what is aba webcast handout nov08

8/8/2019 What is ABA Webcast Handout Nov08

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Co-Sponsored by ACT - Autism Community Training, The Inukshuk Fun

The BC Ministry of Children and Family Developmen& he Consortium for the Advancement of Child Health, Simon Fraser Univers

Presented by

Suzanne Jacobsen, Ed.D., BCBA

Clinical Director, ABA Learning Centre

What is ABA &

..TeWebcastVersion

Why is it Important in the Treatment of Autism?


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AcknowledgementsACT would like to acknowledge the many parents and professionals across British Columbia whovolunteer their time to support our work. Our community volunteers range from local parents andcommunity groups, who advise us on venues and speakers, to members of our Advisory Council andBoard of Directors who provide a range of expertise. As a not-for-profit registered charity, this

community input represents a vital resource for our organization.For this webcast presentation, ACT has received funding from the Ministry of Children and FamilyDevelopment to allow us to better support parents and professionals unable to attend events in theLower Mainland. We also appreciate the generosity of Simon Fraser University in providing facilitiesin Downtown Vancouver at an affordable cost to ACT. Additional thanks go to the technicalexpertise contributed by the Learning and Instructional Resources Centre of SFU which issupporting ACT in our efforts to develop webcasting as a way of further supporting familiesthroughout British Columbia.

Dr. Suzanne Jacobsen is well known to professionals and parents across British Columbia for herexceptional range of expertise as a diagnostician, educator, psychologist and behavior consultant. Shehas lectured across North America and in Asia on various aspects of autism treatment. A registered

psychologist and certified teacher, Dr. Jacobsen is a Board Certified Behavior Analyst, a certificationthat is becoming increasingly valued in the autism field. Dr. Jacobsen is Clinical Director of ABALearning Centre and the founder of the Group ABA or GABA programs in British Columbia.

Suzanne is also a founding member of the Advisory Council of ACT and volunteered to help guidethe work of our society five years ago when we began our work. On behalf of ACT, Suzanne hastraveled across B.C. since 2005, presenting several different workshops related to Applied BehaviorAnalysis in smaller communities as well as larger urban centres.

Dr. Jacobsen has kindly agreed to allow this presentation to be video taped because as one of theprovinces leading diagnosticians, she knows only too well that with 500 children a year beingdiagnosed across B.C., ACT must innovate in order to meet the needs of families.

ACT would like to extend our particular gratitude to all the parents who have allowed videos of theirchildren during therapy to be used in this webcast. In particular, we would like to thank the motherof the star of this webcast Reece. We meet him first just before his third birthday in the middleof a spectacular screaming fit and then watch as he and his remarkable mother work to transformtheir lives with support from Dr. Jacobsens team. Reeces family lives in a small Northern B.C.community. His mother is his therapist. Without a local consultant, they have been supported bytheir consultant viewing Reeces video and providing feedback. The changes in Reece, whosedevelopment we follow for nearly two years, are thrilling to see and are truly inspirational.

Next Steps

Thanks to the generous support of the Inukshuk Foundation (www.inukshuk.ca), ACT willbe building on this webcast with additional informational available on-line in 2009, includingopportunities to ask Dr. Jacobsen follow up questions in real time via the internet. So stay tuned.

For those who are interested in Dr. Jacobsens work in written format, download hercontribution to ACTs Manual Developing a Treatment Team for a Child with ASD, available viathe ACT home page atwww.actcommunity.net.

If you have questions about this presentation, please feel free to contact ACTs team ofInformation Officers who are ready to provide you with a wide-range of autism related support andinformation in English, Tagalog and Mandarin. Call 604-205-5467 or toll-free 1-866-939-5188 oremail [email protected].


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Acknowledgement

The are many researchers and scientists who havecontributed to the field of Applied Behavior Analysis andwhose work has contributed to the content of thisworkshop including:

Dr. Ivaar Lovaas Dr. Jack Michael

Dr. Vincent Carbone

Dr. James Partington

Dr. Mark Sundberg

And many others who publish in journals dedicated toApplied Behavior Analysis and who write text books forthe field.

This introductory level presentation is intended toincrease your awareness. By the end of the day,you should have better understanding of:

the meaning of Applied Behavior Analysis (ABA); some of the principles of ABA; different ways to do discrete trial teaching (DTT); other ABA techniques; how ABA is based on empirical (scientific)research.

