Andy Bondy, Ph.D. – Prompting, stimulus control, error correction: Why are they crucial to teaching in autism and why are we making so many mistakes?
1.0 Type II CEU Credits
About the presentation:
There are many terms used by general and special education teachers, related service providers, and even trained behavior analysts, that when used incorrectly can lead to ineffective classroom lessons. One example is the term “prompt,” often used in the field of education. Similar problems can be found regarding in class use of error correction strategies, especially those described as ‘errorless.’ We will review and come to “terms” with the many misconceptions regarding often used terms and popular teaching strategies, including fading, most-to-least, least-to-most prompting, etc., several error-correction strategies and the host of strategies described as ‘errorless teaching.’
This webinar is going to shake up and clear up many long-held and cherished beliefs about common teaching strategies that are associated with applied behavior analysis!
About the presenter:
Andy Bondy, PhD, has over 40 years of experience working with children and adults with autism and related developmental disabilities. For more than a dozen years he served as the Director of a statewide public school program for students with autism. He and his wife, Lori Frost, pioneered the development of the Picture Exchange Communication System (PECS). He designed the Pyramid Approach to Education as a comprehensive combination of broad-spectrum behavior analysis and functional communication strategies. He is a co-founder of Pyramid Educational Consultants, Inc., an internationally based team of specialists from many fields working together to promote integration of the principles of applied behavior analysis within functional activities and an emphasis on developing functional communication skills. He received the 2012 Society for the Advancement of Behavior Analysis Award for International Dissemination of ABA. He currently serves as Vice-Chair of the Board of Directors for the Cambridge Center for Behavioral Studies™.
Upon completion of this presentation, participants will be able to:
Define stimulus control and its importance is lesson design.
Distinguish between prompt and cue.
Describe the logical difference between fading and most-to-least (or least-to-most) strategies.
Describe how stimulus control is important for error correction.
Describe advantages and disadvantages related to ‘errorless learning.