If you are working in an ABA program providing services that teach language and cognitive skills it is imperative that you attend this workshop!!

Generative language—the ability to produce and understand novel statements—is critical for

flexible, fluent conversational skills and academic success. Participants will learn about the theory and

applied research behind programs that focus on generative language, including teaching early

cusp skills, using equivalence-based-teaching, and applying Relational Frame Theory. Effective,

evidence-based practical strategies for promoting generalized and generative repertoires for both

early and advanced learners will be presented and practiced. Participants will receive a workbook

of teaching protocols and data sheets, and will be coached in the implementation of both

assessment and training plans.

12 CEUs available for BCBA/BCaBA

Participants will be able to:

• Define generative verbal behavior and distinguish between derived, generalized, and taught, responses.
• Identify behavioral cusps to target in early intervention to set the foundation for flexible, generative language.
• Develop and practice implementing teaching plans for early and mid-level learners to set the foundation for flexible, generative language, including recombinative generalization.
• Describe the elements of stimulus equivalence and examples of current literature using equivalence-based teaching.
• Develop and practice implementing equivalence-based-teaching plans for efficiently teaching new content.
• Describe and give examples from current literature of the defining features of relational frames
• Describe and distinguish between arbitrary and nonarbitrary relational responding.
• Demonstrate how to assess nonarbitrary and arbitrary relational responding skills in frames of coordination.
• Demonstrate how to teach nonarbitrary and arbitrary relational responding skills for developing generative language skills in frames of coordination.
• Demonstrate how to assess nonarbitrary and arbitrary relational responding skills in frames of distinction.
• Demonstrate how to teach nonarbitrary and arbitrary relational responding skills for developing generative language skills in frames of distinction.
• Describe different types of relational frames, including coordination, distinction, opposition, comparison, spatial relations, hierarchy, and deictic frames (perspective-taking).
• Develop and practice implementing plans for teaching nonarbitrary and arbitrary relationalresponding across a variety of relations, such as comparison, opposition, spatial relations,hierarchy, and/or deictic relations.

Speaker: Dr. Ming is a Board Certified Behavior Analyst-Doctoral with over 20 years experience in the field, working with individuals with developmental disabilities and autism and their families in a variety of capacities from direct interventionist to county level quality assurance. Her research and practice focus is on the synthesis of Skinnerian Verbal Behavior and Relational Frame Theory, using a functional contextualist approach. She has provided training and consultation for agencies and individual consultants using an analysis of verbal behavior approach to programs for children with autism since 1996, and has conducted workshops on applications of RFT to EIBI programs for nearly a decade.

 

LOCATION

George Brown College Waterfront Campus

51 Dockside Drive

room 004/005

Toronto, ON M5A 1B6