Julie Knapp, Carolline Turnbull

A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 1-4 Years

A Step-by-Step Treatment Manual Including Supporting Materials for Teaching 140 Foundational Skill

• Broschiertes Buch

Produktbeschreibung

A comprehensive, evidence-based curriculum, including supplementary materials, for teaching children with autism spectrum disorders aged approximately 1-4 years key foundational skills such as appropriate sitting, attention, eye contact, motor skills, basic receptive and expressive language skills and basic skills of daily living.

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Produktdetails

• Verlag: Jessica Kingsley Publishers
• Seitenzahl: 496
• Erscheinungstermin: 30. September 2017
• Englisch
• Abmessung: 217mm x 280mm x 33mm
• Gewicht: 1248g
• ISBN-13: 9781785929830
• ISBN-10: 1785929836
• Artikelnr.: 49457702

Autorenporträt

Dr. Julie Knapp, Ph.D., BCBA-D is a Pediatric Neuropsychologist and Board Certified Behavior Analyst-Doctorate. She is Executive Director of the Knapp Center for Childhood Development located in Boardman, OH, which specializes in the diagnosis, neuropsychological assessment and treatment of children with autism spectrum disorders. Dr. Knapp offers an International ABA Program assisting families from other parts of the world to travel to the US for ABA therapy. She offers remote training and supervision on ABA programs through a HIPPA secure website to families across the world who otherwise cannot find local ABA therapy or who wants expert advice on their program. Dr. Knapp is also a Consultant at University Hospitals Rainbow Babies and Children's Hospital and holds an appointment at Case Western Reserve University. Carolline Turnbull, BA, BCaBA is a Board Certified Associate Behavior Analyst at KidsLink Neurobehavioral Center in Twinsburg, OH. Carolline is a behavior consultant for home and school based consultation and developed a dance class for children ages 3-6 with varying disabilities and their neurotypical peers. She completed her Bachelor's degree in speech pathology and audiology at Kent State University and her course work for her BCaBA at Florida Institute of Technology. Carolline has worked in the area of behavioral management of children and young adults with developmental disabilities for 15 years.

