Shafallah Center for Persons with Disabilities uses several strategies:
• POSITIVE REINFORCEMENT:
involves consequences that strengthen behavior. To strengthen a behavior means to increase the likelihood that it will occur again in the future.
• SHAPING:
a way to reinforce improvement in behavior. Shaping is used to gradually teach the learner how to do something better.
• PROMPTS:
defined as extra cues or hints that help the learner to know what to do in a particular situation or time.
• MODELING:
A model is a stimulus that the learner imitates.
• DISCRETE TRIAL TRAINING (DTT):
based on Applied Behavior Analysis (ABA) theory and is often used as part of a broad, ABA-based approach. It involves breaking down skills to their most basic parts and teaching those skills to children step by step. Children get rewards for all their achievements, which encourages them to learn.
• VERBAL BEHAVIOR:
therapy uses similar concepts to Applied Behavioral Analysis. It is a method of teaching communication to people who have not yet acquired language using operant conditioning. It consists of four “contingencies”: Motivational Operation, Discriminating Stimulus, Response and Reinforcement. These four factors ensure that affiliates are motivated to acquire language to meet their needs.
• The Picture Exchange Communication System (PECS):
a picture-based system that was developed for learners with social communication deficits.
• Task Analysis:
A task analysis involves breaking a complex skill into smaller, teachable units. In creating a task analysis, an instructor creates a road map for how to teach a skill, step by step. There is ample benefit for the learner; access to reinforcement is much greater when the task is taught in this manner.
• Individual training (instructor with one of affiliates).
• Group training (instructors with a group of affiliates).
• POSITIVE REINFORCEMENT:
involves consequences that strengthen behavior. To strengthen a behavior means to increase the likelihood that it will occur again in the future.
• SHAPING:
a way to reinforce improvement in behavior. Shaping is used to gradually teach the learner how to do something better.
• PROMPTS:
defined as extra cues or hints that help the learner to know what to do in a particular situation or time.
• MODELING:
A model is a stimulus that the learner imitates.
• DISCRETE TRIAL TRAINING (DTT):
based on Applied Behavior Analysis (ABA) theory and is often used as part of a broad, ABA-based approach. It involves breaking down skills to their most basic parts and teaching those skills to children step by step. Children get rewards for all their achievements, which encourages them to learn.
• VERBAL BEHAVIOR:
therapy uses similar concepts to Applied Behavioral Analysis. It is a method of teaching communication to people who have not yet acquired language using operant conditioning. It consists of four “contingencies”: Motivational Operation, Discriminating Stimulus, Response and Reinforcement. These four factors ensure that affiliates are motivated to acquire language to meet their needs.
• The Picture Exchange Communication System (PECS):
a picture-based system that was developed for learners with social communication deficits.
• Task Analysis:
A task analysis involves breaking a complex skill into smaller, teachable units. In creating a task analysis, an instructor creates a road map for how to teach a skill, step by step. There is ample benefit for the learner; access to reinforcement is much greater when the task is taught in this manner.
• Individual training (instructor with one of affiliates).
• Group training (instructors with a group of affiliates).