Tag Archives: AVA – Positive Behavior Support

Parents are Teachers Too! Embedding Instruction into Daily Routines and Activities

Brenda Fossett, PhD, BCBA-D, Capilano University

Filmed November 2020 – edited into 10 parts; total 158 minutes

Often parents believe that only professionals are able to teach their child with autism, or other neurodevelopmental conditions. While professionals do possess knowledge and skills related to teaching children with unique learning needs, parents can make a meaningful contribution to the education of their child. In fact, parents are uniquely placed to address many areas of skill development within the context of daily life.

The goal of this workshop is to help parents reconceptualize teaching and learning as something that occurs during daily activities to teach a multitude of skills. Regardless of the skill level or age of their child, parents have the opportunity to not only involve their child in daily routines and activities that occur at home and in the community, but to teach important skills within the context of those routines and activities.

Learning Outcomes

At the end of this workshop, participants will be able to:

  • Recognize and understand the important role that parents and caregivers play in teaching their children
  • Identify daily routines and activities that can serve as learning opportunities
  • Identify learning goals and objectives that can be addressed within the context of daily routines and activities
  • Utilize instructional strategies and supports to teach their child during daily routines and activities
  • Identify ongoing learning challenges and determine when additional support is needed

Presentation Handout (31 Pages)

Presenter Bio

Brenda Fossett is an inspired teacher who is widely admired for her ability to convey complex concepts to those who work with children and adults with diverse needs, whether they are educational professionals or parents.  Dr. Fossett has been on faculty in the Applied Behavior Analysis – Autism Department at Capilano University since 2013. She is a certified teacher of the deaf and a Board Certified Behavior Analyst. Dr. Fossett has extensive clinical experience providing behavioral and educational consultative services to children with ASD, deafness, and other developmental conditions in home, school, and community settings. Her scholarly and clinical interests include: the implementation of positive behavior support in home and school settings, and educational interventions for deaf children with neurodevelopmental conditions.

Part 1: Role of Parents and Caregivers in Teaching

Topics Covered: 
  • Parents as Teachers

Part 2: Principles to Think About

Topics Covered: 
  • Self-Determination
  • Independence
  • Normalization
  • Functionality

Part 3: Daily Routines and Activities as Teaching and Learning Opportunities

Topics Covered: 
  • Skills to teach, skills to learn
  • Your child’s daily tasks and your daily tasks
  • What skills can we teach by doing daily tasks

Part 4: Daily Routines and Activities as Teaching and Learning Opportunities Continued

Topics Covered: 
  • Skills to teach, skills to learn
  • Your child’s daily tasks and your daily tasks
  • What skills can we teach by doing daily tasks

Part 5: Inform

Topics Covered: 
  • Using calendars, visual schedules and/or checklists to provide information and structure
  • Visual recipes
  • Location supports
  • Task-related visual supports

Part 6: Motivate

Topics Covered: 
  • Is motivation necessary?
  • Motivation tools
  • Reinforcement

Part 7: Make ‘Work’ Fun

Topics Covered: 
  • Embedding fun into work
  • Providing choices

Part 8: Teaching with Modeling and Shaping

Topics Covered: 
  • Modeling and Shaping

Part 9: Teaching with Prompting and Prompt Fading

Topics Covered: 
  • Types of Prompts
    • Physical, Visual, Gestural and Verbal
  • Prompt fading – gradually reducing prompts to promote independence

Part 10: Monitoring Progress and Asking for Help

Topics Covered: 
  • Keeping it simple with checklists
  • Asking for help
  • Conclusion and wrap-up

Resources from the presentation

Free Visual Recipes Online
Resources for Visual Supports
Mentimeter Polling Responses
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Including Students with Autism and Other Developmental Disabilities in Schoolwide PBS: All Means ALL!

Filmed at Setting the Stage for Success: Positive Behavior Support in School, Home and Community – October 20, 2018

Part of a video learning stream on Positive Behavior Support.

Although the three-tier school-wide positive behavior support (SW-PBS) model is intended to be applied to all students within a school, those with autism or other developmental disabilities are often excluded from Tier 1 and Tier 2 interventions. This session examines some of the elements of school-wide PBS that are intended to benefit the full range of students within a school, with suggestions for including students with significant developmental and behavioral challenges.

