Four Essential Components of Instruction and Eight Elemental Teaching Procedures for Children and Adults with Limited Skill Repertoires and the Need for Extensive Levels of Support belongs in serious BCBA study because it shapes whether behavior-analytic decisions stay useful once they leave a clean training example and enter adult services and community participation. In Four Essential Components of Instruction and Eight Elemental Teaching Procedures for Children and Adults with Limited Skill Repertoires and the Need for Extensive Levels of Support, for this course, the practical stakes show up in clearer case conceptualization, better instructional targets, and stronger generalization, not in abstract discussion alone.
Provider: BehaviorLive — via The Verbal Behavior Conference
Take This Course →Including ethics, supervision, and topics like this one. New live CEU every Wednesday.
Join Free →Many children and adults with limited skill repertoires, including but not limited to individuals with autism, require skills and levels of support not required by those with more extensive repertoires. Instruction for these learners should include four compon-ents: 1- B. F. Skinner's analysis of verbal behavior, 2- life skills, 3- direct, continuous and standard measurement, and 4- eight elemental teaching procedures. Skinner's analysis with its emphasis on function over form, life skills that include everyday contexts, direct, continuous and standard measurement with meaningful units of learning and fluent skills, and eight elemental teaching procedures will insure that those who most need our help, are safe and healthy, have an improved quality of life, and exhibit a repertoire of everyday skills that will last their entire lifetime. Dr. McGreevy will describe eight elemental teaching procedures that are often overlooked during ABA and VB instruction and why and how these procedures are important. These procedures include: 1. Defining Movement Cycles 2. Distinguishing Cues from Prompts 3. Capturing and Contriving Motivating Events 4. Pacing Instruction 5. Prompting and Prompt-fading 6. Fading-in and Fading-out Events 7. Providing Consequent Events 8. Measuring Small Increments of Progress
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1 | General |
Dr. Patrick McGreevy received B.S. and M.A. degrees in Psychology and Special Education, respectively, from the University of Iowa. He was a special education teacher for eight years, working with children and young adults with moderate-to-severe developmental disabilities. He received the Ph.D. degree in Education from Kansas University under the guidance of Ogden R. Lind sley. He has served on the faculties of the University of Missouri-Kansas City, Louisiana State University, the University of Central Florida, and the Florida Institute of Technology. He is the author of Teaching and Learning in Plain English, an introduction to Precision Teaching, and the founder and first editor of the Journal of Precision Teaching and Standard Celeration Charting. He is the author of ten journal articles and a book chapter on teaching verbal behavior. He is the first author of Essential for Living, a functional skills curriculum, assessment, and professional practitioner’s handbook based on B. F. Skinner’s analysis of verbal behavior for children and adults with moderate-to-severe disabilities. For the past 30 years, he has provided consultations for children and adults with developmental disabilities in school districts, residential programs, and hospitals, specializing in the simultaneous management of aggressive and self-injurious behavior and the teaching of communication and language skills to individuals with limited repertoires. He is board certified behavior analyst, has given hundreds of presentations and workshops around the world, and is the recipient of the Ogden R. Lindsley Lifetime Achievement Award of the Standard Celeration Society. He is the President and Director of Consultation and Training Services for Patrick McGreevy, Ph.D., P.A. and Associates.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
258 research articles with practitioner takeaways
You earn CEUs from a dozen different places. Upload any certificate — from here, your employer, conferences, wherever — and always know exactly where you stand. Learning, Ethics, Supervision, all handled.
No credit card required. Cancel anytime.
All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.