Teaching Daily Routines: A Review of Strategies for Teaching Activities of Daily Living
Jill M. Harper, Ph.D., BCBA-D & Amy Foley, M.Ed., LABA, BCBA
3 Credits - BCBA Type II CEU
Learning to complete activities of daily living, or self-help skills, is critical to the promotion of independence. Individuals with Autism Spectrum Disorders often display difficulty mastering such skills and may require some level of support in this area throughout their lifetime. This presentation will provide participants with a comprehensive review of procedures for teaching activities of daily living, covering three major content areas. First we will ask, “What does the individual already do?” To answer this question, we will review both standard and individualized assessment procedures and discuss how the analysis of assessment data informs goal selection. Based on the results of our assessment, we will ask, “How do we teach what is not already in the individual’s repertoire?” A number of research-based strategies including desensitization, imitation, chaining, and behavioral skills training will be presented. As we monitor progress we will continue to ask, “Where do we go from here?” Curriculum modifications to ensure continued progression towards independence, generalization and maintenance of acquired skills, as well as problem solving to address when there is a lack of progress or regression will be outlined.
Dr. Jill Harper received her Ph.D (2012) in Psychology with a concentration in Behavior Analysis from the University of Florida, an M.S. (2006) in Behavior Analysis from Northeastern University, and a B.S. (2003) in Family Studies and Psychology from the University of New Hampshire. She is currently the Director of Professional Development, Clinical Training, and Research at Melmark New England. Dr. Harper also holds an adjunct position with Endicott College. Dr. Harper is a Board Certified Behavior Analyst. She received the 2013 Jerry Shook Practitioner Award from the Berkshire Association for Behavior Analysis and Therapy (BABAT) for excellence in clinical practice. Her research interests include the assessment and treatment of severe behavior disorders, mechanisms responsible for behavior change, and maintenance and generalization of treatment effects. Dr. Harper has published work in the Journal of Applied Behavior Analysis and regularly presents at regional and national conferences.
Amy Foley joined Melmark New England in March of 2003 and works closely with school, residential, clinical, and ancillary services to develop challenging and creative lessons that meet IEP goals as well as Massachusetts Curriculum Frameworks. Additionally, Amy assists staff with drafting ideas based upon assessment results and evidenced based best practice for Individualized Education Plans, consistently monitors progress across programs and settings, conducts annual trainings, and assists with MCAS-Alt testing. Through her work within public schools, private schools, home and adult settings, Amy has experience teaching activities of daily living to a wide variety of clients with a wide variety of needs. She is dual certified as a special education teacher and administrator in Massachusetts as well as a board certified behavior analyst.
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