Strategies Methods and Approaches

Strategies, Methods
and Approaches in
Teaching Children
with Autism
Wilmie F. Zabala
Applied Behavior Analysis
Wilmie F. Zabala
• existing for 4 decades now
• came from Learning Theories of Classical Conditioning and

Operant Conditioning
•Any Behavior can be learned, unlearned or modified
•Dr. Ivar Lovaas first used it during the late

1960's, with 19 kids w/ autism
PARTNERS FOR
Wilmie F. Zabala
PROGRESS
Defining ABA:
Applied Behavior Analysis or ABA
- is the practice of studying or applying
intervention based upon observable, measurable
behavior in a systematic manner in order to
increase, decrease or modify behavior approach
- is an intervention program which helps the

children learn how to learn
PARTNERS FOR Wilmie F. Zabala
PROGRESS
- is a method which involves the

breaking down of all skills into small,
discrete tasks, taught in a highly
structured and hierarchical manner
PARTNERS FOR
Wilmie F. Zabala
PROGRESS
Discrete Trial Teaching

The discrete trial is the primary teaching
method for a number of the behaviorally-
based interventions used in teaching
children with autism.
PARTNERS FOR
Wilmie F. Zabala
PROGRESS

3 PARTS OF ABC MODEL
Antecedent
Behavior
Consequence
PARTNERS FOR
Wilmie F. Zabala
PROGRESS

Antecedent
- refers to what happens prior to the behavior
Child is hungry

PROGRESS

Behavior
- refers to the actual behavior of the child in
response to the antecedent
Child says, “I want cookie”

PROGRESS

Consequence
- the result of the behavior done
Child receives cookie

PARTNERS FOR
Wilmie F. Zabala
PROGRESS
SD—R—SR
Discriminative Stimulus
PROGRESS
SD—R—SR
Response
PROGRESS
SD—R—SR
Reinforcing Stimulus
PROGRESS
SD Discriminative Stimulus
…is the instruction or command
given to elicit the desired
behavior or skill

PROGRESS
SD Discriminative Stimulus
"give me dog"
"touch apple"
"show me clap"
PROGRESS
R Response
…is the reaction of the child

from the given SD

PROGRESS
R Response
(child gives toy dog)

(child touches apple)
(child claps)
PROGRESS
R Response
3 Types of Response
Correct
Incorrect
No Response
PARTNERS FOR (considered incorrect)
Wilmie F. Zabala
PROGRESS
SR Reinforcing Stimulus
…is the reward for the elicited

response, be it correct or incorrect

PROGRESS
The possibility of learning the behavior or

concept expected depends largely on the SR
given

PROGRESS
Verbal: Praises like very good! good job! ayos!

Non-Verbal: claps, hugs, tap on the back, etc
Food: preferred food of the student

PROGRESS
SD R SR
Give Child hands Teacher
“book” over “book” gives
cookie or
praises
child
PROGRESS
SD R SR
Do this! (Child waves Teacher
(Teacher his hand) gives toy
waves or praises
hand)
child

PROGRESS
SD R SR
Teacher Child says Teacher
says: “Say, “ah-pol” gives
‘apple’” biscuit or
praises
child
PROGRESS
Prompts
…are any help or assistance given to the kid to
perform the desired behavior or skill

PROGRESS

Kinds of Prompts
1. Physical — take the child's hand and guide to
correct response

PROGRESS
wilmie f. zabala

Kinds of Prompts
2. Demonstration — imitation of teacher to arrive at the
desired response

PROGRESS
wilmie f. zabala

Kinds of Prompts
3. Verbal Instruction – directing the child to the correct
response through vocal clues
4. Modeling—indirect demonstration
5. Non-Specific-gesture, glance, pointing
6. Voice Inflection – changing voice intonation to give clue
PROGRESS

Kinds of Prompts
7. Recency — after the child responds correctly, give that
same SD again so that the child can
use the correct response as a
prompt
8. Position/Proximity – placing the target stimuli closer
to the child

PROGRESS

Fading Prompts
• establish prompt sequence/hierarchy
• make sure prompt is "fadable"
• gradually fade the prompt
• once step is learned, do not reinforce
prompted trials
• watch for unintended prompts
PARTNERS FOR
Wilmie F. Zabala
PROGRESS

Reinforcement
Primary vs. Secondary Reinforcers
•Primary — things which are naturally reinforcing

(food, drinks)
•Secondary — things which acquire reinforcing properties
with learning (puzzle, praise, toys)