Inhaltsangabe

Acknowledgments. About the Author. 1: Introduction to ABA Curriculum. 2.
Curriculum Guide. 3. ABA Curriculum - Understanding the Task Analyses in
this Program. 4. ABA Curriculum - Implementing the Task Analyses in this
Program. 5. Teaching Strategies. 6. Data Collection and Data Recording. 7.
Graphing. 8. Creating an ABA environment. Curriculum Programs. Attending
Programs. Appropriate Sitting. Appropriate Sitting and Completing an
Activity. Eye Contact in Response to Name. Visual Tracking. Imitation
Programs. Gross Motor Imitation with Objects. Gross Motor Imitation. Fine
Motor Imitation with Objects. Fine Motor Imitation. Oral Motor Imitation
with and without Objects. Verbal and Motor Imitation. Visual Spatial
Programs. Crossing Midline. Matching Identical Object to Object. Matching
Identical Picture to Picture. Matching Identical Object to Picture and
Picture to Object. Matching Identical and Similar Actions. Matching Colors.
Matching Identical Letters. Matching Numbers. Matching Shapes. Matching
Uppercase to Lowercase Letters. Matching Non-Identical Object to Object.
Matching Non-Identical Picture to Picture. Matching Non-Identical Object to
Picture and Picture to Object. Sorting Identical and Similar Objects.
Sorting Objects Based on Color. Sorting Objects Based on Size. Sorting
Similar Pictures. Sorting Pictures Based on Color. Sorting Pictures Based
on Size. Sorting by Groups and Categories. Inset Puzzles. Shape Sorter.
Receptive Language Programs. Receptive Labels of Actions. Receptive Labels
of Animals. Receptive Labels of Animal Sounds. Receptive Labels of Body
Parts. Receptive Labels of Body Parts via Head, Shoulders, Knees and Toes
Song. Receptive Labels of Clothing Items. Receptive Labels of Environmental
Objects. Receptive Labels of Environmental Sounds. Receptive Labels of
Familiar People. Receptive Labels of Food and Drink. Receptive Labels of
Functional Objects. Receptive Labels of Furniture. Receptive Labels of
Leisure Objects and Activities. Receptive Labels of Places. Receptive
Labels of Prepositions and Object Placement. Receptive Labels of School
Supplies. Receptive Labels of Sports. Receptive Labels of Toys. Receptive
Labels of Vehicles. Receptive Instructions (One Step). Expressive Language
Programs. Gestural Communication. Gestural Communication via Communication
Temptations. Gaining Adult Attention. Picture Exchange Communication System
(Phase 1: The Physical Exchange). Picture Exchange Communication System
(Phase 2: Increasing the Distance). Picture Exchange Communication System
(Phase 3A: Picture Discrimination between Highly Preferred Icon and
Distractor Icon). Picture Exchange Communication System (Phase 3B: Picture
Discrimination between Two Highly Preferred Icons). Picture Exchange
Communication System (Phase 4: Sentence Structure). Picture Exchange
Communication System (Phase 5: Responding to "What do you want?"). Picture
Exchange Communication System (Phase 6: Commenting). Verbal Imitation.
Expressive Labels of Actions. Expressive Labels of Animals. Expressive
Labels of Animal Sounds. Expressive Labels of Body Parts. Expressive Labels
of Clothing Items. Expressive Labels of Environmental Objects. Expressive
Labels of Environmental Sounds. Expressive Labels of Familiar People.
Expressive Labels of Food and Drink. Expressive Labels of Functional
Objects. Expressive Labels of Furniture. Expressive Labels of Leisure
Objects and Activities. Expressive Labels of Places. Expressive Labels of
Prepositions and Object Placement. Expressive Labels of School Supplies.
Expressive Labels of Sports. Expressive Labels of Toys. Expressive Labels
of Vehicles. Simple Requests. Reciprocates a Greeting and Farwell.
Initiates a Greeting and Farwell. Intra-Verbal Fill-Ins with Childhood
Songs and Games 325. Answers Simple Yes/No Questions about Labels of
Animals, Objects and People. Answers Simple Yes/No Questions about Desired
Objects and Toys. Answers Simple Social Questions. Academic Programs.
Coloring. Object Permanence. Following a First Then Schedule. Receptive
Labels of Colors. Receptive Labels of Letters. Receptive Labels of Numbers.
Receptive Labels of Shapes. Expressive Labels of Colors. Expressive Labels
of Letters. Expressive Labels of Numbers. Expressive Labels of Shapes.
Pre-Handwriting Skills. Rote Counting. Tracing. Play/Social Programs.
Appropriate Play/Touch with Infant Sibling. Ball Play. Basic Pretend Play -
Single Action. Blowing Objects. Building Towers with Blocks. Closed Ended
Solitary Toy Play with Cause and Effect Toys. Closed Ended Solitary Toy
Play with Gross Motor Toys. Closed Ended Solitary Toy Play with
Mechanical/Electronic Toys. Functional use of Objects. Giving Objects to
Another. Individual Play via a Play Schedule. Joint Attention. Open Ended
Solitary Toy Play with Cause and Effect Toys. Open Ended Solitary Toy Play
with Gross Motor Toys. Open Ended Solitary Toy Play with
Mechanical/Electronic Toys. Parallel Play. Participation in Childhood Songs
and Games. Participation in Childhood Songs and Games - If You're Happy and
You Know It. Participation in Childhood Songs and Games - Itsy Bitsy
Spider. Participation in Childhood Songs and Games - Wheels on the Bus.
Playing in a Sandbox. Playing with Play-Doh. Pouring Liquid from Container
to Container. Adaptive Skills Programs. Cup Use - Assisted and Unassisted.
Sippy Cup Use - Assisted and Unassisted. Dressing/Undressing - Putting on
and Taking off a Coat. Dressing/Undressing - Putting on and Taking off a
Hat. Dressing/Undressing - Putting on and Taking off Pants.
Dressing/Undressing - Putting on and Taking off a Shirt.
Dressing/Undressing - Putting on and Taking off Socks and Shoes.
Dressing/Undressing - Putting on and Taking off Underwear. Drinking from a
Straw. Eating with a Fork and Spoon. Fine Motor Skills Based off of the
ABLLS-R. Gross Motor Skills Based off of the ABLLS-R. Using a Pincer Grasp
to Pick up Small Objects. Using a Tissue. Washing and Drying Face. Washing
and Drying Hands. Toileting for Urination - 2 Hours Dry. Wiping for Bowel
Movement. Wiping for Urination.