Applied Behavior Analysis

ABA is the science of human behavior andlearning.

Procedures are derived from principles ofbehavior.

Procedures are systematically applied to improvesocially significant behavior.

Intended to change behaviors to a meaningfuldegree.

Copyright Dr. Suzanne Jacobsen 2008 1


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ABA is evidence-based teaching

that has been scientifically proven

to be effective.

In other words, the procedures have beenproven to be responsible for theimprovement in behavior.

Support for ABA

Canadian Senate Report March 2007www.parl.gc.ca/39/1/parlbus/commbus/senate/Com-e/SOCI-E/rep-e/repfinmar07-e.htm

All Provinces provide some funding forABA/IBI interventions.

All treatments should be monitored for

effectiveness and treatment regimes shouldbe provided based on scientific evidence.

Additional Support:

Canadian Psychological Association 2006

All treatments should be empirically-based

Recommends Intensive Behavioral Intervention (IBI)

www.cpa.ca/cpasite/userfiles/documents/advocacy/autism2206.pdf

ABA is the only autism therapy recommended for long-

term benefit by the United States Surgeon General(1999).www.surgeongeneral.gov/library/mentalhealth/chapter3/sec6.html



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VERY Brief Reference List on ABA

1. Skinner, 1938 Behavior of Organisms

2. Skinner, 1957, Verbal Behavior

3. Lovaas, 1987 Behavioral treatment

4. Sundberg and Partington, 1998, TeachingVerbal Behavior and ABLLS Books Published

5. Sallows & Graupner, 2005, IntensiveBehavioral Treatment

And many more books and articles aboutApplied Behavior Analysis

More about ABA

Applied Behavior Analysis has a long history and ABA is

used in many different areas:

Child management, developmental disabilities, educationand special education, rehabilitation, clinical psychology,

self-management, prevention, sports psychology, health-related behaviors, gerontology, and business to name afew.

It is not simply an intervention for autism.

What is ABA?

Applied Behavior Analysis (ABA) is a science

devoted to understanding human behavior.

ABA focuses on:

Observable behaviors

That are measurable = accountability

Socially significant behaviors

Using the methods of science description,quantification, and analysis.



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Applied Behavior Analysis - ABA

Is NOT a specific program

Is NOT a specific technique

Is NOT a specific procedure

Is NOT a cookbook

Is NOT a cure

How does ABA help in the treatment of

autism?

ABA views behaviors of autism as changeableusing the science and technology of ABA.

ABA views autism as a syndrome of behavioraldeficits and excesses, which can be changedwith careful behavioral-educationalprogramming.

Visual description of ASD development

Attention &

Exec Function

Language

Communication

Adaptive

Behaviors

Sensory

Sensitivities

Normal

Development

Problem

Behaviors

Self-stimulatory

Behaviors

Social Interaction



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ABA provides tools for how to teach newbehaviors and reduce undesirable behaviors.

ABA can be used to teach a wide range of

behaviors including:

Communication and language skills Academic skills Social skills Adaptive daily living and independence skills

Why ABA?

A framework for the practice of a science

that is effective in teaching children.


(ABA) is:

Some Treatment Approaches Based

on Applied Behavior Analysis (ABA)

Verbal Behavior Approach

Lovaas Therapy

Pivotal Response Intervention (PRI/PRT)

Precision Teaching Fluency

CABAS

Early Intensive Behavior Instruction (EIBI)

And othersoo.



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Basic ABA Principles & Some

Procedures

Reinforcement & Punishment

Stimulus Control

Operant & Respondent Conditioning

Prompting

Shaping

Chaining

And others

Some of the scientifically researched

techniques of ABA/VB include:

Observation

Selecting and Defining Targets

Discrete Trial Teaching (DTT)

Measuring and Recording (Data Collection)

Evaluation and Analysis

Replicating

Enhances learning by:

teachingnew behaviors and

replacingchallenging behaviors with moreappropriate ones.

The students successes are closelymonitoredbydetailed data collection.

The Application of the Principles

and Procedures of ABA/VB:



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The important parts of the learning environments that

we need to organize are:

what we do to make the behavior occur.

what we do after the behavior occurs to make itstronger (or extinguish it) in the future.

Applied Behavior Analysis -ABA is

what we do.

There is always a relationship betweenbehavior, and

the conditionof the environment beforethe behavior occurs (antecedent)

and what follows the behavior(consequence).

