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Workshop Schedule

ESSENTIALS FOR LIVING - STONY POINT, NY

01/24/2019 - 01/25/2019   (8:30 a.m. to 4:30 p.m )
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This workshop is designed for teachers, therapists, behavior analysts and others whose role is to design and implement methods to assess, design and write program goals designed to increase the verbal behavior, independence, vocational skills, self-help skills and decrease problem behavior in adults and children with moderate to severe disabilities including, but not limited to autism.

Parent Training Series: Introduction to a Verbal Behavior Approach - Norwell, MA

01/16/2019 - 01/16/2019   (7:00pm to 8:30pm)
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This presentation will review a “Verbal Behavior Approach” to language instruction for children with autism. The characteristics of this approach will be identified and described. The goal of this presentation is to provide parents with clarifying information regarding what it means to incorporate a behavior analytic account of language into ABA instruction.

Parent Training Series: Why and How to Teach Frequent and Varied Requests - Norwell, MA

02/27/2019 - 02/27/2019   (7:00pm to 8:30pm)
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In this presentation the value of emphasizing “manding” or requesting within language development programs will be discussed. Parents will be provided with a review of a behavior definition of mands and guidelines for how to teach this important language skill.

Parent Training Series: Understanding the VB-MAPP - Norwell, MA

03/13/2019 - 03/13/2019   (7:00pm to 8:30pm)
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The VB-MAPP is a common assessment tool used by clinicians to evaluate the language skills of children with autism. In this presentation we will review the various component of the assessment and how the results can be used to drive the development of effective goals and objectives. If a VB-MAPP for your child has been conducted it is recommended you bring a copy to the presentation.

Parent Training Series: Changing Instruction to Change Behavior - Norwell, MA

04/10/2019 - 04/10/2019   (7:00pm to 8:30pm)
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This talk will review common challenges encountered during formal and informal instruction. By considering the behavior of the “teacher” (this includes parents) and making changes to how instruction is presented, instead of focusing exclusively on the behavior of the child, instruction may be more successful and enjoyable for everyone.