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Goals to Grow the ABA Way is a publication now included as a
offer with the Bridges for Children with Autism video series.
Goals to Grow the ABA Way presents 140 of the key goals in receptive
language, expressive language, cognitive skills and social development.
It is written by three Master level specialists, Jennifer Yanazzo, Joan
Napiorski, and Jessica Johnston who work with ASD every day. Goals to
Grow is recognition of the need for a more thorough and user friendly
document for a teacher or parent to reach chosen goals. Yanazzo and
Napiorski are also featured teacher therapists in the Bridges DVD’s.
When you have viewed the series, you can try a goal in Goals to Grow you
think the child can do. If there are none, go to the most basic and
begin. If you are just initiating your program, you also likely will
start with the most basic goals. For the more advanced child you will
select higher level goals. By understanding the Goals to Grow program
format and having the Bridges DVD’s, you will know how to work with a
goal and be in a position to go on to the next level of goals or create
your own.
Goals to Grow provides:
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Sd – (discriminatory stimulus) The direction/request to start a
discrete trial. |
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Response definition – the acceptable response.
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Suggestions for materials or create your own
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Sets – parts of goals to be mastered
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Teaching procedures
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Prompting procedures
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Troubleshooting
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Goals to Grow the ABA Way (on CD-ROM) is the publication you will
receive with the complete Bridges (on DVD) video series. Previously
included, The Library of Program Exemplars, The IGS Goal Selection
Curriculum and The Programs and Forms Manual. are not included with this
offer. Goals to Grow, however, provides what you need to duplicate
Bridges discrete trials.
A Sample Goal
from
Goals to Grow the ABA Way
The “What to do”
For the Goal
of
IDENTIFY COLORS
from
Goals to Grow the ABA Way
Following is the ‘what to do” to achieve the goal to identify colors
using the discrete trials as taught in Bridges for Children with Autism.
After reviewing the complete program sheet of the goal above, get
materials together, in this case, colored sheets of paper.
Sd
Varied means to vary the request or question. “Show me blue. Where is
green? Get blue.”
Response Definition
How the child should respond. If the child does not respond, note that
response on a data sheet for that trial. Start again. If the child gets
the response correct, note it. It does not matter if the response
appeared that the child got it right merely by chance. Note it. If the
child is yet unable to achieve the goal, his/her response pattern
overall will point that out. If you are persistent and if the child has
the capacity, the child will get it. Remember, as Bridges says, it is
important to find success somewhere. Follow the video!
Sets
A progressive sequence of activity and expectations. For this goal of
identify colors, it begins simply – show me the color from two different
colored items (Show me blue). Then show me the color from four different
colors (you will need 2 more colors). Then tell me (expressive) what the
color(s) are.
As the child learns, check the child in the generalized setting. “What
is the color of that truck in front of us? I’m looking for a blue shirt.
Can you help me?”
Finally check occasionally to be certain the child can continue to
identify colors. Look for the teaching moment. Be creative. That a child
maintains achieved goals is important to know. ASD children can slip.
Troubleshooting
Reinforcers
Cannot seem to make anything happen or get the response you want? Try a
reinforcer. What does the child enjoy? Keep it simple and do not overdo
candy or snacks. Maybe it is a toy they like or a book you have on
standby. Enthusiastic praise is often best.
3-plus program
Used when a child demonstrates difficulty in learning to discriminate.
For example, a child has difficulty “discriminating” between two colors.
Hold up two colors (red and blue) together. Ask the child to select
“blue” until he successfully selects “blue” three times in a row. Then
ask the child to select “red” until he successfully selects “red”
three times in a row.
Switch back to blue. Run trials of one color until the child has success
for three trials in a row. Then, change to the other color until the
child has success for three trials in a row. There may be times when you
address only one of the two colors because the child is unable to
achieve three “pluses” in a 10 trial probe. Once data indicates he can
discriminate between the two colors, add other colors, drop the
troubleshooter and go back to regular trials.
Remember you are taking data.
Bridges will show you how.
Impulse Control
A technique to slow down the child whose pointing response is so fast as
to make his/her choice mere chance; that is, this child wants to respond
but has probably not processed the question. Keep both the child’s
“quiet” hands under yours. Repeat the Sd 2 times. Wait three to five
seconds; then release one hand for the response.
If effective, discontinue impulse control.
(Troubleshooting ideas are simple techniques to help with breakthroughs,
not to replace discrete trials).
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