Using ABA in the classroom

A.Lambden

North- Action

-If the teacher is enthusiastic and involved then the children are more likely to respond positively. I see how this would work well for all students in the class!
-If giving reinforcement it must be given directly after the response, what are some different types of reinforcements that can be given immediately that is not food?
-Teachers need to pair a reinforcement that works for the child and use it effectively. What is most valuable to that specific student? Otherwise they are unlikely to be motivated to complete the task properly.

East- Vision

In my research I learned that generalizing is when a child learns a new skills and can apply that skills across a number of new situations, such as with different people, in different settings, with new stimuli and giving varied responses. This is an interest of mine as I feel so often our students apply what they have learned in the classroom setting only in that setting. This year I explored a task, where I gave a math question to my students during Language and my co-teacher gave the same question to her students during math. The difference was interesting as my students wrote a lot more then they usually would for a math problem, while my colleagues students strictly solved the math problem using computational skills.

How do we best get students to generalize their new learning?

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South- Relationship

-ABA works for students with Autism, studies have proven it.
-If a child is given the same reinforcement repeatedly then they will become bored of it. This is why it is important to vary the reinforcement.
-I can see how this works in a specialized classroom, however am thinking it would be very difficult to do with a student whom is integrated into the classroom.
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West- Knowledge

-Successful training is necessary to effectively implement ABA.
-Use reinforcement to provide feedback, since many autistic students have language difficulty. Also, to motive a child to learn.
-Reinforcement options: food, toys, physical touch, activities, ending the task, praise, counters/tokens
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