Training Caregivers to Teach Critical Social Skills with their own Infants and Young Children becomes clinically important the moment a team has to turn good intentions into reliable action inside language assessment, teaching sessions, caregiver coaching, and natural communication routines. In Training Caregivers to Teach Critical Social Skills with their own Infants and Young Children, 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 Women in Behavior Analysis
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Join Free →This workshop will cover the early infant learning of key social skills using an operant learning paradigm. An emphasis will be placed on behavior analytic caregiver training procedures to increase critical social skills such as vocal imitation, eye contact, joint attention skills, and social referencing. We will examine previous research, discuss present ongoing research, and provide future directions. Procedures such as synchronized reinforcement, contingent reinforcement, shaping, environmental arrangement, and more will be discussed as they pertain to infants and young children. We will first describe experimental illustrations of how operant methodologies and social reinforcement are essential to understanding infant social-learning phenomena. Then we will offer behavioral procedures and interventions that have advanced our research with infants at an increased likelihood of developing autism and other developmental delays like fragile X syndrome. Finally, we will discuss research tactics that can be quick and effective for behavior analysts conducting interventions with infants.
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 3 | General |
Martha Pelaez is a Professor of Psychology at the College of Arts, Sciences, and Education, School of Human Development, Florida International University.Dr. Pelaez teaches courses in Educational Psychology, Child Development, Research & Evaluation, and directs infant and early childhood research. Her research has been supported by NIH and March of Dimes. Dr. Pelaez research involves mother-infant interactions and early social–learning processes, as well design applied intervention with children at risk of developmental delays, depression, and early autism. Dr. Pelaez has published more than 100 articles in refereed journals (including the American Psychologist, Child Development, Journal of Applied Behavior Analysis, Behavior Analysis in Practice, and Perspectives on Behavior Science), dozens of chapters and monographs, and a textbook on Child Development (with Novak). Professor Pelaez is the founding editor of the Behavior Development Bulletin (1990-2017) and has been a member of nine editorial boards of refereed journals, including the European Journal of Behavior Analysis and Perspectives on Behavior Science. She is a Fellow of the American Psychological Association (APA) and has received Fellowship status at the Association for Behavior Analysis International (ABAI). She is a trustee of the Cambridge Center for Behavioral Studies and serves as an At-Large Representative on the Executive Council Board of ABAI and member of the Science Board of ABAI.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
258 research articles with practitioner takeaways
239 research articles with practitioner takeaways
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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.