WORKSHOP NOTES Name: Date: Present: Written By: Radu 11th 13th November Radu, Damian, Christina, Liz,

, Raluca, Doly, Alina, Irina, Ciprian, Lary, Anca Liz Shew (UK Young Autism Project)

CURRENT PROGRAMMES 1) Matching Radu has already mastered 3D, 2D, 2D to 3D, 3D to 2D and colour matching. Put these programmes into generalization. Now introduce shape matching. I think this will be a matter of probing as we did with colour matching as he can probably already do it. However, for future programmes we need to make sure that he can do it. When shape matching is mastered put it into generalization. Then probe number matching and then letter matching. Eventually when these are all mastered introduce word-to-word matching. When this is mastered introduce object to word matching. This is where you are teaching Radu the written words for objects. Teach this in exactly the same way you have taught any matching. It will be a brand new skill for Radu so remember to prompt enough at the beginning. Teach the word for all of his receptive labels. You can do this for environmental labels as well. So you would give Radu a word and he matches it to something in the environment. When you introduce this programme you can do it either word to object or object to word. Whichever way you introduce it you must check all the targets the other way round. When this is done the whole matching programme is mastered and you can take matching out of the current programmes and replace it with something from the NEW PROGRAMMES section of these workshop notes (see below). Within generalization do matching twice a week. 2) Receptive Labels There are two parts to this programme: a) on the table and b) environmental. Therefore you will actually have two targets on acquisition, one at the table, and one in the environment. Radu can have two items on acquisition within this programme because they are both in very different settings i.e. one at the table and one in a different room. Continue to introduce new targets that he doesnt know at the table (if you can think of any!) For the environmental targets, target each room individually and introduce new items in each room. The room you are currently targeting is the bedroom and you are targeting the lamp. When the bedroom is mastered, choose a different room and target all the items in that room. Remember to always work at the same level he ended his last sitting with, so you never go backwards and make it too easy for him. 3) Expressive Labels Transfer all of the receptive labels into the expressive programme. When doing expressive Labels sit face to face without the table. Make a list of words he cannot say yet and work on them in verbal imitation. Therefore accept the best response you can get in expressive labels if he is working on it in verbal imitation. I would suggest working through all the labels he would be able to say first and then the ones he finds harder later. Make sure that if you discover a word he is finding it difficult to say within this programme it is written on the item list in the verbal imitation section to be worked on at some point. 4) Sound Discrimination This programme is designed to help Radu discriminate between sounds and will aid his verbal imitation. It will improve his ability to discriminate between verbal sounds and therefore imitate them. You need to get to the stage where you can show Radu any object that makes a sound and then get him to imitate it when out of sight in discrimination with other sounds. Obviously make sure Radu knows what sound the item makes before expecting him to discriminate so get him to do it a few times do he can hear what sound it makes. Damian is going to record some environmental sounds for a future programme. When you introduce the second target follow the section on block rotation within the theory pack. When you have got to the stage