PROGRESS

Reinforcement
Positive vs. Negative Reinforces
• Positive – add something pleasant to the situation
(candy, hug, etc)
• Negative – take something unpleasant away from the
situation (turn off loud music, stop
nagging-shouting)
PROGRESS
STRATEGIES IN BEHAVIOR MODIFICATION

FOR CHILDREN WITH AUTISM
1. “nip in the bud” [ that’s enough ]
- stop the behavior before the behavior grow bigger
2. “ working through” [ let us do it ]
3. Restraints [ physically control ]
4. Reprimand – for worse behavior only
5. Putting it right [ “lets pick them up” ]
- let them pick do the correct way
Ex. What he scatter, let him fix it / clean it Wilmie F. Zabala
6. Negotiation –
Make an agreement
[ in any problem you have to negotiate to some things ]
there is a schedule when to give that amount of food
Should be gradual
1st round – 1 whole
2nd round – ½
3rd round – ¼
7. Ignoring
Like banging on table – they just want to attract
attention – make it worse Wilmie F. Zabala
8. Redirecting
- redirecting his attention to other things if having
tantrums
9. turning away
10. isolation [ “ no hitting ” ]
11. Removing an activity [ “if you _____ , no Lego pieces ” ]
12. offering an alternative
13. Distraction
14. removal of privilege / negotiation
15. natural consequences
16. what to do stories [ social stories ..ex. I will _____ ]Wilmie F. Zabala
17. rewards
18. physical posturing
19. modeling
20. token economy –
Chart – every good deed [ gets a token / reward ]
collect
21. flooding – continually repeat what he is saying
22. giving choices
23. contracts
24. the tear tracer – if they cry, put a bowl under his eyes ]
Wilmie F. Zabala
25. positive praise
26. physical proximity – before control – come near just to correct

inappropriate behavior
27. graded change routine [ whole , ½ ]
28. demand – reward [ sit first then candy ]
29. error free learning [ quiet for a while … instead of stop crying ]
30. desensitization – slowly expose them to public place if he fear
public places
“ SPED would not be as effective as it would

be without the help of the parents ”
Wilmie F. Zabala
ACTIVITY
Each group will choose one method /

strategy / approach to work on. Each will
create a class situation involving a child
with autism. The group will act-out the
situation and presentation will be done in
front of all participants. A group will be
assigned to give comments and
recommendations on the presentation.
Wilmie F. Zabala
PICTURE EXCHANGE
COMMUNICATION
SYSTEM
(PECS)
Wilmie F. Zabala
What is PECS?
• Picture Exchange Communication
System (PECS) was developed 12 years
ago as a unique augmentative training
that allows children and adults with
autism and other communication deficits
to initiate communication.
• Andrew Bondy and Lori Frost, speech-
language pathologists provided the
foundation and manual for training
Wilmie F. Zabala
• PECS was established to teach a
picture communication system within
a social context of use.
• PECS is intended for individuals who
don’t have functional communication
system.
• Children are taught to approach and
give a picture of a desired item to a
communicative partner in exchange
for the actual desired item.
Wilmie F. Zabala
GOALS OF PECS
• PECS is a picture-based communication
system designed to establish functional
picture communication system within a
social context.
• Its goal is to have a child to spontaneously
initiate a communicative interaction.
• Teaching a child to verbally produce
speech is NOT the goal of PECS.
Wilmie F. Zabala
PHILOSOPHY OF PECS
The Philosophy is that the reason
for communication must precede
actual speech production. The
individual must understand the
purpose for communication before
engaging in actual speech
production.
Wilmie F. Zabala
6 PHASES OF PECS TRAINING
Phase I – Physical Exchange
1. Two people to prompt the procedure with the
child – the trainer and the communication
partner (CP)
2. Takes photograph or makes a drawing of the
item that the child likes
3. When the child reaches for the desired item,
the CP physically assists the child in picking
up the picture or growing of the item and
putting it in the open hand of the trainer
Wilmie F. Zabala
4. As soon as the trainer receives the item
he says “ah, you want a ________,”
and immediately gives the item to the
child. No verbalization is prompted.
5. The fully assisted physical exchange is
gradually faded to an unprompted
physical exchange without an open
hand prompt.
Expected outcome:
The child spontaneously initiates the
interaction by picking up the picture
and giving it to the trainer. Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
Phase II – Persistence and Distance
1. The trainer moves away from the child
so that the child must make no more
effort to give the picture to him.
2. Stimulus picture is placed on velcro
communication board.
3. The child must get the picture off the
board and travel to the communication
partner to take it to the trainer
Wilmie F. Zabala
4. Subtle prompts are gradually
eliminated while distance and
proximity to the trainer increases.
5. Communication partner also reduces

