Stimulus Control and Instructional Design Part 2: Understanding the role your programming plays in appropriate stimulus control

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Cost for CEU event is $10.

About this CEU:

Objectives

1. Identify concepts for teaching with visual stimuli
2. Identify the critical and variable features of a concept
3. Given an incomplete set of visual stimuli, choose additional stimuli to complete the set
4. Given a concept, create a meaningful set of visual stimuli

Summary

Children diagnosed with autism tend to require explicit planning to be embedded into instruction and programming to form generalization skills of concepts in their environment (Froelich, et al, 2012). To combat this deficit, it is important for practitioners to develop and use meaningful sets of stimuli when teaching a concept. Visual stimuli play a critical role in teaching concepts through tacts, listener behavior and matching. A concept is said to have “must haves” and “can haves” which include the critical and variable features necessary for a concept to be formed (Layng, 2018). This webinar will focus on the application of stimulus control in teaching everyday  concepts, the selection of appropriate stimulus examples to teach a concept, and empowering practitioners to consider these elements at the onset of their program planning.

About Christina Gallagher: Christina Gallagher is a Precision Teacher and practitioner in Applied Behavior Analysis. Her passion for helping children led her to Temple University, where she received a Master’s in Special Education and later went on to become a Board Certified Behavior Analyst. In her current role, she is working on designing and developing an instructional library for practicitioners to teach communication and social skills using naturalistic and play-based strategies.