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If you’re a practitioner, you should read (or reread) the post (Behavioral Cusps) on 4.1.16. It’ll help you understand the differences. If you’re a parent, you likely only have time to read one thing at the moment, so I’ll make this as clear and as entertaining as I can. To review very briefly the prior post, a behavioral cusp is essentially a behavior change that has consequences beyond the change itself (as defined by Rosales-Ruiz & Baer).
Rosales-Ruiz & Baer define behavioral cusps as a behavior change that has consequences beyond the change itself. Once a behavioral cusp is taught, the individual can now access new opportunities and new experiences that were not previously available. Clinicians typically want their learners to develop skills that will allow for new found access to meaningful opportunities (parents clearly want this as well).
Do you ever wonder if what you’re doing matters much? If you’re an RBT or a BCBA, you likely know how important it is to ensure that your programming is relevant and socially valid, especially when you’re serving kiddos with autism who really need strategic plans in place. According to Montrose Wolf (1978), social validity in behavior analysis can be evaluated in 3 ways.
Generalization is an area that quality practitioners need to emphasize. Like we’ve said since the beginning, this is particularly challenging when a behavior analyst is only providing services in the center. At Cultivate, we provide services where it matters most. We utilize a hybrid model, so we work at homes, schools, our centers, and anywhere else we can bring about meaningful behavior change. The subject in this blog post is generalization and we’ll explore what that means on a very practical level.
We’ve all needed to make adjustments to our work, school, and socializing over the last six months. One aspect that can be especially challenging is successfully adapting to virtual learning, and we want to help! These tips and tricks were compiled from recommendations from Cultivate employees who have supported or are currently supporting their own children in the virtual learning process.
You’ve prepared a learning space, printed and organized materials, and set expectations for the daily routine. Now what?
Motivating your child, creating achievable goals for yourself, and generally setting everyone up for success for consistent, effective virtual learning can be a challenge. We hope the following tips will help parents manage and functionally support schooling from home.
Some terms that are used within the Applied Behavior Analysis (ABA) community may seem quite confusing until you realize how often they occur. One of those examples is the term MAND. Simply put, a mand is another term for requesting for an item, activity, etc.