eye contact and adds more distance for
child to access the picture and the
trainer.
Wilmie F. Zabala
6. Multiple communication partners
and environment are introduced
as well as a variety of
reinforcement.
Expected outcome:
The child generalizes the picture
communication across people,
places, reinforcers and distance
Wilmie F. Zabala
Phase III – Discrimination Training
1. Involved one trainer who begins in close
proximity.
2. Additional pictures are gradually introduced

and the child must discriminate between the
pictures non-reinforcing and reinforcing.
Expected Outcome:
The child can choose between multiple
picture symbols and then approach the
communication partner to give the picture.
The child has successfully initiated
communication that has meaning in order to
request something. Wilmie F. Zabala
Phase IV – Sentence Structure
1. The child is introduced to a sentence strip
designed to teach her to construct a simple
phrase structure to make a request.
2. The trainer puts a picture with the words “I
want” on the board. Then add another picture
to complete the sentence.
3. After the child learns #2, the “I want” picture
is remove and the child uses “I want” phrase
and the specific item to complete the
sentence.
Expected outcome:
The child will use simple sentence structure
to make spontaneous request Wilmie F. Zabala
Phase V – Answering “What do you
want?”
1. Give series of prompts that are increasingly
delayed until the child responds and without
prompts or “beats” the prompts.
2. The physical prompt is pointing to the “I want”
card to cue the child to pull the card and respond
to the question.
3. Physical prompt and the “what do you want?”
question are delivered simultaneously.
Expected outcome:
The child can both respond to the “what do you
want” question and can spontaneously make
request.
Wilmie F. Zabala
Phase VI – Answering Comments
Questions
1. Teach the child to understand the difference
between requesting and making simple
comments by teaching to answer the statement
or “comment” question.
2. Move away from strong reinforcement.
3. Introduce the question “what do you see?”
with a sentence strip for “I see” plus a
completion item.
4. Question prompt should gradually fade.
Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
Treatment and
Education of Autistic
and Communication
Handicapped Children
(TEACCH)
Wilmie F. Zabala
TEACCH and Autism
• T - Treatment and
• E - Education of
• A - Autistic and
• C - Communication Handicapped
• CH- CHildren
Wilmie F. Zabala
TEACCH and Autism
TEACCH approach includes a focus

on the person with autism and the development
of a program around this person’s skills,
interests and needs.
Wilmie F. Zabala
TEACCH Educational Principles
• Strengths and interests

• Careful, Ongoing, Assessment
• Assistance Understanding Meaning
• Understanding that noncompliance often
results from lack of understanding
• Parent collaboration
Wilmie F. Zabala
TEACCH Educational Goals
• Teach the student that his environment
does have meaning
• Cause and effect
• Communication
• Meaningful skills for adult life
Wilmie F. Zabala
Structured Teaching
5 Reasons for using structure

1. Helps to understand his environment
2. Helps people with autism to be calm
3. Helps people to learn better
4. Help achieve independence
5. Form of behavior management
Wilmie F. Zabala
Structured Teaching
Aspects of structure
• Physical environment
• Schedules
• Proactive routines
• Visual structure
Wilmie F. Zabala
Structured Teaching
Physical structure refers to the way we
set up and organize each area in the
classroom, where we place the furniture
and materials.
• Clear physical and visual boundaries
• Minimize visual and auditory
distractions
• Develop basic teaching areas
Wilmie F. Zabala
Sample of a Physical Structure
Board
COMPUTER
Exit
AREA
B
S
O
N
O T
K FREE A
A C
TIME/
S B K
SOCIALI-
H L
E ZATION A
E R
L AREA
E
F
A
Entrance
MIRROR FEMALE CR MALE CR
Sample of a Physical Structure
Exit B
White Board Media U
I
table L
TABLES T
For Group Activities I
table
N
table C
Table A
For 2 B
Table Table
I
N
Book Shelf Book Shelf E
T
Holding Area
MIRROR
Entrance
FEMALE CR MALE CR
Task Preparation
Visual Structure is the method of incorporating
concrete visual cues into the task itself. The
student does not have to rely on the teacher’s
verbal or physical prompts in order to
understand. It increases the student’s ability to
work successfully and independently without
interaction or intervention
Wilmie F. Zabala
Visual Structure – Key Elements
• Visual instructions show the student how to

combine and organize a series of parts to
obtain the desired outcome
– Jig typically refers to a picture or line drawing

which shows the layout of specific materials in
their correct combination or sequence
necessary for the completion of the task.
Wilmie F. Zabala
• Visual organization modulates sensory input

by organizing materials and space in the work
environment.
- Organization of materials
- Limiting the space
- Self-contained task
Wilmie F. Zabala
• Visual clarity refers to highlighting key

