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Attention Problems

Attention Problems Attention deviations, like inadequate motiva­tion, interfere with an individual's ability to learn. As described in Chapter 1, in the section on criteria for diagnoses, the presence of an apparent sen­sory de
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Prepositions

Prepositions Up to this point in teaching, the student has made several gains. Some of these gains, such as being able to identify and label concrete objects, may be viewed as relatively simple, whereas other gains, such as learning to
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Receptive Identification of Behaviours

Receptive Identification of Behaviours In the Receptive Identification of Behaviours Pro­gram, the student is taught to identify common everyday actions, such as eating, standing, walking, and smiling. The same prerequisites
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Matching and Sorting

Matching and Sorting The matching component of the Matching and Sorting Program outlines steps necessary for teaching the student to match objects, colours, shapes, and behaviours (actions) in three-dimensional (i.e., 3-D object) and t
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Expressive Labelling of Behaviours

Expressive Labelling of Behaviours In the Expressive Labelling of Behaviours Program, the student is taught to identify behaviours by verbalizing their respective labels. To learn how to expressively label behaviours, the student should
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Arts and Crafts

Arts and Crafts The six portions of the Arts and Crafts Program presented in this chapter are intended to help students with developmental delays adjust to preschool and pre-kindergarten environments, as well as to help them engage
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Self-Stimulatory Behaviour

Self-Stimulatory Behaviour Most individuals with developmental delays ex­hibit a wide range of repetitive, stereotyped behaviours, such as rocking their bodies, shak­ing their heads, spinning objects, running back and forth, flapping their
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Involving Parents in Treatment

Involving Parents in Treatment Eric V. Larsson Parents have many competing demands for their time. Many have full-time jobs. Many have other children with substantial needs. Many are single parents. For these and other reasons, they m
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Establishing Cooperation and Tantrum Reduction

Establishing Cooperation and Tantrum Reduction A considerable amount of background material is covered in the preceding chapters. It may be helpful to start the first hours of treatment at this time to gain some practical exper
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Reading and Writing: A Brief Introduction

Reading and Writing: A Brief Introduction Nina W. Lovaas and Svein Eikeseth The Reading and Writing (R&W) Program is the most recently developed program in this manual, hence the program most in need of more re­search and subseque
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Motivational Problems

Motivational Problems Although motivation and attention appear to be closely related, we discuss them separately in an attempt to clearly describe the idiosyncrasies embedded in each. Most typical individuals seem moti­vated and eager t
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Introduction to Language Programs

Introduction to Language Programs Before describing programs designed to teach lan­guage, we provide some brief comments about the language delays typically seen in individuals with developmental delays such as autism, the important ro
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Nonverbal Imitation

Nonverbal Imitation Typical individuals acquire many complex behaviours, such as social, recreational, and language skills, by observing and imitating the behaviours of other persons. Individuals with developmental delays, however,
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Data Collection

Data Collection Data collection plays an extremely important role in behavioural intervention programs. Data on the student's day-to-day performance is often needed to assess (a) whether the student is improving within programs, (b)
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Expressive Labelling of Objects

Expressive Labelling of Objects In this program, the student is taught to identify ob­jects by stating their respective labels. Prior to being taught expressive labels, the student should have learned to receptively identify approxi
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Common Problems in Teaching

Common Problems in Teaching One is likely to encounter numerous problems when delivering the kind of intervention detailed in this manual because of both the large number of programs involved in comprehensive intervention and the large
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Introduction to Matching and Imitation

Introduction to Matching and Imitation      The programs presented in Chapters 12, 13, and 22 are critical building blocks in the student's curriculum. Chapter 12 contains programs de­signed to teach the student to match (a) obje
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Early Play Skills

Early Play Skills A delay in toy play is one of the defining features of autism and other forms of developmental delays. When toy play is present, it is often stereotyped and unique to the point of appearing inappro­priate. For example,
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Verbal Imitation

Verbal Imitation The skills taught in the Verbal Imitation Pro­gram are important for all students with develop­mental delays, including students who do not currently speak and those who are echolalia. Through this program, the stud
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Maintaining Treatment Gains

Maintaining Treatment Gains Tristram Smith Persons who work with individuals with develop­mental delays are likely to confront the question of whether the gains the individuals make in their programs generated through the classr
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