Complete ABA Curriculum for Individuals on the Autism Spectrum with a Developmental Age of 1-4 Years: Step-by-Step Treatment Manual Including Supporting Materials for Teaching 140 Foundational Skills

Developed for individuals on the autism spectrum with a developmental age of approximately 1–4 years, this comprehensive ABA curriculum contains everything needed to teach foundational level skills such as appropriate sitting, attention, eye contact, motor skills, basic receptive and expressive language skills, play, and foundational skills of daily living.

Evidence-based, the resource guides instructors step-by-step through using ABA to teach over 140 foundational skills. The program can be individualised to meet the needs and interests of the individual, and instructions are given on how to do this. Accompanying PDF files contain the teaching materials needed to implement the program, including over 1000 colour picture cards, handy printable copies of the curriculum programs, data forms and checklists. The authors also provide guidance on creating an effective ABA teaching environment, as well as a wealth of practical teaching strategies for ensuring therapy success.

This is an unparalleled resource for professionals working with children with ASDs who are looking for a robust and ready-to-implement ABA curriculum. It will be a valuable tool for behaviour analysts, teachers, psychologists, occupational therapists and students in these fields, as well as to parents working with professionals to implement an ABA program.

Table of Contents

Accompanying PDF files Access Information

Acknowledgments

About the Author

1. Introduction to ABA Curriculum.
2. Curriculum Guide.
3. ABA Curriculum - Understanding the Task Analyses in this Program.
4. ABA Curriculum - Implementing the Task Analyses in this Program.
5. Teaching Strategies.
6. Data Collection and Data Recording.
7. Graphing.
8. Creating an ABA environment

Curriculum Programs

• Attending Programs
• Appropriate Sitting
• Appropriate Sitting and Completing an Activity
• Eye Contact in Response to Name
• Visual Tracking

Imitation Programs

• Gross Motor Imitation with Objects
• Gross Motor Imitation
• Fine Motor Imitation with Objects
• Fine Motor Imitation
• Oral Motor Imitation with and without Objects
• Verbal and Motor Imitation

Visual Spatial Programs

• Crossing Midline
• Matching Identical Object to Object
• Matching Identical Picture to Picture
• Matching Identical Object to Picture and Picture to Object
• Matching Identical and Similar Actions
• Matching Colors
• Matching Identical Letters
• Matching Numbers
• Matching Shapes
• Matching Uppercase to Lowercase Letters
• Matching Non-Identical Object to Object
• Matching Non-Identical Picture to Picture
• Matching Non-Identical Object to Picture and Picture to Object
• Sorting Identical and Similar Objects
• Sorting Objects Based on Color
• Sorting Objects Based on Size
• Sorting Similar Pictures
• Sorting Pictures Based on Color
• Sorting Pictures Based on Size
• Sorting by Groups and Categories
• Inset Puzzles
• Shape Sorter

Receptive Language Programs

• Receptive Labels of Actions
• Receptive Labels of Animals
• Receptive Labels of Animal Sounds
• Receptive Labels of Body Parts
• Receptive Labels of Body Parts via Head, Shoulders, Knees and Toes Song
• Receptive Labels of Clothing Items
• Receptive Labels of Environmental Objects
• Receptive Labels of Environmental Sounds
• Receptive Labels of Familiar People
• Receptive Labels of Food and Drink
• Receptive Labels of Functional Objects
• Receptive Labels of Furniture
• Receptive Labels of Leisure Objects and Activities
• Receptive Labels of Places
• Receptive Labels of Prepositions and Object Placement
• Receptive Labels of School Supplies
• Receptive Labels of Sports
• Receptive Labels of Toys
• Receptive Labels of Vehicles
• Receptive Instructions (One Step)

