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A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4-7 Years

A Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 4-7 Years

Carolline Turnbull | Julie Knapp

(2014)

Additional Information

Abstract

Covering intermediate skills such as comprehension of abstract language, social and play skills, emotional and behavioral regulation, and academic skills, this comprehensive ABA curriculum has been developed specifically for individuals on the autism spectrum with a developmental age of approximately 4-7 years.

Evidence-based, the resource guides instructors step-by-step through using ABA to teach 150 intermediate skills. The program can be individualized to meet the needs and interests of the individual, and instructions are given on how to do this. Accompanying online downloadable content contains the teaching materials needed to implement the program, including over 1000 printable color picture cards and worksheets, handy printable copies of the curriculum programs, data forms and checklists. The authors also provide guidance on creating an effective ABA teaching environment, as well as a wealth of practical teaching strategies for ensuring therapy success.

This is an unparalleled resource for professionals working with children with ASDs who are looking for a robust and ready-to-implement ABA curriculum. It will be a valuable tool for behaviour analysts, teachers, psychologists, occupational therapists, and students in these fields, as well as to parents working with professionals to implement an ABA program.


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 want 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.

Table of Contents

Section Title Page Action Price
About the Authors 10
Part 1 Curriculum Implementation 11
Chapter 1: Introduction to ABA Curriculum 13
Chapter 2: Curriculum Guide 20
Chapter 3: ABA Curriculum—Understanding the Task Analyses 23
Chapter 4: ABA Curriculum—Implementing the Task Analyses 29
Chapter 5: Teaching Strategies 36
Chapter 6: Data Collection and Data Recording 44
Chapter 7: Graphing 53
Chapter 8: Creating an ABA Environment 61
Part I Curriculum programs 69
Chapter 9: Imitation Skills 71
Asymmetrical Poses 72
Complex Sequence of Motor Imitation (Two-Part) 74
Complex Sequence of Motor Imitation (Three-Part) 76
Touching Objects in a Sequence 78
Verbalization of Numbers in a Sequence 81
Chapter 10: Visual Spatial Skills 84
Arranging a Sequence by Order of Story 85
Arranging a Sequence by Steps in a Daily Activity 89
Arranging a Sequence by Social Scene 93
Building Block Formations to Match Pictures of Block Formations 97
Geoboards 99
Screwing and Unscrewing Jars, Lids, Nuts and Bolts 101
Stringing Beads by Color and Shape 104
Chapter 11 Receptive Language Skills 110
Abstract Words: Favorite 111
Abstract Words: Real versus Make Believe 113
Abstract Words: Yesterday, Today and Tomorrow 116
Discriminating between Left and Right 118
Following Multiple-Step Directives 120
Following Multiple-Step Directives with Negation 122
Future Tense 124
Receptive Instructions: Attention and Memory Tasks 126
Receptive Instructions: Conditional Clauses 128
Receptive Instructions (Three-Step) 131
Receptive Labels of Community Helpers based on Actions 133
Receptive Labels of Complex Categories 137
Receptive Labels of Complex Emotions 141
Receptive Labels of Material Composition 145
Receptive Labels of Objects based on a Description 149
Receptive Labels of Places based on a Description 153
Chapter 12: Expressive Language Skills 157
Abstract Words: Favorite 159
Abstract Words: Real versus Make Believe 161
Abstract Words: Yesterday, Today and Tomorrow 163
Answering Complex Social Questions 165
Answering “How” Questions 167
Answering Questions about a Conversation 169
Answering Social Questions about Others 171
Answering “Why” Questions 173
Asking Follow-Up Questions to Comments 175
Asking Questions for Information Gathering: “Where Are You Going?” 177
Asking Questions for Information Gathering: “What’s That?” and “Who’s That?” 179
Asking Social Questions to Others 181
Chit-Chat 183
