Description
THiS CONTAINS THE PROTOCOL ONLY
A NEW Communication, Behavior, and Functional Skills – Assessment, Curriculum, Skill-Tracking, and Teaching Manual
Specially Designed for:
- non-verbal children who are struggling to become vocal
- non-verbal children or adults who have no effective method of speaking
- young children with autism who, because of problem behavior, are making limited progress on a developmental curriculum, such as the VB-MAPP or the ABLLS
- older children who are no longer making progress on a developmental curriculum, such as the VB-MAPP or the ABLLS, and who need a curriculum that includes more functional skills
- children or adults of all ages with moderate or severe disabilities and limited skill repertoires children or adults who currently require extensive supports or 1:1 supervision
- children or adults who cannot be instructed or integrated with peers or taken into the community without severe problem behavior
If you have difficulty…
- developing IEPs or ISPs for specific children or adults
- teaching learners who are echoic, echolalic, or who have limited vocal skills
- selecting appropriate, augmentative methods of speaking for specific learners
- tracking learner progress with respect to specific skills and problem behavior
- measuring and documenting very small increments of learner progress
- documenting specific supports that learners currently require
- keeping documentation of learner progress and required supports in one place and making certain that this documentation ‘makes it’ to the learner’s next classroom, residence, or program
- managing problem behavior and teaching children or adults to…
- make their needs and wants known
- follow directions,
- ‘wait’,
- accept ‘no’,
- accept the unexpected removal of preferred items or activities,
- share, take turns, or make transitions,
- tolerate specific aspects of their environment, or
- perform daily living skills…
