The Finer Side of ABA: Teaching Social Communication Skills
Presented by John McEachin, PhD, BCBA-D at the Fall 2012 Autism Research Institute Conference
Applied Behavior Analysis provides a systematic framework for teaching a wide range of skills to children with Autism Spectrum Disorder (ASD). Although commonly regarded as a highly structured approach it is also is very adaptable and flexible and well-suited to teaching more advanced and subtle skills associated with social communication. The degree of structure depends on the learning style of the student and the complexity of the skill being taught. Examples will be provided of teaching the basic elements of language, breaking down abstract concepts into teachable components, and the social components of communication including joint attention.
Dr. McEachin is a clinical psychologist and behavior analyst who has been providing behavioral intervention to children with autism as well as adolescents and adults for more than 35 years. He received his graduate training under Professor Ivar Lovaas at UCLA on the Young Autism Project and contributed to the pioneering research on early intervention. In 1994 he joined with Ron Leaf in forming Autism Partnership, which they co-direct. Dr. McEachin has consulted to families, agencies, and school districts, assisting in the development of education and treatment programs and providing training to parents and classroom personnel. He has co-authored a number of books and journal articles and lectured throughout the world.
Nutritionist Kelly Barnhill shares research updates about nutrient intake and dietary status in ASD patients. Presentation includes an overview of the SCD diet for ASD patients a case study review. Published:
This presentation includes several recorded videos and playback may vary depending on your device. If you would like to view the clips at their best, please see: https://www.semel.ucla.edu/peers/resources/role-play-videos?field_peers_video_tags_tid=887&=Apply Handouts are online at:
Learn how families, educators, and medical professionals can work collaboratively for individuals with ASD in the midst of competing financial, emotional and time resources. Includes definitions of complementary and alternative therapies. Tips