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Cusp behaviours and the importance of pre-requisite teaching

31st March 2022

BeyondAutism podcast series
BeyondAutism podcast series
Cusp behaviours and the importance of pre-requisite teaching

Andy Swartfigure BCBA (Director of Services) interviews Jalpa Shah BCBA (ABA Supervisor).

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.

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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.

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