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Cusp behaviours and the importance of pre-requisite teaching

31st March 2022

Professionals

Cusp behaviours and the importance of pre-requisite teaching

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Andy Swartfigure BCBA (Director of Services) interviews Jalpa Shah BCBA (Behaviour Analyst).

In this podcast we explore the impact of teaching the basic learning skill of imitation; and the role of prompting in order to achieve fundamental learning repertoires.

This podcast is ACE accredited, providing one Learning credit. To apply for this CEU, click here.

If you have a spare moment, we’d greatly appreciate any feedback you can share to help us improve our content.

References discussed

Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis. second edition. Upper Saddle River, New Jerse, Merill 1987

Carbone, V. J., Morgenstern, B., Zecchin-Tirri, G., & Kolberg, L. (2007). The role of the reflexive conditioned motivating operation (CMO-R) during discrete trial instruction of children with autism. Journal of Early and Intensive Behavior Intervention, 4(4), 658-680

Deshais, M. A., Phillips, C. L., Wiskow, K. M., Vollmer, T. R., & Donaldson, J. M. (2020). A comparison of imitation training using concurrent versus delayed prompting. Behavior Analysis: Research and Practice, 20(3), 132–147.

Fentress, G. M., & Lerman, D. C. (2012). A comparison of two prompting procedures for teaching basic skills to children with autism. Research in Autism Spectrum Disorders, 6, 1083–1090.

Libby, M. E., Weiss, J. S., Bancroft, S., & Ahearn, W. H. (2008). A comparison of most-to-least and least-to-most prompting on the acquisition of solitary play skills. Behavior Analysis in Practice, 1, 37– 43.

McGreevy, P., Fry, T., & Cornwall, C. (2012). Essential for Living. Orlando: McGreevy.

Soorya, L. V., Arnstein, L. M., Gillis, J., & Romanczyk, R. G. (2003). An overview of imitation skills in autism: Implications for practice. The Behavior Analyst Today, 4(2), 114-123.

Click here if you’d like to read the full case study.