Expressive Language Programs

• Gestural Communication
• Gestural Communication via Communication Temptations
• Gaining Adult Attention
• Picture Exchange Communication System (Phase 1: The Physical Exchange)
• Picture Exchange Communication System (Phase 2: Increasing the Distance)
• Picture Exchange Communication System (Phase 3A: Picture Discrimination between Highly Preferred Icon and Distractor Icon)
• Picture Exchange Communication System (Phase 3B: Picture Discrimination between Two Highly Preferred Icons)
• Picture Exchange Communication System (Phase 4: Sentence Structure)
• Picture Exchange Communication System (Phase 5: Responding to “What do you want?”)
• Picture Exchange Communication System (Phase 6: Commenting)
• Verbal Imitation
• Expressive Labels of Actions
• Expressive Labels of Animals
• Expressive Labels of Animal Sounds
• Expressive Labels of Body Parts
• Expressive Labels of Clothing Items
• Expressive Labels of Environmental Objects
• Expressive Labels of Environmental Sounds
• Expressive Labels of Familiar People
• Expressive Labels of Food and Drink
• Expressive Labels of Functional Objects
• Expressive Labels of Furniture
• Expressive Labels of Leisure Objects and Activities
• Expressive Labels of Places
• Expressive Labels of Prepositions and Object Placement
• Expressive Labels of School Supplies
• Expressive Labels of Sports
• Expressive Labels of Toys
• Expressive Labels of Vehicles
• Simple Requests
• Reciprocates a Greeting and Farwell
• Initiates a Greeting and Farwell
• Intra-Verbal Fill-Ins with Childhood Songs and Games 325
• Answers Simple Yes/No Questions about Labels of Animals, Objects and People
• Answers Simple Yes/No Questions about Desired Objects and Toys
• Answers Simple Social Questions

Academic Programs

• Coloring
• Object Permanence
• Following a First Then Schedule
• Receptive Labels of Colors
• Receptive Labels of Letters
• Receptive Labels of Numbers
• Receptive Labels of Shapes
• Expressive Labels of Colors
• Expressive Labels of Letters
• Expressive Labels of Numbers
• Expressive Labels of Shapes
• Pre-Handwriting Skills
• Rote Counting
• Tracing

Play/Social Programs

• Appropriate Play/Touch with Infant Sibling
• Ball Play
• Basic Pretend Play – Single Action
• Blowing Objects
• Building Towers with Blocks
• Closed Ended Solitary Toy Play with Cause and Effect Toys
• Closed Ended Solitary Toy Play with Gross Motor Toys
• Closed Ended Solitary Toy Play with Mechanical/Electronic Toys
• Functional use of Objects
• Giving Objects to Another
• Individual Play via a Play Schedule
• Joint Attention
• Open Ended Solitary Toy Play with Cause and Effect Toys
• Open Ended Solitary Toy Play with Gross Motor Toys
• Open Ended Solitary Toy Play with Mechanical/Electronic Toys
• Parallel Play
• Participation in Childhood Songs and Games
• Participation in Childhood Songs and Games – If You're Happy and You Know It
• Participation in Childhood Songs and Games – Itsy Bitsy Spider
• Participation in Childhood Songs and Games – Wheels on the Bus
• Playing in a Sandbox
• Playing with Play-Doh
• Pouring Liquid from Container to Container

Adaptive Skills Programs

• Cup Use – Assisted and Unassisted
• Sippy Cup Use – Assisted and Unassisted
• Dressing/Undressing – Putting on and Taking off a Coat
• Dressing/Undressing – Putting on and Taking off a Hat
• Dressing/Undressing – Putting on and Taking off Pants
• Dressing/Undressing – Putting on and Taking off a Shirt
• Dressing/Undressing – Putting on and Taking off Socks and Shoes
• Dressing/Undressing – Putting on and Taking off Underwear
• Drinking from a Straw
• Eating with a Fork and Spoon
• Fine Motor Skills Based off of the ABLLS-R
• Gross Motor Skills Based off of the ABLLS-R
• Using a Pincer Grasp to Pick up Small Objects
• Using a Tissue
• Washing and Drying Face
• Washing and Drying Hands
• Toileting for Urination – 2 Hours Dry
• Wiping for Bowel Movement
• Wiping for Urination.