What skills should be taught to children using ABA or behavioral interventions?
Get the latest Flash player
What skills should be taught to children using ABA or behavioral interventions?
Do young children resist such teaching, preferring to just play?
Why do children with autism tantrum and what can parents do about it?
Are there some children with autism who never learn to talk?
What strategies are recommended when children are unable to talk?
How can parents determine what reinforces or discourages a behavior?
How expensive is it to educate a child with ASD?
Who pays for this treatment?
How does educating a child with autism differ from educating other children?
What relationship is there between autism and IQ?
How can extended family members support relatives with autistic children?
How can families share with extended family members what autism means?
How does an autistic child change as they grow?
Understanding Autism
When do parents begin to worry something might be wrong?
What skills should be taught to children using ABA or behavioral interventions?
What developmental milestones should parents usually notice?
Understanding Autism
Understanding The Importance Of A Child Safety Seat
Rear-Facing Car Seat Facts
Forward-Facing Car Seat Facts
Booster Car Seat Facts
Seat Belt Safety Facts
Understanding the Importance of Bike Safety
Share the Road to Prevent Accidents
Bike Safety Tips For Adults
Creating a Bicycle Friendly America
Be A Bike Safety Role Model
Create An Exciting Kid's Fitness Program
Managing Food Allergies In School
Peggy Halliday
Program Director for Outreach Services , Virginia Institute of Autism
(434) 923-8252
information@viaschool.org
Peggy Halliday, M.Ed., BCBA, is a board certified behavior analyst who has specialized in autism education for the past twelve years. She is the Director of Outreach Services at the Virginia Institute of Autism (VIA) in Charlottesville, VA. VIA is a non-profit organization which provides a day school and other resources for families, educators, and other professionals seeking services, training or information about autism and evidence-based interventions. The Institute operates a year-round school for students ages 2-22, a 700-volume library, training workshops, internships for undergraduate and graduate students and teachers, and customized trainings for schools. Peggy supervises a wide range of outreach services, including development and supervision of comprehensive, home-based early intervention programs incorporating naturalistic, incidental, and structured teaching using the principles of applied behavior analysis; training for parents and home instructors; skills assessments, functional behavior assessments and intervention plans, and consultations in public school classrooms. She has presented trainings and workshops at state and national conferences.<!--Session data--><!--Session data--><!--Session data-->
What skills should be taught to children using ABA or behavioral interventions?
Host: What skill should be taught to children using ADA or Behavioral Interventions?
Peggy Halliday: The first thing I will look at when teaching very young children is giving them a functional communication system. Children can become very frustrated if they have no language and they have no way to express their wants and needs. So, the first thing I would look at is how can we give them a way, to tell us what they want and needs that is more functional than perhaps a tantrum.
Transcripts
Host: What skill should be taught to children using ADA or Behavioral Interventions?
Peggy Halliday: The first thing I will look at when teaching very young children is giving them a functional communication system. Children can become very frustrated if they have no language and they have no way to express their wants and needs. So, the first thing I would look at is how can we give them a way, to tell us what they want and needs that is more functional than perhaps a tantrum. So, we would look at if they do not have language can we give them sign language, can we give them pictures that they can exchange in terms of communication or maybe a more complicated voice output device. But it does not really matter what the system is, it just needs to work for that particular child. Then other early learning skills that are really important are the building blocks for later more complex skills that we want to teach. The prerequisite skills for later learning, this would be things like imitation, sharing of attention, joint attention which I have referred to you before because it is such an important skill. Then receptive understanding of language which can translate into direction following is extremely important also.
Understanding Autism
What is autism and how prevalent is it?
Do children with autism look different from other children?
What are some characteristics of autism?
What are some examples of language difficulties with autism?
What are some of the behavioral characteristics of autism?
What are some examples of social skill deficits seen in autism?
Do children with autism play differently?
What causes autism?
(Add Comment)