ABA programs (ABA 初级训练内容)

oy

以下是我家宝贝一年来(2--3岁)的所有的ABA训练内容。训练列出的内容是按照训练进展的先后顺序排下来的。适合刚刚确诊为自闭的小小孩训练参考。

janehuang

下面引用由mmm发表的内容：

我认识一个ABA训练师，她的课不仅要家长陪，而且经常有别的家长来听课，有的时候甚至是三、五个，就站在旁边听。有的时候家长们在旁边讨论起来，她和孩子就上自己的课，好像听不到一样，好奇怪。她无论什么样的孩...

这个训练师高啊，很佩服！
连M立方也没看出来？！建议把老枪和云探长请去，或干脆请嗖嗖的方老师去，一定就能看出来了。

LittleKoala

下面引用由gmom发表的内容：
我觉得，ABA最关键的是第一个星期和第一个月。老师和学生建立良好的关系，建立partner relationship,以后一切建立在...

有道理，强烈赞同。孩子一般开始都会特别抵制，这也是对老师的测试，通过了，孩子就会接受她/他，以后的工作就好做都了。

gmom

我儿子的ABA是允许家长看，而且会有15分钟的指导，教家长。

我觉得，ABA最关键的是第一个星期和第一个月。老师和学生建立良好的关系，建立partner relationship,以后一切建立在这个基础上。

mmm

我认识一个ABA训练师，她的课不仅要家长陪，而且经常有别的家长来听课，有的时候甚至是三、五个，就站在旁边听。有的时候家长们在旁边讨论起来，她和孩子就上自己的课，好像听不到一样，好奇怪。她无论什么样的孩子都能搞定，有的孩子一点依从性也没有，可是在她手里两个月，就和变了个人一样。我也去听过一次课，是讲的不错，可是没看出她有什么特别的方法调动孩子，可孩子就是听她的，好奇怪。一定是我没看出门道来。

女儿是天使

我们也是关门训练的，训练家长有专门安排的训练师和家长的overlap，家长并不能每次训练都观看的。为了注意力集中呗。而且必要的时候我们只被允许观看高级训练师的操作，不能看初级的，为了家长得到更准确的技术。平日里都靠各种各样的训练记录表格沟通。

oy

真的是一个地方一个模式。我们训练机构关门的政策是建机构之初就有的了。几十年历史了。不了解其缘由。

筱筱妈妈进步很快啊。看见你在隔壁帖子里的经验之谈了。很有启发。谢谢。

蜜橙妈妈

非常感谢OY！

oy

不是我们准备的。训练师自己带玩具带教具。他们关门训练，我们什么也不插手。好处是很省心，坏处是我其实对训练也只知道这些皮毛，离开他们之后，我还是要全部看书本自学。真的无法给你具体的训练建议。

amberbrown101

这个一定要顶。。。。另外ABA program 用的材料是你们自己准备的吗？ 有什么建议？

mmm

这么好的东东！

janehuang

坐在沙发上好好学习！
嗯？！怎么，OY也用youtube！嗅到一点什么味道，好像有人刚刚开了一枪

oy

Drink from /cup
Eat with / Fork
Build with /blocks
Sit on /Chair
Throw/ Ball
Sleep in /Bed
Brush hair with / Hairbrush
Ride /Bike
Color with /Crayon
Wash with/ soap
Sweep with / Broom
read /book
Blow/ bubbles
Talk on / phone
Brush teeth /toothbrush
CUt with/ Scissors
Cook on/ stove
Dig with / shovel
swim in/ pool
watch / TV

oy

Roll Car / "Vroom"
Bang Hammer / "Bang bang bang"
Eat from Spoon / "Yum Yum"
Rub Tummy / MMM
Tissue to nose (Sneeze) / Achoo
Hug Baby / "ahh"
Knock on door / "knock knock"
Arms up / "hooray"
Bounce ball / "boing boing"
Phone to ear / "hello" or "hi"

oy

Continue running Receptive/Expressive Identification program until a minimum of 50 labels is met. After 10 pictures have been mastered in discrete trials, begin running probe trials to identify future labels to target. If child is able to label picture independently the first 3 trials (mark as + in probe clomn) consider that label mastered and include in maintenance trials. If the child scores - on any probe, begin teaching that label discreely.



