Special Education Across the Life Span
L’educazione speciale lungo l’arco di vita.
Un’applicazione delle strategie ABA oriented.
Dr William L. Heward, Ed.D, BCBA
25-26 Febbraio 2017
Destinatari: Educatore professionale, Fisioterapista, Logopedista, Terapista della neuro e Psicomotricità dell’età evolutiva, Medico Neuropsichiatra infantile, Psicologo-Psicoterapeuta, Tecnico della Riabilitazione Psichiatrica, Terapista occupazionale.
Numero max di partecipanti: 200
Costi: 150 € (IVA incl.)
ECM: 17 crediti ECM per gli operatori sanitari
Le sessioni di SABATO POMERIGGIO e DOMENICA MATTINA sono aperte anche a Genitori ed Insegnanti.
La quota di iscrizione per genitori ed insegnanti è di €50
Al fine di garantire il pieno rispetto dell’orario stabilito, è necessaria la massima puntualità. Pertanto invitiamo i partecipanti a presentarsi tassativamente alle ore 8:00 presso Irfid.
E’ prevista la traduzione simultanea dell’evento.
- compila la scheda di iscrizione
- effettua il pagamento attraverso bonifico bancario (i dati sono indicati sulla scheda), indicando nella causale “COGNOME_NOME_WORKSHOP_HEWARD”
- invia la scheda (debitamente compilata) e la ricevuta di pagamento a email@example.com, oppure via fax al numero 081 5288243.
ABSTRACTS DEGLI INTERVENTI
Sabato 25 febbraio 2017
APPLIED BEHAVIOR ANALYSIS: USING SCIENCE TO IMPROVE EDUCATIONAL OUTCOMES FOR ALL LEARNERS
Applied behavior analysis (ABA) will be defined, some common misconceptions about it discussed, and 12 reasons suggested why ABA is ideally suited to help improve education. Several examples of teaching tactics derived from ABA that make instruction more effective (and fun) for all students in inclusive classrooms will be presented. Video clips of teachers using the techniques will be shown and participants will be provided with guidelines and resources for implementing the tactics.
BASIC PRINCIPLES, CONCEPTS, AND ASSUMPTIONS FOR A SCIENCE-BASED APPROACH TO TEACHING & LEARNING
Although students can and do learn without being taught, optimal learning requires instruction that is carefully planned, skillfully delivered, and continually assessed. Behavior analysis—the science of behavior change—provides reliable and robust concepts, principles, and tactics with which educators can tackle all three tasks. Content presented in this session will include (a) underlying assumptions, purpose, and basic methodology of science; (b) guiding principles for science-based approach to teaching and learning; and (c) distinguishing evidence-based practices from those promoted and made popular by fad, fashion, or fraud.
SIX COMMON TEACHING MISTAKES AND WHAT TO DO INSTEAD Part one
Six mistakes committed frequently by teachers at all grade levels and across curriculum areas (e.g., Mistake #2: Asking students, “Do you understand?”) will be examined. Each mistake will be presented in a three-part format. First, the mistake and examples of its occurrence will be described and/or demonstrated. Second, both logical and empirical rationales for why teachers should eliminate or greatly reduce the frequency with which they commit the mistake will be offered. Third, one or more evidence-based, classroom-tested alternative strategies (i.e., what to do instead) will be presented and/or demonstrated. Participants will receive handouts of examples and guidelines for implementing the alternative strategies and an annotated list of references and resources.
CONTINGENCY CONTRACTING FOR FAMILIES – Presentazione del Libro “Firma qui”
The [insert name of Italian Sign Here family] family is like many families: the mother, father, and their three children all do their best to get along, but busy schedules and differences in parents’ and children’s desires and expectations sometimes lead to arguments, conflicts, and unhappiness. This presentation will describe how the [family name] used the Sign Here approach to contingency contracting to solve a variety of problems and increase their happiness at home. Research and development of the Sign Here contracting system included more than 300 families. Workshop participants will receive materials and guidelines for creating and troubleshooting behavioral contracts with the Sign Here system.
Domenica 26 febbraio 2017
SIX COMMON TEACHING MISTAKES AND WHAT TO DO INSTEAD (continued)
– Coffee break
PLANNING AND DELIVERING INSTRUCTION THAT PROMOTES GENERALIZATION AND MAINTENANCE OF NEWLY LEARNED KNOWLEDGE AND SKILLS Part One
Acquiring new knowledge and skills does students little good if following the lesson they fail to apply and use what they have learned in relevant situations. Planning and delivering instruction that promotes generalization and maintenance is a major challenge for all teachers, and it is especially important for teachers of students with special needs. This challenge is illustrated by questions such as the following:
• Will the student who has learned to count and use money correctly in the classroom today be able to do so tomorrow, next week, next month, or next year?
• Will the student be able to count and use money at a restaurant or at the supermarket?
• Will the student be able to count and use combinations of money that were not taught directly?
Three types of generalized learning outcomes, obstacles to generalization and maintenance (G&M), and five guiding principles for promoting G&M will be presented.
PLANNING AND DELIVERING INSTRUCTION THAT PROMOTES GENERALIZATION AND MAINTENANCE OF NEWLY LEARNED KNOWLEDGE AND SKILLS (continued)
Six strategies for optimizing the generalization of newly learned knowledge and skills across time, settings, and responses (different ways to do it) will be presented:
- aim for natural contingencies of reinforcement
- teach enough examples
- program common stimuli
- teach loosely
- use indiscriminable contingencies
- teach self-management skills
DOVE SIAMO via Funari, snc, Ottaviano (NA)