In this presentation, I will attempt to illustrate a functional analysis of curriculum development and suggest an additional level of specificity in the design and implementation of behaviorally derived instructional sequences for children with autism. First I will suggest a way of organizing skills based on whether they constitute a generalized operant class or cumulative/finite skills and how such classification necessarily induces a consideration of mastery criteria for each skill. Then I will endeavor to demonstrate how when behavioral topographies are brought under the relevant sources of environmental control they lead to rapid and generalized learning, enabling the child to acquire novel responses with minimal teaching. This conceptual framework will be illustrated in relation to two pivotal skills that may lay the foundation for the development of multiply controlled generalized verbal behavior: simple and conditional discriminative learning and naming.
August 6 – 9, 2018
The Penn Stater Hotel and Conference Center
State College, Pennsylvania