Implementing ABA:

A

B

C

THE ABCs OF ABA

Antecedent Behavior ConsequenceTeacher says:

Name adinosaur

Student responds:

TyrannosaurusRex

Teacher says:

Well done

IcyRoad

Drive too fast Crash intocar stoppedat stop light



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Applied Behavior Analysis (ABA)

Involves the process of:

- arranging antecedents (the setting and otherthings that precede a behavior);

- and the consequences (the things that follow abehavior);

- manipulating one or more of the components ofthe three term contingency.

This process creates the basic unit of learning.

What is ABA and

Why is it Important in theTreatment of Autism?

Part 2 of 4

Based on scientific methodologies.

Based on proven laws of behavior &

research findings.

Dynamic, with continuous improvement inoptimal practices.




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Learning through ABA

Learning takes place as a result of the

consequences of behavior.

Behavior that is followed by pleasant

consequences tends to be repeated and thus

learned.

Behavior that is followed by unpleasant

consequences tends not to be repeated and thus

not learned.

ABA and Behavior Change

(learning)

Behavior change procedures put into practicethe principles of Applied behavior Analysis(ABA) including:

Reinforcement

Punishment

Extinction

Stimulus Control

Motivating Operations

Some scientifically researched

techniques essential to effective ABA

include:

Observation and Data Collection

Shaping

Prompting and Transfer of Stimulus Control

Chaining

Evaluation and Analysis

Replicating



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ABA Intervention

In effective ABA intervention, emphasis is placed

on acquiring new behaviors, because when

children have a repertoire of constructive,

effective behaviors, problem behaviors tend to

occur less frequently.

ABA For Managing Problem

Behaviors

Functional Assessment and Analysis of Behavior(FAB) is:

A process for determining how a behavior isrelated to (governed by) the environment.

A component of Positive Behavior Support

Functional Assessment Of Behavior

(FAB)

Involves:

Observation;

Collection of data;

Hypothesis about function of behavior;

Ongoing intervention;

Continued collection of data to ensureintervention is effective in changing thebehavior.



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Intervention Approaches

Approaches on aContinuum

Traditional

Behavioral

Lovaas F luency Based Verba l Behav ior P ivo ta l Response F loor t ime

Discrete Trial Incidental

Teacher Directed Child led

Social-Pragmatic

Developmental

ABA: For Instructional Purposes

Direct, intensive, concentrated approaches:

Discrete trial teaching (DTT).

Activity-based and incidental approaches:

Pivotal Response Instruction,

Natural Language Paradigm.

Natural Environment Teaching (NET).

What is Lovaas Therapy?

In 1987, Dr. Ivar Lovaas demonstrated successful

use of discrete trial training with individuals with

autism within a specific early intensive behavioral

program. This research he implemented is often

referred to as The Lovaas Method.

(Actually, not a method but simply ABA)



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Lovaas, O.I. (1987)

Outcome: 47% (9/19) of subjects achieved IQscores in the normal range and completed first

grade in a regular classroom without support.(But all participants did improve!)

McEachin, Smith, Lovaas (1993) Follow-upreported 8/9 individuals maintained the pattern intoadolescence.

THE ABC OF ABA

Antecedent Response Consequence

Teacher says:

What is 3x 3?

Student responds:

9

Teacher says:

Correct!Well done

Boss

requestssomething

Overtime work

job gets done

Boss gives

bonus

Consequences are Important

People are more likely to do things that have agood immediate consequence.

People stop doing things that dont have aconsequence that they like or want.

Occasional or intermittent good consequenceskeep us trying again and again. (i.e. slotmachines!)



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Reinforcement (IMPORTANT)

Reinforcement is a process in which there is:

A change in the environment (which is thereinforcer)

Following a certain behavior, and

The change results in an increased probabilitythat the specific behavior will occur moreoften in the future under similar conditions

Definition of Reinforcement

A change in the environment that increases theoccurrence of a behavior in the future.

It is never correct to state that reinforcementdidnt work

It is more correct to state that a certainconsequence didnt have a reinforcing effect orwasnt a reinforcer for a certain behavior.

Reinforcers reinforce a behavior rather thanreinforcing the child.

