios and ask to identify level they would be at (thinkrole-playing)c) Teaching coping skillsa)i.ii.iii.iv.d)e)Counting to 20Asking for a breakAsking for helpWriting in journalContrive opportunities – teach learner to start using coping skills atlower levelsCapture opportunities to practice in the real life – once learner isable to calm down warning stage

Teaching Emotional SelfRegulation4) Plan in advanceo Recurring situationshave learner identifywhat they can doo Write a plano Be proactiveREINFORCE SUCCESS!5) Include effectivebehavioral interactionstrategiesThink about it this way teachthe learner to have betteroutcomesExamples:o Avoid getting in troubleo Losing preferred itemso Negative Consequences

Flexibility

FlexibilityTypically DevelopingInvolves:” the willingness toadapt to one’s environmentby engaging in differentbehavior when things inone’s environment change.”(Flexible and Focused, Najdowski 2017)Toddlers:o Get use to routines and becomeupset when they change5-7 years of age:o More acceptingInflexibilities can include:o Not wanting an item movedo Insisting routines occur acertain wayo Plans do not turn out the wayexpected

Flexibility DeficitsDoes not react well to a change in plans or routinesDoes not react well or takes a while to warm up to new situationsWants things done in a specific way and becomes upset if theyare changedPerseverates on topics and activitiesHas difficulty interacting in unfamiliar social situationsDoes not want to try new thingsHas particularly limited varieties in food or toy preferencesDictates to others how they are “supposed” to do things

Teaching Flexibility1) Start by creating a list ofinflexible situationsa) Being barefootb) Crinkled runc) Unexpected eventsd) Different routese) Plans changef) Items moved2)Exposure & response preventiona) Expose – Place learner insituations were they areinflexible and present themfrom getting out of itb) Reinforce – providereinforcement for toleratingsituations, may need to sha

Applied Behavior Analysis Applied Behavior Analysis (ABA) is the application of the principles of learning and motivation from Behavior Analysis Applied behavior analysis is the process of systematically applying interventions based upon the principles of learning theory to improve soci