Labels List
-----------------------------
Spoon
Book
Shoe
Car
Crayon
Ball
Train
Cat
Dog
Clock
Duck
Bear
Block
Cup
Chair
Flowers
Broom
Swing
Keys
Slide
Computer
Grass
Wagon
Bird
Bike
Plane
Bed
Doll/Baby
Coat
Hairbrush
Soap
Phone
Bubles
Toothbrush
Scissors
Stove
Shovel
Pool
TV
Square
Circle
Fork
Triangle
Black
White
Red
Blue
Green
Heart
White

oy

Obejective: To be able to respond to "quiet hands" by folding hands on the table or in the lap for 80% of the opportunities provided for three consecutive sessions.

Materials: None

Reinforcers: Social, assess for tangibles

Stimuli(Prompt): "Quiet hands"

oy

Objectives: the child will point/touch pictures of individuals engaging in verb actions

Prompts: "Point to/ touch Verb action"

Prompting levels/ steps:
1. Fully physical
2. Gesture/ point prompt
3. Independent

Reinforcement schedule: Initially reinforce after every trial with a prefered reinforcer. Graually move to intermittent reinforcement system for generalized skills

Mastery Criterion:
80% of the first 10 trials three consecutive days/sessions at an independent level. 2 different people must get 80% or better to move to next set item.

Discrete Trial teaching procedures:

A. Initial teaching:

Sit across from the child
Place 3 verb action pictures on the table
Give the promt
The correct response is for the child to touch or hand the appropriate card to the therapist. Initially, tach errorlessly and then fade prompts
Be very careful not to look toward the correct response
Once he is responding independently. if he touches two items or touches the incorrect item immediately, remove items from the table, look away for 3-5 seconds, and repeat the trial. Repeat it again to ensure that the child can respond independently.

*. Generalization: The child should be able to respond to multiple examples of each item.


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Verbs LIST:

Eating
Drinking
Sleeping
Waving
Kissing
Coloring
Jumping
Standing
Blowing
Reading
Clapping
Knocking
Sitting
Swimming
Crying
Riding
Brushing

oy

Obejsctive: The child will match identical and non-identical objects and pictures

Stimuli: "March" or "put the same"

Discrete Trial teaching procedure:

1.Sit across from the child
2. establish attending
3. Place s items or pictures on the table (3a. with paper cue)
4. Give the child an item or picture that matched one of the items on the table
5. say "march" or "put with same"
A. Initially use a full physical prompt and guide the child to place the item on or next to the identical item. after 3 fully prompted trials, use least to most prompting procedure
B. Fade prompts as soon as possible. Be very careful not to look toward the correct response
6. Reinforce correct responses including prompted trials. use differential reinforcement for unprompted trials.

7. If the child fails to respond or responds incorrectly:

Remove all items from the talbe. Look away for 3 seconds
Place the items back on the table in the same order and prompt the correct response using least to most prompting procedure
Run the trial again to ensure the child can respond independnetly.

Task Analysis:
Identical Objects
Identical Pictures
Object to picture
Picture to Object
Non-identical objects
Non-identical pitures

oy

Objective: The child will imitate gross motor movements. This will increase his imitative play and hopefully teach him the concept of imitation so he can imitate speech sounds.

Sd: "Do this" with a demonstration of a gross motor action

Generalization: The child should imitate hand motions to songs. Imitation should also occur in a variety of environments outside the session room.

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1. Tap table
2. Clap hands
3. Arms up
4. Wave
5. Tap tummy
6. Wipe table
7. Hands to cheeks
8. Tap legs