Types of Reinforcers

Primary reinforcers: strengthen a behaviorwithout being learned (e.g. food and drink)

Secondary Reinforcers (conditioned): obtaintheir reinforcement value by being paired withother existing reinforcers (either primary or otherconditioned reinforcers). e.g. money, tokens.



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More about Reinforcement

Using ABA effectively requires theunderstanding of how to systematically andconsistently use reinforcement!

Reinforcement is the reason a child withautism will want to use a new or differentbehavior again.

Punishment

The ABA definition is :

Anything that happens after a behavior anddecreases the likelihood of that behaviorrecurring in the future.

By definition, an effective punishmentdecreases the undesired behavior.

Extinction

Effective in addressing behaviors that havepreviously been reinforced by attention oraccess to a tangible item.

Involves withholding reinforcement orattention until an acceptable behavior ispresented.



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Motivation

Children with autism have motivation, but oftenfor different things

When a specific new behavior is consistently

followed by reinforcement, motivation to dothat behavior will increase

Using motivation and reinforcement in unisonwill increase the childs desire to try the skillagain

Prompting

Prompting is important - Fading the prompt ismore important

Prompt hierarchy:

Verbal (ie giving instructions)

Visual (i.e. showing students what to do)

Physical (i.e. physically assisting)

Chaining & Shaping

Forward chaining

Backward chaining

Using shaping techniques:

Involves shaping a behavior by reinforcingapproximations of the behavior.



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What is ABA andWhy is it Important in the

Treatment of Autism?

Part 3 of 4

You have learned that virtually all behavior fitsinto the three element contingency model ABC

ABA is an empirical science (VB is ABA)

Instruction to teach or change behavior includes:

a discriminative stimulus/antecedent (sd),

a childs response (R) and

a consequence (reinforcement or punishment)

Prompts are used to facilitate learning and mustbe faded as quickly as possible while still

maintaining the behavior.

Discrete Trial Training (DTT) involves:

breaking a skill into small parts.

teaching one sub-skill at a time to mastery.

repeated practice in a concentrated period oftime.

providing prompting and fading prompts asnecessary.

utilizing reinforcement procedures.

Teaching Techniques Of ABA



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Components of Discrete Trial Training (Early ABA)

SD R SR

SD = Discriminative stimulus - the instruction

R = Response - childs action in response to SD

SR = Reinforcing Stimulus - consequence (reward)

1. Error No

2. Error No

3. Prompt

What is Lovaas?

In 1987, Dr. Ivar Lovaas demonstrated successfuluse of discrete trial training with individuals withautism within a specific early intensive behavioralprogram. This program is often referred to as The

Lovaas Method.

Emphasizes attention, compliance, and imitationskills in the beginning of the program.

Language training through vocal imitation.

Lovaas Therapy

40 hours a week of DTT, 2-3 years

1-1 teaching

Adult directed

Mass trial (i.e. 10 trials each objective)

Tangible & social reinforcement

Trial by trial data keeping

% correct guides decisions



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Lovaas to VB

The evolution of a scienceDiscrete Trial - Traditional Behavioral Approach

(DT-TB).

New goals and elements have added to Lovaasapproach influenced by Social-Pragmatic-Developmental approaches (SP-D).

Ron Leaf (1998) stated, Dr. Lovaas doesnt doLovaas therapy anymore.

While Dr. Lovaas was using ABA, primarily DiscreteTrial Training, other behaviorists (Jack Michael,Mark Sundberg, James Partington) focused onresearching Skinners Analysis of Verbal Behaviorand its effectiveness in teaching language skills tochildren.

Verbal Behavior has a long history and is applied

behavior analysis.

Whats in a name? ABA/VB

Skinners Analysis of Verbal Behavior

Focused on function of different verbal operants(units of language)

This research has enhanced ABA programs byemphasizing the critical elements in languageacquisition not included in traditional Lovaas-based programs.



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Intervention Program Utilizing

Analysis of Verbal Behavior

Adult directed (Intensive Teaching).

Child directed (Natural Environment Teaching).

Learning must be fun and motivating.

Number of hours of therapy not as important asnumber of active responses per unit of time.

Verbal Behavior Approach

Considers the Motivational Operations (MO)(previously called Establishing Operation (EO).

Motivation is concerned with wants, needs,desires.

Behaviorally, what is wanted is reinforcing andany behavior that has previously gotten it will be

strong.

