Resources for ABA Professionals

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Whether you are an experienced clinician or just starting out in the field, we’ve compiled a set of resources to direct you to current best practices in Applied Behavior Analysis.

Feel free to share these resources with others.

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Videos

A Day in the Life of an ECI

All of the clients with whom we work are so different; which means that the structure of the sessions are different based on the specific needs and goals for that specific child. Here is a snapshot of one type of session that involves following a schedule (to enhance predictability and compliance); teaching strategies embedded in developmentally appropriate, natural activities (to promote meaningful generalization); and a lot of parent participation. Why does the session look like this? Because the senior clinician (e.g., the BCBA) has determined – and the child’s performance has verified – that the structure and strategies incorporated into this session are the optimal methods to address this child’s treatment goals. Bottom line – No two sessions are alike.

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Teaching Eye Contact

Many children with whom we work do not make consistent eye contact in social situations. This is a significant impediment to learning and development. At Coyne, we use a unique, research-based method to teach all of our children to spontaneously look and attend to caregivers. This initial investment in teaching this key social skill yields huge rewards as the child works on advanced language and play skills during subsequent phases of intervention.

Matching to Sample

Typically-developing children learn to think and understand by making associations in the environment. Things that “Match” or are the same become associated together. Eventually words and labels become associated with objects and people, etc. Deficits in attending may impede the development of this domain in some toddlers with delays.

Non-verbal Imitation

Imitation and Observational Learning are critical skills that enable children to learn play and language skills just from watching others. That is why we prioritize the development of this skill early in the intervention process.

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