presented by Ilene Schwartz
Financial: Ilene Schwartz receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.
Non-Financial: Ilene Schwartz has no non-financial interests or relationships with MedBridge.
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Ilene Schwartz, PhD, BCBA-D
Dr. Ilene Schwartz is a professor in the Area of Special Education at the University of Washington and the Director of the Haring Center for Research and Training in Education at UW. She earned her Ph.D. in child and developmental psychology from the University of Kansas and is a board certified behavior analyst (BCBA-D). Dr. Schwartz has…Read full bio
1. Setting the Stage for Communication
Setting the stage for effective communication is the first step in increasing the communicative behavior of clients with ASD. In other words, clients need to have something to talk about, spend time in environments that support interaction, and have receptive communicative partners. This chapter will provide guidelines and examples about how to create a supportive communicative environment.
2. Choice Making and Mand Model
Choice making and Mand-Model are the first two communication strategies that will be presented. Both of these strategies are extremely effective with clients with limited communicative repertoires. These strategies provide guidance to therapists about how to engage in successful communicative interactions with their clients and how to promote more independent responding from their clients. This chapter will review guidelines for using Choice Making and Mand-Models most effectively.
3. Time Delay and Incidental Teaching
Time Delay and Incidental Teaching are the next two communication strategies that will be presented. These strategies are most effective in helping clients with basic communicative repertoires be more spontaneous in their communication and expand the complexity of their communication. This chapter will review guidelines for using Time Delay and Incidental Teaching most effectively.
4. Facilitating Communication across Settings
Communication is power. In fact, increasing the communication skills of clients with ASD is often the first step in decreasing challenging behaviors. The purpose of this chapter is to highlight the importance of teaching clients communication skills that can be used across settings and to provide them with some tips about how to use the the strategies presented.