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

Excelling with Autism: Obtaining Critical Mass Using Deliberate Practice introduces a new way to optimize the progress of learners with ASD. Reaching critical mass helps learners apply information in new ways spontaneous generalization. This book is about doing things differently to positively impact individuals on the spectrum by supporting the development of critical mass in areas that are necessary for successful functioning in home, work, and community using the research-based elements of deliberate practice. In this book, the four elements of deliberate practice — developing specific goals, ensuring focus, moving out of the comfort zone, and communicating outcomes — are applied to teaching social, communication, and daily living skills. Critical mass and the related science of deliberate practice will change the life course of individuals with ASD. Incorporating the elements of deliberate practice is a critical step toward helping individuals with ASD to reach their unlimited potential.

Зміст

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

Про автора

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.