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ABA Autism Training – Chapter 2 – Reinforcement

This video defines and provides examples of several types of reinforcers. The video additionally describes the right solution to ship reinforcers and supplies ideas to make sure that reinforcers keep their curiosity to the kid.

The Autism Intervention Training Video Series was designed for people at first levels of studying the best way to conduct Applied Behavioural Analysis with youngsters with Autism Spectrum Disorders. It is a collection of movies demonstrating 5 of the important thing methods wanted for profitable intervention: The Discrete Trial; Reinforcement; Prompting; Generalization; Incidental Teaching
The movies are meant to be a studying device, used along side textbook, classroom and/or follow-based mostly studying. Each video is brief sufficient to be proven throughout class time with time left over for the trainer to cowl the subjects in additional element throughout lecture. These movies can be helpful to college students, paraprofessionals, professionals and fogeys.


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My son has autism and OCD. What Rafael has, was referred to as Asperger’s Syndrome. …


  1. I just finish up my 40 hours of training didn't understand some of these videos at all.

  2. If some children with Autism are non verbal explain the receptive and expressive language the child possesses in this video. This is a dated video and children doing discrete trial are acting.


  4. Amazing! I work 9 years with the ABA training and still today I learned new things!

  5. Thank you!! this is very helpful for me, tomorrow is my first job to be the teacher for autism child.

  6. please see Michelle Dawson's important article, THE MISBEHAVIOUR OF BEHAVIOURISTS
    Ethical Challenges to the Autism-ABA Industry

    Michelle Dawson is an autistic person and internationally renowned autism researcher.
    Here is a brief excerpt of her article:

    "Since the publication of O. Ivar Lovaas' landmark 1987 study, scientific and legal attention has been lavished on Applied Behaviour Analysis as an autism treatment. Dr Lovaas' supporters and opponents, whether principled or opportunist, have been loud, plentiful, prolific, and well-credentialed. But when it comes to the test of ethics, to allotting autistics rudimentary ethical consideration, all sides and factions for and against ABA have persistently and thoroughly failed.

    In an investigation of this failure, diverse aspects of ethical standards in the autism-ABA industry are explored and compared. A framework emerges suggesting the nature and scope, as well as the causes and motives, of the unethical treatment of autistics. At the same time, a narrative emerges. It resonates with the past and current unethical treatment of other atypical human beings. Since ethics problems do not spontaneously resolve themselves, instead tending to accumulate and escalate, the interlocking framework and narrative are put to work. This results in specific ethical challenges, and some proposed remedies, for behaviorists of all kinds who have as their goal extinguishing autistic behavior, and therefore autistic people."

    avail at http://www.sentex.net/~nexus23/naa_aba.html

  7. streamofawareness

    I got really angry when I saw therapists discouraging stimming. That is so disgusting and abusive. For the record, I'm an autistic adult who is very stimmy and I would be seriously offended at someone demanding I stop to "look normal." Eff that! ABA teaches autistic kids to hate themselves for things they can't control. I'm so glad I never got it.

  8. Now I know why sports people celebrate with each other so vigorously after a team member correctly performs a necesary and important task

  9. المرشد التربوي


  10. hello Matt Wiley can you  please send me  more  infor on   ABA  thank you

  11. hugs , touch are great  but  I would use  caution  because  some parents might  not like you touching  their  children which I   think is crazy    I would  use tokes  or  praise    or  favorite toys   and healthy  foods such as  fruit snacks  and fruit bars.  man can't wait to finish  school and get  into  the class room  so I can work with children who have autism  and other special needs

  12. I am new to the world of ABA, prompting,and varied reinforcement. I have no official training, but I work with a severely autistic adult. I have to teach him the PECS system, and help him function in society properly.
    These tips are great but I am well aware that I am no way a real therapist. Yet working with him in a casual manner gives me great experience, if I should ever want to minor in therapy, my major is art.

  13. Like a little dog?

  14. Great video. This is going to help me with many ideas

  15. No, we are not focused on math. We are focussed on helping children prepare for school, where they learn math and other subjects with their typically developing peers.
    My lord, do you not realize that schools have math classes? Or does your program only prepare children for special education classes, where it does not matter if they spend half their day stimming? Do you realize that many children with autism can learn the same skills as typically developing peers?

  16. My son (PDD-NOS) is going to start ABA here very shortly and this has been one of the best videos I've seen on the techniques so thank you. I can't wait for it to start! He has a lot of troubles with breaking outside of his rituals and he is very OCD and I'm hoping this will help him with those trouble behaviors.

  17. Loved the Hippo toy!

  18. "Boink!" I'm gonna use that one! hee hee

  19. that little girl is so adorable. Hilarious. "All Rye!"

  20. My Lord! You are focused on math? (as example). What does "learning math?" have ONE IOTA to do with addressing the fundamental necessity of core functional emotional developmental capacities milestones and underlying processing challenges of the child. You have no idea with whom you are talking with. I have worked with hundreds of primary caregivers and their children directly in their homes for well over a decade whose child has been diagnosed (often misdiagnosed) with mild to severe ASD.

  21. So a child spending math class flapping his hand in front of his eyes, or spinning wheels, or rocking so vigorously that it is impossible to write, these behaviors don't interfere with learning math? As for everything else you mention, I'm not going to try to guess whether a child would be disturbed by being told "hands down" or "quiet hands" as that is not part of the therapy I provide. Have you ever even met a child with autism? Or are you just spouting info from the one textbook you've read?

  22. It is a fundamental developmental error to view perserverative ("stimming") behaviors as interfering with learning or worse "inappropriate" either in or out of social (class or other) environment. It is also a severe injustice to the child (or older) to say, e.g., "hands down" or "quiet hands." It is a complete and utter lack of respect and understanding of a child (or older) affect-sensory processing differences (proprioceptive, vestibular, tactile,olfactory auditory visual-spatial processin

  23. If you want a reply, it's a good idea to hit the reply button. Unless, you don't want a reply, in which case, talking to yourself is fine 🙂 But I happened to be back on this vid anyway 🙂
    How do I define appropriate and inappropriate? Appropriate behavior does not harm the child, other people, or the environment. It also does not interfere with learning. Stimming at times that don't interfere with learning or chores is probably not a problem. Stimming during class may not be appropriate.

  24. When the actions are appropriate? Really? Now, with the exception of "self-or-other" injurious behaviors, how are you defining "Appropriate" versus "Inappropriate?"

  25. When the actions are appropriate, I often do 😉

  26. Actually you have not read the text or, sadly, you have not understood the text, put aside reading minds. What is amusing here dear Sir/Madam, If "imitation is a part of communication, it's an important communication skill" why pray tell then would you not imitate you child's actions?

  27. You have not clearly shown what you think therapy should look like. If you would like to do so, then we can discuss your therapy methods. If not, then please don't expect me to read your mind. I read the text, not minds.

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