Attending mainstream schools is always one of parents’ priorities. Parents of children with ASD wish their children could share the same school experience as other children. They are hoping that with time, their children will gradually get used to the environment and could learn through their peers in a school environment. However, they always overlook whether the child is ready for school. They may look for a teacher assistant or school shadow teacher when they receive complaint from school. It is critical for us to learn about the help that we look for to ensure we provide effective help for the child.
Below are some suggestions and guidelines of an effective school shadowing plan:
For example, student can read along with the class together without reminder/ being able to perform classroom routine independently. Steps include putting away his school bag, take out his folder and put his homework on the “Homework” tray.
For example, our goal is to have the student to be able to read along with the class independently. Below could be the possible breakdown. Note that breakdown may be different for different students.
Phase 1:
School shadow teacher prompting student to “do the same” when the teacher asks students to read aloud.
Phase 2:
School shadow teacher being further away from student implementing a reinforcement contingency to provide consequence based on student’s performance in subtle way.
Phase 3:
School shadow teacher transfers the evaluation system to the class teacher. School shadow teacher may be around (e.g. at the back of the classroom) to observe student and provides signal to the class teacher to help provide the information that allow her to evaluate with the student.
Based on the breakdown of the skill, if data shows that the student has mastered the current phase, it indicates that the shadow teacher can systematically move onto the next phase and increase the level of difficulty. Alternatively, if data shows that the student has challenges in mastering the current phase, we should try to understand the reason and make hypothesis, for example, if there is mistake or confusion in data collection, if the student is not feeling well that week, whether the shadow teacher has implemented the procedure consistently, or if we need further break down for a specific phase.
M.Sc., BCBA
Behavioral Consultant
Ms. Christy Lai is a Board Certified Behavior Analyst with a Master of Science in Applied Behavior Analysis from St. Cloud State University and a Bachelor of Arts in Psychology from the University of Michigan, Ann Arbor. Ms. Lai joined Autism Partnership (AP) in 2011 and she has extensive experience in working with children with ASD. Ms. Christy Lai currently take lead of the case supervision in AP Hong Kong center. At the same time, she oversees the Little Learners program in Hong Kong and Shanghai and consults families in Asia. She directs overseas training to staff in the Train the Trainer program and provides parent education to families with children with ASD. She also conducts Jumpstart and PIIP programs locally and internationally. In additions, she is keen to take part in overseas ASD conferences and take lead of the design and production of AP teaching materials. Moreover, she helps with producing ABA training videos and articles in the APSPARKS website for public education.
When most parents start ABA therapy for their child, they are thinking about immediate concerns: communication, behavior, independence, or school readiness. However, there is another important factor to consider and that is your child’s future as an adult. A recent UK government report, The Buckland Review of Autism Employment (2024), sheds light on a troubling reality. […]
When considering ABA therapy for a child with autism, parents often ask: “How many hours should my child receive?” It’s an important question, and the answer can make a substantial difference. While every child is unique, decades of research has shown the intensity of therapy matters. A major study published in 2017 by Linstead and […]
When considering ABA therapy, the first questions are often about hours, goals, or cost. There is another overlooked factor that may be even more important: Who is delivering the therapy? An exemplary case study published in 2020 by Ferguson and colleagues at Autism Partnership Foundation showed just how much of a difference the quality and […]
Please share to let more people learn about ASD and ABA therapy:
AP holds the belief that with quality Autism Partnership Method (APM) treatment, individuals with autism should reach their fullest potential and achieve the greatest degree of independence and highest quality of life possible.
Sign up now to get ABA and Autism related news delivered to your inbox. Enter your email to get started
Hong Kong Center
Kowloon Center
All information received will always remain confidential. We will contact you as soon as we review your message. Thanks