where you do not have to teach them and he is picking them up and discriminating straight away, put this programme into generalization on a frequency of 3 times a week. 5) Sound Localization Radu found this very easy when we introduced it and also enjoyed it. You target now is room to room. Therefore target e.g. kitchen to sitting room, bedroom to bathroom etc. Then when these are mastered do rooms that are further away from each other e.g. Radus bedroom to kitchen. Then when these are mastered put this into generalization. Generalize the music you are using, even to the human voice! Generalize the location to outside etc. 6) Expressive Body parts Work on this in the same way you work on expressive labels and make a note of any words he cant say and work on them in VI. You mass trial a target until consistent and then start to mix it with other mastered targets. The fact that he could say any word that is in his head are actually the distracters! Then random rotate etc. until mastered. When you have done all the distracters put this programme into generalization on a frequency of 3 times a week. 7) Puzzles This programme can be done at the table or on the floor. Use physical and verbal prompts such as turn it around etc. Gradually increase the size of the puzzles. These will work on his visual, cognitive and problem solving skills. 8) Receptive Instruction Work through all your mastered ones using no-no-prompt until they are all 90-100% consistent. This because you have taught many instructions but they may not be consistent as you have not used no-noprompt. We want to get to a stage where Radu responds first time instead of when he decides to respond. Then work on any new ones that he doesnt have. 9) Language Promotion This is where we work on Radu requesting something fun. Expose Radu to language such as ready, steady, go a few times. Tickle him etc. on the go. After a few trials of exposing him to the language, leave out the go and wait for Radu to speak. He doesnt have to say the exact word if he cant say it but he must try. He only gets the tickle when he has verbalized. Take every opportunity to get him to vocalize so these games can be played at any time so be really flexible! 10) VI This programme should be done every 3rd sitting. This is due to it being one of the most fundamental programmes. You will have 3 targets on acquisition within this programme as I think he can cope with it. The first target is a sound e.g. r. The second target is a blend of two mastered sounds. The third target is a word with 2 or 3 syllables. 11) Self Help We are going to be working on dressing within this programme. Your current target is jacket on. Make sure you are all giving the same SD for him to put his jacket on. Use minimal physical prompts. Remember that physical prompts are easier to fade than verbal ones. When the jacket is mastered move onto top or trousers. I would suggest leaving socks as the last piece of clothing as these are the hardest. 12) Block Imitation This programme is designed to help Radu problem solve and imitate. At first we are going to work on Radu imitating building a structure step by step. So have a base block out (one each). Then add a block to it. Make sure that Radu can imitate adding one block in ANY position around the base block. Then use two blocks (one at a time), giving a separate SD for each. For example do as I do each time you add a block.

Reinforce Radu after each imitation. Build up to 10 blocks in this way. Then get Radu to build a structure that is already built. So you call him over having already built a structure, which he has not seen you build. Give the SD Build this. Radu should then use his pile of blocks the build the exact same structure. When you introduce this stage drop back to 2 blocks and then build up to 10. When this is mastered generalize to Lego within the current programme. Then use the Lego for build object. This is where you say e.g. build car and present a pre-built Lego car and Radu imitates it. Do this for as many items as you can think of and then put the whole programme into generalization on a frequency of 3 times a week. 13) Receptive Categories This programme is primarily to teach Radu some more language. Use the 3D objects and make sure you cover the following categories: 1) Animals 2) Vehicles 3) Food 4) Clothes 5) Furniture 6) Trees (2D stimuli) 7) Flowers (2D stimuli) 8) Shapes 9) Colours 10) Numbers 11) Toys Then any you choose to teach him. When this is mastered generalize to 2D stimuli within the current programme. Then put this into generalization on a frequency of 3 times a week and introduce expressive categories (see below). NEW PROGRAMMES 1) Yes/No SD: Do you want? R: Yes/No P: Verbal Imitation Present Radu with a food that he really doesnt like and prompt him to say no. Make a disgusted face as you say this to add meaning to it. When Radu is consistently saying no to things he doesnt want random rotate them with things he does want e.g. things he should say yes to. 2) Turn taking SD: Lets play R: Radu takes turns P: Physical (hand over hand) The aim of this program is that Radu can take turns in games with peers. Use blocks to make a tower as your stimuli. Have a base block and a pile of blocks each. You take a turn and Radu waits with his hands down. Then he takes his turn and places a block on top of yours. This is the first target. Then increase the number of turns you take very systematically. When this is mastered generalize to other stimuli within the current programme. When he can take turns with any stimuli then put it into generalization. And do it 3 times a week. 3) Symbolic Play SD: Pretend its a R: Radu uses block to pretend its a P: Imitation

