BST2021 Lecture Notes - Lecture 1: Task Analysis
Document Summary
Adaptive vs. maladaptive behaviours: we want to increase and teach adaptive skills that may be lacking in the individual"s current behavioural repertoire. Focus on skills that led to independence. Skills taught impact life, a ect future opportunities (functionality) Pre-requisit skills, maladaptive behaviours (teaching adaptive skills and decreasing maladaptive behaviours, age-appropriateness, development level. Direct and indirect assessments: vb-mapp, ablls-r, afles, efs. Determine: early, intermediate, or advanced learner: depends on their manding repertoire (how they communicate their wants and needs) Early learner goals: level 1 on vb-mapp: primary teaching in the net, communication skills (manding, leisure/play skills, self-care skills such as toileting, early intraverbal skills, simple receptive instructions. Intermediate learner goals: level 2 on vb-mapp: shift to more itt (doing repetition and ddt, generalization, focus on communicative skills (tact, receptive intraverbal) and other developmental domains, self-help. Advanced learner goals: splinter skills across multiple domains: shift to more itt (for speci c goals and academics, generalization.