materials and relevant instructions. It
emphasizes the significant parts of the visual
instruction
- Use colors, pictures, numbers, words

to highlight
- Limit the materials
Wilmie F. Zabala
Sample Job Works with Visual Cues
nancy c. pascual
nancy c. pascual
nancy c. pascual
nancy c. pascual
nancy c. pascual
Job Work for Higher Level
1. Read Sentence
John works in the hospital.
2. Underline the noun
John works in the hospital.
3. Write the noun under its classification.
Person Place Thing Event
John hospital ____ _____
_____ ______ ____ _____
Wilmie F. Zabala
Task Preparation
• Independent task refers to a task which is
performed successfully by the student without a
teacher’s physical, verbal or gestural prompts
• Independent work session refers to a period of

time during the school day when the student is
expected to complete a series of independent
tasks
Wilmie F. Zabala
Structured Teaching
Daily Schedule visually tells the student in
a way that he can easily understand what
activities will occur and in what sequence.
● Object
● Single picture
● Picture cards/photograph cards
● Pictured written list
● Written cards/ written lists
Wilmie F. Zabala
Sample of a Daily Schedule
NAME :________________________________
DATE :_________________________________
TIME TASK FINISHED
7:00 -7:15 Flag Ceremony

7:15-7:45 Circle Time
7:45-8:15 Communication Skills
8:15 – 8:30 Numeracy Skills
8:30-9:00 Psycho-Motor Skills
Wilmie F. Zabala
Sample of a Daily Schedule
NAME :________________________________
DATE :_________________________________
TIME TASK FINISHED

7:00 -7:15
7:15-7:30
7:45-8:15
8:15 – 8:30
8:30-9:00
Wilmie F. Zabala
Structured Teaching
Individual work systems tell the child what
to do and answers the following questions:
● What work?
● How much work?
● Concept of finished?
● What happens next?
Wilmie F. Zabala
Structured Teaching
• Types of Work Systems:
• Left to right
• Top to bottom
• Individualization:
Wilmie F. Zabala
Structured Teaching
• Proactive routines
– First – then
– Left to right
– Top to bottom
– Combines left to right, top to bottom
– Check schedule
– Follow directions of the work system
Wilmie F. Zabala
Structured Teaching
STEPS for setting up the classroom:
Physical structure
• Teach the student the meaning and value of a
schedule
• Daily schedule
• Individual work system
• Developing independent tasks
• Class schedule
• Teaching process
Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
Wilmie F. Zabala
The Keys to Opportunity
Some people see a closed door

And turn away.
Others see a closed door,
Try the knob….
If it doesn’t open,
They turn away.
Wilmie F. Zabala
Still others see a closed door,
Try the knob…
They find a key.
If it doesn’t fit,
They turn away
Wilmie F. Zabala
A rare few see a closed door,
Try the knob…
They find a key.
If it doesn’t fit…..
They make a new one
Wilmie F. Zabala
Thank you
WILMIE F. ZABALA, MAED SPED
Alabel Central Integrated SPED Center
ACTIVITY
Directions: You have 4 high functioning

CWA pupils. Look around the room.
Make changes in the classroom which
will make clear visual and physical
boundaries for story reading, recess, and
arts and crafts activities.
Wilmie F. Zabala

Strategies Methods and Approaches

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Strategies Methods and Approaches

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Strategies, Methods

• existing for 4 decades now

• came from Learning Theories of Classical Conditioning and

•Any Behavior can be learned, unlearned or modified

•Dr. Ivar Lovaas first used it during the late

- is an intervention program which helps the

- is a method which involves the

Discrete Trial Teaching

Discrete Trial Teaching

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Child says, “I want cookie”

Discrete Trial Teaching

Child receives cookie

Discrete Trial Teaching

Discrete Trial Teaching

Discrete Trial Teaching

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Discrete Trial Teaching

…is the reaction of the child

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

(child gives toy dog)

Discrete Trial Teaching

Discrete Trial Teaching

…is the reward for the elicited

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

The possibility of learning the behavior or

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Verbal: Praises like very good! good job! ayos!

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Discrete Trial Teaching

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

Discrete Trial Teaching

•Primary — things which are naturally reinforcing

PARTNERS FOR Wilmie F. Zabala

Discrete Trial Teaching

STRATEGIES IN BEHAVIOR MODIFICATION

26. physical proximity – before control – come near just to correct

“ SPED would not be as effective as it would

Each group will choose one method /

5. Communication partner also reduces

2. Additional pictures are gradually introduced

TEACCH approach includes a focus

• Strengths and interests

5 Reasons for using structure