BOOK
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
Book Details
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 |