Intervention Program Utilizing

Analysis of Verbal Behavior:

Adult directed (Intensive Teaching)

Child directed (Natural Environment Teaching)

Learning must be fun and motivating

Number of hours of therapy not as important asnumber of active responses.



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Components of Discrete Trial Teaching/IntensiveTeaching in a Verbal Behavior ABA Approach

MO SD R C

MO/EO = Motivating Operation (the childs motivation)

SD = discriminative stimulus (the instruction)

R= childs action in response to SD (the response)

C= reinforcing stimulus or consequence (the reward)

Prompts

ensure

errorless

learning

0

20

40

60

80

100

120

1 3 5 7 9 11 1 3 15 1 7 1 9 2 1 2 3 25 2 7

CT VT CT VT CT VT

CT = Continuous Tasks (massed trials)

VT = Tasks are varied

Winterling, V., Dunlap, G., & ONeill, R. E., (1987). The influence of task variation on the aberrant behaviors of autistic students.

Education and Treatment of Children, 10, 105-119.

Mix and Vary Instructional Demands

We have learned ABA/VB is science basedintervention with well-defined principles andprocedures.

Nearly all that is known about behavior can beexplained by the three contingency A-B-Cmodel.



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Discrete Trial Teaching (DTT) is one techniqueused in ABA intervention.

There are a variety of DTT styles including IT(intensive teaching) as it is referred to in aVerbal Behavior program.

Now we will look more closely at naturalenvironment teaching, teaching advanced skillsand teaching skills for independence.

What is ABA and

Why is it Important in theTreatment of Autism?

Part 4 of 4

What is NET Natural Environment

Teaching?

Focus on childs immediate interests andactivities as a guide for instruction

Conducted in childs typical daily environment

Different techniques (including DTT) can be usedin NET environment



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Both DTT/IT and NET have been shown to beeffective.

Different opinions regarding effectiveness.

Some studies found no significant difference.

Other studies found NET produced more correcttarget behavior.

In NET children exhibited less disruptivebehavior.

Intensive Teaching and Natural Environment

Teaching both better than either alone

IMPORTANT!

Research suggests that probably

no single approach will

work optimally

for all children

Important

The ABA science/intervention is undoubtedly empiricallyproven to be effective in teaching children with autismand other developmental disabilities. VB is ABA.

The implementation of ABA techniques may not alwaysbe effective. No one currently has data that tells us or

predicts which approach will be most effective for anygiven child.



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Take Home Messages

The techniques used by different approacheshave different names but often look very similar.

Without knowing the antecedent it is sometimesdifficult to recognize the approach from a smallamount of observation.

Take Home Messages

The ABA science/intervention is undoubtedlyempirically proven to be effective in teachingchildren with autism and other developmentaldisabilities.

The implementation of ABA techniques may notalways be effective.

Krantz, 2000

People with autism, like all of us, must learn to

learn in a variety of ways: from direct instruction;

from incidental teaching; from television,

videotape, and computer; from parents,

teachers, peers, and employers; and from

pictorial, auditory, and textual cues.



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Krantz, 2000

There are various intervention procedures, all

firmly grounded in science, that accomplish

these different but equally important objectives.

The most important aspect of these procedures

is their scientific underpinnings.

Krantz, 2000

The challenges are to support and promote

intervention efforts that reflect the array of

contemporary, empirical based procedures and

to teach discrimination among scientific and

unscientific approaches to treatment.

Teachers must utilize a variety of scientific

approaches and fit a curriculum and instruction to

the child, not to try to fit the child to the curriculum

and instruction.

How To Use ABA



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Copyright Dr. Suzanne Jacobsen 2008

Appendix A

Intervention Approaches o

a ContinuumTraditional

Behavioral

Lovaas Fluency Based Verbal Behavior Pivotal Resp

Discrete Trial

Teacher Directed

S

D


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0

20

40

60

80

100

120

1 3 5 7 9 11 13 15 17 19 21

CT VT CT VT CT V

CT = Continuous Tasks (massed trials)

VT = Tasks are varied

Winterling, V., Dunlap, G., & ONeill, R. E., (1987). The influence of task variation on tstudents.Education and Treatment of Children, 10, 105-119.

Appendix B

Mix and Vary Instructional Demands


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Dr. Suzanne Jacobsen Inc. 2008

Appendix CWhat is ABA and Why is it Important in the Treatment of Autism?