Radu is already doing this with many objects so it might just be a matter of probing this. When he can do it with objects then change it into pretend to be. For example pretend to be a cat and use imitation as the prompt. Use sounds within this so make the sound of the cat etc. 4) Line Imitation SD: Write this R: Radu imitates the line P: Physical (hand over hand) Start with two vertical line of dots. Drew from top to bottom on yours whilst giving the SD. Then prompt him to do the same. You might find that Radu doesnt stop at the bottom of the line. You do not need to be too concerned with this as we can shape it up later but if you want to you can try having a dot at the top and at the bottom. The fade the dots so that he is imitating without draw3ing over dots. When this is mastered (i.e. he is imitating it completely independently) move onto a horizontal line. Then move onto a diagonal line. I have left the targets for you . 5) Rec/Exp Colours Receptive: SD: Show me (colour) R: Radu touches colour P: Physical When you have done all the colours introduce expressive and put this into generalization and do it 3 times a week. Expressive: SD: Whats the colour? R: e.g. green P: Verbal When you have done all the colours, put this into generalization and do it 3 times a week. 6) Rec/Exp Shapes Receptive: SD: Show me (shape) R: Radu touches the shape P: Physical When mastered introduce expressive and put this into generalization and do 3 times a week. Expressive: SD: Whats the shape? R: e.g. square P: Verbal When mastered put into generalization and do 3 times a week. 7) Rec/Exp Numbers Receptive: SD: Show me (number) R: Radu touches correct number P: Physical When this is mastered introduce expressive and put this into generalization and do it 3 times a week. Expressive: SD: Whats the number? R: e.g. 3 P: Verbal

When mastered put into generalization and do 3 times a week. 8) Rec/Exp Letters Receptive: SD: Show me (letter) R: Radu touches correct letter P: Physical Put into generalization when mastered and do 3 times a week. Expressive: SD: Whats the letter? R: e.g. a P: Verbal Put into generalization and do 3 times a week when mastered. 9) Rec/Exp People Receptive: SD: Show me (persons name) R: Radu touches correct photo P: Physical When mastered put it into generalization and do it 3 times a week. Expressive: SD: Who is it? R: e.g. Mum P: verbal Put into generalization when mastered and do it 3 times a week. 10) Rec/Exp Verbs Receptive: SD: Show me (action e.g. drinking) R: Radu touches the correct action card P: Physical Put into generalization and do it 3 times a week. Expressive: SD: What is s/he doing? R: e.g. drinking P: Verbal Put into generalization when mastered at 3 times a week. 11) Rec/Exp Environmental sounds Receptive: SD: What can you hear? R: Radu touches the correct picture/item P: Physical Play the sounds on a tape and have corresponding cards on the table. Put into generalization when mastered. Expressive: SD: What can you hear? R: e.g. car P: Use cards

Put into generalization when mastered. OTHER 1) When programmes are put into generalization do them 3 times a week for the first 2 weeks and then reduce the frequency depending on progress. If Radu is finding this very easy you can do it less. If he is finding it hard to generalize then do it more. 2) Make Radu wear his glasses for 10 seconds and reinforce him so he learns that reinforcement is available if he wears his glasses. Do this 3 times a session for the first wee. The make him wear his glasses for 5 minutes and reinforce him every minute. Do this at the same frequency. Then increase the time by five minutes every time and reinforce him every 5 minutes. Get up to an hour where you are reinforcing him every 5 minutes. Then reinforce every 10 minutes. Then every 15 etc until you are just reinforcing him after the full hour. Then increase to 1 hour and 15 minutes and reinforce at the end. Then increase by 15 minutes each time and reinforce at the end. This is a guideline and can be changed if you feel it necessary. 3) You are going to email me a summary of your meetings on a Friday and any questions you have. 4) Well done everyone! I am really impressed with every thing you have achieved over the past three days. Radu is so much fun to work with so I hope you enjoy ABA! Remember the more fun the session the more Radu will be motivated to learn. 5) The next workshop will be 28th and 29th January 2004. I will fly to Romania on the 27th January.