WEN‘S Current programs
Motor Imitation
Following 1-step Instructions
Eye Contact
Object Imitation
Requesting Help
Maintenance programs
Preference
Termination
开始ABA训练5个月了，就教了这么点。对比了一下儿子与别人的ABA PROGRAM(如下)，心里真的很郁闷。
下个星期一定要和ABA沟通，希望他们能够增加训练内容。
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John Wade’s Program
The following is a list of the UCLA programs that were taught to John
beginning in February 1994 and ending in December 1995. Initially, John
worked with Jane Germ at American River Speech for 2-3 hours a week for 9
months 1:1 and we (John’s parents) recieved parent training for 6 months
prior to starting the Lovaas Program in August of 1994. We started a
home program with 6 tutors who worked 40 hours a week and a UCLA senior
therapist 4 hours a week who all worked under the direct supervision of
Dr. Greg Buch, the Clinic Supervisor from the Lovaas Institute in Los
Angeles. John also began working with the School District Speech
Pathologist in August 1994 through February 1995 2 hours a week 1:1 and
then she left for maternity leave and we started back up again with her
in August 1995. She worked on generalizing what we taught him in program
at home.
John was in a preschool 40 hours a week before we started the program and
we removed him in July 94 to work with him at home (I worked full-time
and he was in full-time daycare since 8 weeks old). John started his
transition back into pre-school starting in March 1995 (six months into
program) with the Phoenix Preschool and then he switched to the School
District Parent Participation Preschool Program in June 1995. In
September 1995, we quit the UCLA program and started John’s transition
into kindergarten. He went to the District PPPIP class two days a week
and to a kindergarten class 1 day a week, initially. Each month we
added another day of kindergarten and in January 1996, he was enrolled
full-time and graduated out of PPPIP. His school district is a year-
round school and he is off-track October 30th-November 27th, February
16th-March 24th, and June 29th-August 7th. We tutored him at home 10
hours a week during off track time.
School Transition (Full Inclusion Plan)
Currently John goes to Kindergarten with an aide M-F from 11:20 - 2:50.
The District Speech Pathologist works with him 3 times a week. She
visits his class once a week for an hour and runs a language workstation.
She also pulls John out of class and works with him 1:1 or in a small
group. He receives Resource help and is in Adaptive PE and Occupational
Therapy. We have a behaviorist who consults with his teacher and aide to
help them set up motivators for John in the class room. They have also
received training on how to handle John behaviors in class when they
occur. John will be repeating kindergarten this fall with the same
teacher and a classroom aide initially. The behaviorist will be there
the first day of school, but will most likely not be needed the rest of
the school year. The speech therapist will visit his class once a week
and run a group language lesson and will not be pulling John out for any
more services. The Resource Specialist is not really needed at this time,
because he can do the work in kindergarten, but starting in December,
she will be preteaching him some 1st grade work and preparing his 1st
grade teacher for full inclusion training. Basically, he will be fully
included full time and all of the supports will come to class when needed.
The following is a list of the UCLA programs which are listed under the
months that they were introduced to John. John usually worked on 10
programs 4 times a day each week and as he mastered one, it would be
moved into maintenance and replaced by a new program. He worked on all
of his maintenance programs at least once a week to ensure that he
retains the information that he had learned. Since August of 1995, John
has not worked on any maintenance programs.
The tutors took daily tallys on what John did each day with each program
and wrote down what behavior problems they encountered throughout the day.
John's entire year of 1994-95 is in a daily diary with checklists of
all the words that were taught to him within each language program.
Many of these programs have up to 10 sub-programs within them, for
example: Counting. There is "Count out Loud to 10", "Counting Objects",
"Selecting a certain number of objects from a group", "Recognizing
Numbers", "Math Worksheets", etc. Only the Main Header is listed in this
document.
February 1994 - Jane Germ
Verbal Imitation - Sounds
Verbal Imitation - Words
Receptive Object Labeling
Non Verbal Imitation
Matching
Expressive Object Labeling
Receptive Commands
March 1994 - Jane Germ
Rote Conversation
Verbal Imiatation - Phrases
Puzzles
Sorting
Conversational Phrases
April 1994 - Jane Germ
Getting Dressed
Grouping
May 1994 - Jane Germ
Receptive Colors
Expressive Phrases
Colors
Receptive Actions
June 1994 - Jane Germ
Expressive Action Labels
August 1994 - UCLA Workshop (Start of 40 hours week at Home)
Categories
Shapes
I See
Block Imitation
Drawing
Receptive Shapes
Play Skills
Self-Help
September 1994
I Have
October 1994
Potty Training
Prepositions
Letters
Imitative Play
November 1994 - UCLA Follow-up #1
Statement/Statement
Emotions
Rooms of the House
Same/Different
Counting
Pronouns
Big/Little
Ball Play
December 1994
Brushing Teeth
Three Word Phrases
January 1995 - UCLA Follow-up #2
Preschool-Prep
Look
February 1995
Circle Time
I Want
March 1995 - UCLA Follow-up #3
Trips
Rollerskating
Wait
Preschool Transition
Peer Play
Be The Teacher
Tell me about the picture
April 1995
Riding Bike
Zoo-Phonics
Past Tense Verbs
Random Sentences
May 1995 - UCLA Follow-up #4
Games
I Don't Know
June 1995
Statement/Question
Worksheets
Functions
Occupations
July 1995
What Happened?
Money
What's Missing
Listen to the Story
August 1995 - UCLA Follow-up #5 at the Clinic in L.A.
Tell me about the object
Impossible Tasks
September-October 1995 - Quit Program
November 1995 - UCLA Follow-up #6 - (5-10 hours week)
I'm thinking of...
Writing
Why? Because...
December 1995
Scripted Play
By January 1996, John was attending kindergarten full-time with an aide
and we stopped all tutoring at home. The school district took over and
the resource specialist worked with his teacher and speech therapist to
help him in the areas he needed help with in school. He will be 6 this
August and is now able to read, write and add on his own. He will be
repeating kindergarten with the same teacher and limited supports. He is
learning in the classroom and doesn't need any more 1:1 to learn. He is
playing with kids and walking up to kids and introducing himself. His
play skills have really emerged this year and he is indistingushable
amongst his peers. Half the credit goes to Lovaas and the other half
goes to his school district (1 year of each).
|
IP卡
狗仔卡
发表于 2007-10-3 18:17:07
显身卡
发表于 2007-10-3 23:02:22
楼主