Central West School Support

ABA Classroom Guide

Program-Autism Spectrum
Disorders, 2007, ABA For Educators
Funded by the Ministry of Education and the ONTARIO MINISTRY
Ministry of Child and Youth Services. OF EDUCATION PPM
www.erinoakkids.ca 140
(2007) Teaching Students
Enhance your knowledge
Principals are required to ensure With Autism
that ABA methods are
with respect to: incorporated into the IEPs of Spectrum Disorder
students with ASD, where
 the characteristics of appropriate.
students with ASD
  The program must be
 principles of Applied
individualized.
Behavioural Analysis
 Positive reinforcement
(ABA)
must be utilized.
 Data must be collected
 effective behavioural
and analyzed.
teaching strategies
and other evidence  Transfer, or
based teaching generalization, of skills
strategies should be emphasized.

Special Education Part III

Become aware WENDY BRAID

w_braid@hotmail.com

of issues

Make each student a winner by recognizing that Autism
Spectrum Disorder affects students in individual ways.
CHARACTERISTICS
ADDRESSED USING
APPLIED
BEHAVIOURAL
ANALYSIS
Language Skills:
critical for independent
functioning, cognitive
growth and social
development.
Social, Play and
Leisure Skills:
to enhance the quality of
life.
Academic Skills:
help students access the
general education
curriculum.
Self-Help Skills:
build independence.
Motor Skills
Why use ABA?
“ABA is an effective
approach to under-
standing and changing
behaviours and teaching
 Estate Planning
new skills”. (Ministry of
Education, 2007)
 Asset Allocation
By applying the principles
of ABA you are teaching
THE ABCS OF PHILOSOPHY
to the OFof
learning style
BEHAVIOUR TEACHING
A : the antecedent
-what happens right before The best way to teach new
a behaviour occurs skills is with positive
-the sounds, sights, reinforcement, not
touches, smells, and help
punishment. By studying
given to the student
immediately before the the ABCs of behaviour,
behaviour. you can find ways to
change or remove
B : the behaviour antecedents, helping to
-the way the child reacts as prevent an unwanted
demonstrated by actions
that are seen or heard. behaviour from happening
or encouraging a desired
C: the consequence behaviour to occur.
-what happens right after Consequences can be used
the behaviour. to reinforce desired
-a reinforcing consequence behaviours
something pleasant like
praise, food or escape
from a difficult task will BEST PRACTICES
make the child more likely - Observe the student
to repeat the behaviour in - Obtain diagnosis
the future. - Document for services
- Use information for
program planning
ABA is an
empirically verified
teaching method for
students diagnosed
with ASD
(Perry & Condillac, 2003)
Applied
Behavioural
Analysis:
 Increases positive
behaviours
EFFECTIVE TEACHING  Provides structure
STRATEGIES USING ABA
and routine
 Reinforcement
 Data Collection
 Assessment  Enhances
 Prompting predictability
 Fading
 Generalization
 Task Analysis  Ensures transfer
of skills
YOU ALREADY DO IT BY:
 Giving Stickers
 Increases
 Peer Evaluation motivation
 Observation
 Class Schedule
 Consistent Routines
 Cross Curricular Lesson
Special Education Part III
 Plan For Transitions