Mataya & Brenda Smith Myles 
Excelling with Autism [EPUB ebook] 
Obtaining Critical Mass Using Deliberate Practice

Chapter 1: Introduction to Critical Mass 1
Chapter 2: Developing Specific and Meaningful Goals 15
Determine What to Teach 16
Understand Evidence-Based Practices 16
Teach Skills That Are Not Implicitly Learned by Those With ASD 20
Using Categorization 22
Develop Specific Goals Using the Levels of Learning 24
Awareness 26
Recognition 26
Recall 26
Application 27
Generalization 27
Maintenance 27
Summary 28
Chapter 3: Ensuring Focus 29
Motivation 29
Perceived Probability of Success 30
Value of Achieving the Goal 31
Relationships With Teachers 32
Positive Peer Attention 34
Special Interests 34
Opportunities to Earn Reinforcers 35
Attention 36
Structured Background Activities 37
Priming 38
Predictability and Placement in the Environment 39
Minimizing Distractions 40
Signaling 41
Exercise or Movement 41
Put in the Time 42
Summary 43
Chapter 4: Communicating Outcomes 45
Providing Immediate and Informative Feedback and Evaluation 46
Using Reinforcement 50
Summary 52
Chapter 5: Assisting Learners to Move out of Their Comfort Zone 53
Match Ability to Demands 54
Levels of Demands 54
Achieving the Balance 55
Match Ability to Group Size 57
Prevent Meltdowns 58
Summary 60
Chapter 6: Changing Outcomes 61
References 63
Appendix 71

Hollis Shaffer is a student at the University of Alabama at Birmingham where he is pursuing a major in psychology and a career in assisting students with HF-ASD. Shaffer was diagnosed with Asperger Syndrome when he was 14-years-old after being misdiagnosed with ADHD for many years. He works with Bridgeway Services as an assistant and group leader.