Videos

Teacher Competencies and Measuring Student Progress - This segment of the webinar will address practices that promote the success of students with autism in general education classrooms. Specific practices will be described within five strategic approaches: a) teach self-monitoring/self-management skills, b) ensure success experiences, c) use group contingencies, d) collaborate with a focus on student outcomes, and e) increase parent involvement.

One of the state leads for the PaTTAN Autism Initiative shares was resources the team has curated for educators, parents, caregivers, and students during this extended school closure.

Guest Dr. Vince Carbone discusses the necessary skill set needed for teachers to be effective for students with autism.

Provides an overview of the skills a student should have prior to initiating teaching tacts of actions and provides models of techniques that will allow assessment of a student’s existing repertoire of skills related to tacts of actions.

Provides suggestions for extending basic tacts of actions in combination with a student’s ability to tact objects to use of two component tacts. The segment suggests ways to encourage novel recombination of verb-noun tacts so that learners acquire generative skills.

Errorless procedures for teaching tacts of parts and features are described and demonstrated. The video includes description of procedures to insure that the tact of parts and features is under the correct discriminative control. The process suggests early steps in developing conditional verbal discriminations through training responses related to tact of the object versus tacts of the specific parts and features. Also discussed are programmatic considerations related to building flexible tact repertoires in which shared parts and features can be tacted across various exemplars.

A brief review of strategies that will assist students in transferring skills acquired in direct teaching protocols to day to day situations in which tacts of parts and features may be useful.