Best Teaching Practices: Research in the Trenches
Abstract
When describing behavior analytic procedures, the phrase “best practice,” while commonly used, may not be well understood. Dr. William H. Ahearn begins this course by defining best practice and identifying steps necessary for developing best practice teaching procedures to meet the individual needs of children with autism. Dr. Ahearn follows up with a description of autism based on structural and functional accounts of behavior and subsequently identifies elements of effective teaching programs according to recent research. Dr. Ahearn then evaluates practice-informed research regarding teaching procedures for behavior chains, verbal behavior, and social skills. This course concludes with a description of procedures for remediation of delays in learning when best practice programming has been implemented.
Learning Objectives
What you’ll learn in the course and be able to do afterward
- 1. Define best practice when referring to behavior analytic procedures.
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List steps in the process of determining best practice teaching procedures.
- 2. Define autism.
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Compare structural and functional accounts of behavioral differences between children with and without ASD.
- 3. List elements of effective intervention as described by Dawson and Osterling (1997).
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List the major deficit areas to focus on when developing curricula.
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Reference research articles that have investigated procedures for teaching behavior chains.
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Describe the results of research on least-to-most and most-to-least prompting procedures.
- 5. Identify effective procedures for teaching social/play skills.
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List specific social skills to target during teaching procedures.
- 6. List and describe procedures to remediate delays in learning.
Partnership
This course is delivered through Florida Tech. Clicking "Enroll Now" will take you to Florida Tech’s website where you can Add to Cart, Checkout, and complete the course. Come back to our website for podcasts, blogs, courses, and content.