Pat Mirenda, PhD, BCBA-D, University of British Columbia

Pat Mirenda is a Professor in the Department of Educational and Counselling Psychology and Special Education, and Director of the Centre for Interdisciplinary Research and Collaboration in Autism (CIRCA) at the University of British Columbia. She teaches courses on augmentative and alternative communication, autism spectrum disorder, inclusive education, instructional techniques for students with significant learning challenges, and positive behavior support.

Dr. Mirenda has published over 150 research articles and chapters and presents frequently at international, national and regional conferences. She is the Principal Investigator for the Parent and Child Early (PACE) Coaching study that is examining the impact of community-based parent coaching for toddlers at risk for ASD.

Part 1: Introduction to the School-Wide System

Part 2: Setting and Teaching School-Wide Expectations

Part 3: Using Acknowledgement Systems and Visual Supports

Part 4: Discouraging Problem Behaviors

Part 5: Q & A

Questions:

Part 6: Tier 2 – Check-in Check-out (CICO) System

Part 7: Tier 3 – Individualized Behavior Support; Summary

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Family Centred, Culturally Responsive PBS:  A Multi-Method Case Study

Filmed at Setting the Stage for Success: Positive Behavior Support in School, Home and Community – October 20, 2018

Part of a video learning stream on Positive Behavior Support.

Dr. Joseph Lucyshyn presents a multi-method study of family centered positive behavior support (FCPBS), designed to be culturally responsive to families raising a child with developmental disabilities. The presentation includes a definition of cultural competence and best practices in culturally responsive service delivery. Implications for behavior consultants working with families of diverse cultural and linguistic backgrounds are discussed. A fascinating case study demonstrates how the family was coached to use PBS strategies to transform their child’s ability to eat a nutritious diet and play with her sibling. There was a sustained positive effect on the family’s ability to develop other strategies to improve the child’s functional skills and to improve their quality of life.

Joseph Lucyshyn, PhD, BCBA-D, University of British Columbia

Dr. Joseph Lucyshyn is Associate Professor, Department of Educational and Counselling Psychology and Special Education at UBC. A respected researcher, he has extensive experience working in collaboration with families and allied professionals to develop and implement family centered positive behavior support plans in home and community settings for children with autism and other developmental disabilities who engage in severe problem behavior. Dr. Lucyshyn has a particular interest in working with families from a variety of cultural backgrounds and how to ensure that they have access to culturally responsive PBS.

Dr. Lucyshyn’s Q&A can be viewed as part of the Providing Culturally Sensitive PBS to Families discussion page.

 

Part 1: The Need for Culturally Responsive PBS

Part 2: Culturally Responsive PBS with a Family of Taiwanese Cultural and Linguistic Backgrounds

Part 3: Culturally Responsive PBS with a Family of Taiwanese Cultural and Linguistic Backgrounds

Part 4: Qualitative Findings

Part 5: Culturally Responsive Practices, Cultural Humility, Study Limitations and Considerations for Future Research

 

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WTF – What’s the Function?

Filmed at Setting the Stage for Success: Positive Behavior Support in School, Home and Community – October 19, 2018

Part of a video learning stream on Positive Behavior Support.

Problem behaviors are one of the greatest barriers to student learning and is a significant problem for school staff and parents alike. Understanding why they occur is critical to developing preventative and educative solutions in-order-to benefit students and those who support them. These videos will dispel myths about why students engage in problem behaviors and teach participants about the four functions of behavior.

Richard Stock, PhD, BCBA-D , Capilano University

Richard Stock, PhD, BCBA-D is a full-time faculty member in the Applied Behavior Analysis – Autism Department at Capilano University.  He has provided  behavioral/educational consultative services to children and youth with ASD and other developmental disabilities in home, school and community settings since 1999. 

Dr. Stock teachers courses in Ethics, Behavior Principles, Clinical Applications of ABA, Instructional Methods, and the Conceptual Analysis of Behavior. In addition to his work at Capilano University, he also teaches graduate courses in ABA as an Assistant Professor at the University of Western Ontario and Adjunct Faculty at UBC. 

 

 

Part 1: Introduction

Part 2: Breaking the Cycle of Problem Behavior

Part 3: Problem Behavior in the Past

Part 4: Potential Negative Effects of Punishment

Part 5: Functions of Behavior

Part 6: Name That Function! – Identifying the function of problem behavior

Part 7: Conclusion and Q&A

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