LEARNING MODULE PRACTICES
The learning module practices were identified from a review of the research literature conducted by staff of the National Professional Development Center on Autism Spectrum Disorder (NPDC on ASD) in 2013-2014. These focused intervention practices were found to be efficacious for use with toddlers as well as with other age groups of children with ASD.
INTRODUCTION: Prompts are generally given by an adult before or as a toddler attempts to use a skill. With prompting procedures, parents, family members, early interventionists, child care providers, or other team member can use different types of prompts systematically to help toddlers with Autism Spectrum Disorder (ASD) acquire target skills. The Prompting learning module describes how to develop, implement, and monitor the use of two prompting procedures: Least-to-Most Prompting and Graduated Guidance.
INTRODUCTION: Naturalistic intervention involves a sequence of strategies designed to identify the contexts for intervention, provide training to the early intervention team members including providers and parents, arrange the environment, and then elicit the target behavior to engage the toddler with ASD in communication (prelinguistic and linguistic) and social interactions. The Naturalistic Intervention learning module describes a process for engaging toddlers with ASD in social and communication interactions.
INTRODUCTION: This module describes a naturalistic behavior intervention model called pivotal response treatment (PRT) and takes you through a series of implementation steps for each of the four pivotal learning areas: child motivation, responding to multiple cues or stimuli, child initiations, and self-regulation. PRT improves core behaviors.
INTRODUCTION: Functional Behavior Assessment (FBA) involves collecting information through the use of observation, interviews, and record reviews. The FBA learning module describes a process used to understand the purpose or function of a specific toddler behavior that is particularly challenging for a toddler with ASD and his/her family to the extent that it negatively affects their quality of life.
INTRODUCTION: Reinforcement is an evidence-based practice used to teach target skills and increase desired behavior. Reinforcement can be positive (giving something the toddler wants) or negative (taking away something the toddler doesn't want). The Reinforcement learning module describes how to develop, implement, and monitor the use Positive Reinforcement and Negative Reinforcement.
INTRODUCTION: Video Modeling is an intervention that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. The video modeling (VM) module describes the process used to collect data and target specific skills or behaviors when using this researched-based early intervention strategy with toddlers diagnosed with ASD.