References and ResourcesVideo Clips

The video clips shown during this workshop with permission and through the courtesy of the

interventionists, children and families served by ABA Learning Centre (www.abacentre.ca) and

the GABA Program to whom we express gratitude and appreciation for their willingness to share

their stories with others.

Commercial Videos

Discrete Trial Teaching, New York Families for Autistic Children

Creating a Classroom for Children with Autism and other Disorders of Relating and

Communicating,YAI/New York League for Early Learning

Some Autism Resource Sites

www.autismhandinhand.com

www.abacentre.ca

www.actcommunity.net (website for ACT- Autism Community Training)

http://abaresources.com(autism resources and links)

http://trainland.tripod.com(autism resources and links)http://kathyandcalv(autism resources and links)

www.poac.net (active parent group)

www.vbteachingtools.com (Language Builder Picture Cards)

www.difflearn.com (Earobics and other resources and language builder cards)

www.sraonline.com (Language for Learning and other direct instruction materials)

http://superduperinc.com (good resource for materials)

References Books and Articles

Barbera, Mary Lynch (2007) The Verbal Behavior Approach to Teach Children with Autism and

Related Disorders. London, UK: Jessica Kingsley Publishers.

Carbone, Vince (2003) Teaching Communication skills to children with autism or other

developmental disabilities. Workshop materials from Autism Community Training

Keogel, Lynn Kern, Koegel, Robert, Harrower, Joshua K, Carter, Cynthia Marie (1999) Pivotal

Response Intervention I: Overview of Approach. Journal for the Association for the Severe

Handicaps

Leaf, Ron, and McEachin, John (1999)A work in progress: behaviour management strategies

and curriculum for intensive behaviour treatment of autism. New York: DRL Books, Inc

Lovaas, Ivor O. (2003).Teaching individuals with developmental delays. Austin, Tx: Pro-ed.

Maurice, Catherine, Green, Gina and Luce, Stephen (Eds)(1996)Behavioural interventions for

young children with autism. Austin Tx: Pro-ed publishing

Partington, James and Sundberg, Mark (1998) The Assessment of Basic Language and Learning

Skills (the ABLLS). Pleasant Hill, CA: Behavioural Anlaysts Inc.

Schram, Robert (2006) Educate Toward Recover Turning the Tables on Autism A

Teaching Manual for the Verbal Behavior Approach to ABA. www.lulu.com


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Appendix D

DEFINITION OF TERMS USED IN What is ABA?

ABA Applied Behavior Analysis is a scientifically validated approach to teaching. It

provides a structure for looking at human behaviour, what causes it and how to increase it

and decrease it. ABA involves principles and procedures.

DTT Discrete Trial Teaching (called Intensive Teaching (IT) in a verbal behaviour

approach) This is ONE techniques used in both traditional ABA and Verbal Behavior

programs. (The technique involves:

a) Breaking a skill into small partsb) Teaching one sub-skill at a time until masteryc) Providing concentrated teachingd) Providing prompting and prompt fading as necessarye) Using reinforcement procedures

Each teaching session involves many trials with each trial having a distinct beginning

(the instruction SD

), a behaviour (childs response) and a consequence (reinforcementS

Ror prompt-fade prompt).

Lovaas Therapy an intervention approach using traditional ABA Discrete Trial

Teaching techniques 40 per week. Lovaas refers to Dr. Ivar Lovaas, a professor at

UCLA who published research on 19 children with autism, 49% made substantial

improvements attributed to the 40 hours per week of therapy.

VB -Verbal Behavior Approach is the application of the science of ABA that follows

B.F. Skinners Analysis of Verbal Behavior. It focuses on building skills for functional

communication and other behaviors.

IT Intensive Teaching - describes discrete trial teaching in a Verbal Behavior program

and involves teaching to planned targets when there is not naturally occurring MO

(motivation).

NET Natural Environment Teaching - terminology used in a Verbal Behavior

program describing teaching to planned targets in a childs natural environment where

there is a naturally occurring MO (motivation). In order to encourage the use of

communication, language and other functional skills being taught in intensive teaching

sessions.

PRT Pivotal Response Training Intervention based on principles of ABA butfocused solely on the teaching occurring in the natural environment in response to the

childs motivation and lead.

Incidental Teaching taking advantage of teachable moments, following the childs

lead or motivation and capturing an opportunity to engage the child in a learning activity.

what is aba webcast handout nov08

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