In this video, Dr. Barbera discusses the importance of pairing yourself, work materials, and the work area with reinforcement.  She gives best practice tips for how to effectively pair.  She also discusses the importance of pairing during each work session, and pairing on a daily basis.

In this video, Dr. Miller demonstrates the pairing process with preferred toys.  As she and the student are playing, she uses language to describe actions and adjectives pertaining to the play.  Dr. Miller then demonstrates how she embeds instructions within the play activity.

In this video, the parent demonstrates how she provides her child a direction for a non-preferred activity (cleaning up).  Shen then demonstrates how she does not respond to the verbal outburst and instead subtly places herself in front of the door to prevent the child from leaving without completing the cleaning up process.  The parent avoids making eye contact or providing attention during the inappropriate behaviors.  As the child begins to comply with the direction the parent raises her head and nods.  Attention is provided once the task is completed.

In this video, Dr. Miller demonstrates how she systematically increases the student’s tolerance to a change in her environment/interrupting “rigid” behavior.  Step 1 is to tolerate a minor change for a brief period of time and immediately be redirected to preferred activities.  Step 2 is for the student to tolerate the change for a longer period of time and immediately be redirected to preferred activities. Step 3 is for the student to tolerate the change for a longer period of time and independently redirect themselves to the preferred activities. 

In this video, the instructor works to teach a child to vocally request for a preferred item (a cookie).  The instructor shows the steps of prompting and how to fade prompts to eventually gain an independent request from the child.  The instructor also discusses some important tips like breaking up food items into smaller bits (to keep motivation high!) and to give bigger rewards for independent responding (like giving a bigger piece of a cookie when the child requested it on their own).

In this video, the instructor demonstrates a work session working on the skill of identifying animals in pictures.  The instructor begins each trial by giving a direction, and once the child responds, provides reinforcement for a correct answer, or an error correction procedure if the child answers incorrectly.

Below are some important trials to pay attention to:

Trial one: instructor presents direction (find the animal), provides a model prompt (touches the animal), and provides reinforcement (an edible) when the student touches the correct answer.

Trial two: instructor presents the direction, student answer incorrectly, and the instructor represents the direction, and models the correct answer.

Trial three: instructor presents the direction, and uses a physical prompt to guide the student to the correct answer, and then provides reinforcement once the student touches the correct animal.

Trial five: this scenario shows an example of independent responding.

Trial six: the instructor presents the direction, the student does not respond.  The instructor then represents the instruction & provides a light physical prompt at the elbow to assist the student in following the direction.

In this video, Dr. Miller demonstrates what it looks like when a student is motivated to work for a particular preferred item.  She demonstrates what it looks like when a student no longer seems interested in a preferred item (e.g. item given and they do not play with it) and how to present new items to re-capture motivation!

In this video, Dr. Miller demonstrates what the start of a work session looks like by identifying items that the student is interested in through a pairing process.  As they are playing, she uses language to describe the play.   If the student leaves the area, Dr. Miller demonstrates how she uses a subtle prompt to keep the toy where she is without physically prompting the child to stay (i.e., all good things stay with the parent).  If the student wanders to another toy/preferred activity, Dr. Miller capitalizes on this new interest by bringing that item to the work area.