Commenting in Peer-Initiated Conversation 186
Compliments 188
Conversations about Non-preferred Topics 190
Describing Nouns 193
Describing a Sequence of Steps in a Daily Activity 195
Discriminating between Left and Right 197
Empathetic Statements or Questions 199
Ending Conversations Appropriately 201
Expressive Labels of Community Helpers based on Actions 204
Expressive Labels of Complex Categories 208
Expressive Labels of Complex Emotions 211
Expressive Labels of Material Composition 213
Expressive Labels of Objects based on a Description 215
Expressive Labels of Places based on a Description 217
Future Tense 220
General Knowledge and Reasoning 226
General Knowledge and Reasoning: Absurdities in Pictures 229
General Knowledge and Reasoning: Unattainable Actions 231
Responding to a Compliment 233
Maintaining a Conversation 235
Offering Assistance 237
Protesting in a School Setting 239
Recalling Information 242
Vocal Volume 244
Chapter 13: Academic Skills 246
Analogies 248
Answering Knowledge Questions 253
Art Skills: Drawing 256
Art Skills: Multiple-Step Art Project 258
Auditory Comprehension 261
Calendar 264
Estimations 266
Inferences 268
Math: Counting 1–50 271
Math: Counting Objects 273
Math: Counting Out Items from a Larger Set 276
Math: Counting with a Template 278
Math: Skip Counting 280
Part/Whole Relationships II 282
Pledge of Allegiance 284
Reading: Matching Phrases and Sentences to Pictures 287
Reading: Sight Words 292
Reading: Words Beginning with Ch, Th and Sh 295
Similarities and Differences 300
Spelling: Two-Letter Sight Words 302
Spelling: Three-Letter Sight Words 304
Spelling: Four-Letter Sight Words 306
Spelling: Spelling with Manipulatives 309
Temporal Relationships: Before and After 313
Vocabulary: Expressive 317
Vocabulary: Receptive 320
Weather 322
Writing: Copying Words from the Board 324
Writing: Making Lower-case Letters using Manipulatives 326
Writing: Making Numbers using Manipulatives 330
Writing: Making Upper-case Letters using Manipulatives 332
Writing: Upper-case Letters 336
Writing: Lower-case Letters 340
Writing: Individual’s Name 344
Writing: Numbers 1–10 346
Writing: Simple Words 348
Chapter 14: Play/Social Skills 350
Board and Card Games 351
Board Games: Candy Land 353
Board Games: Chutes and Ladders 355
Board Games: Hungry Hungry Hippos 358
Board Games: Sorry! 360
Board Games: Trouble 364
Card Games: Uno—Modified, Version 1: Using Only Colors 369
Card Games: Uno—Modified, Version 2: Adding Wild Cards and Draw Four Cards 371
Card Games: Uno—Modified, Version 3: Adding Draw Two and Reverse Cards \tLevel: □ 1 □ 2 □ 3 374
Card Games: Uno—Modified, Version 4: Using the Numbers on the Cards 377
Commenting During Play 380
Connect Four 383
Co-operative Play: Board Games and Card Games 385
Co-operative Play: Childhood Games 388
Co-operative Play: Pretend Play 391
Co-operative Play: Sports 394
Initiates Play with Peers 397
Pretend Play: Following a Script—Camping Trip 400
Pretend Play: Following a Script—Going to the Beach 403
Pretend Play: Following a Script—Grocery Store 406
Pretend Play: Taking on Both Roles—Cops and Robbers 409
Pretend Play: Taking on Both Roles—Superhero and Villain 412
Pretend Play: Taking on Both Roles—Waiter and Customer 415
Riding a Bicycle 418
Swimming: Level 2 420
Swimming: Level 3 424
Understanding Facial Expressions and Nonverbal Language 428
Videogame: Wii Playground Racing 430
Watching Television 433
Chapter 15: Behaviors and Emotional Regulation SKILLS 436
Accepting “No” in a School Setting 437
Big Problem versus Little Problem 439
Emotions in Self 444
Expected Behavior versus Unexpected Behavior 446
Safe Behavior versus Dangerous Behavior 451
Social Stories™ and Power Cards 456
Thinking of Me versus Thinking of You 460
Tolerating Unanticipated Changes 465
Transitions from Preferred to Non-preferred Activities 467
Chapter 16: Adaptive Skills 469
Bathing: Drying Self 470
Bathing: Washing Self 472
Brushing Hair 475
Brushing Teeth 477
Buckling and Unbuckling a Seatbelt 480
Cutting with a Knife 482
Opening and Closing Ziplock Bags 484
Table Manners 486
Tying Shoes 489
Using a Napkin 491
Waiting in the School Environment 493
References 495