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Liyu Chen, BCBA currently writes articles for a Chinese daily newspaper in Los Angeles. Here is her most recent article focusing on the CLM. Can’t read Chinese? Then here is something quick and fun – check out the photo of the article below and see how long it takes you to find these words in English: Applied Behavior Analysis, Antecedent, Consequence, Dr. Temple Grandin, BCBA
You may recognize a couple people in the photo below. One of them happens be to featured in many of the CLM Unit videos. Seated directly to Vicci’s right is none other than Debbie Thomas, one of the very first CLM teachers. This photo is from Debbie’s recent retirement dinner. Debbie has touched the lives of many families on the central coast throughout her teaching career and we can’t thank her enough for her contributions to the special education community and the CLM.
Persons in this photo; Debbie Thomas, Vicci Tucci, Resa Foss, Kirsten Shue, Anna Mae Gazo, and Sally Chidester We are happy to announce the CLM is featured in this new textbook from Sloan Publishing – Behavior Analysis for Lasting Change. Not only is the CLM talked about within the text, but the on-line supplemental video materials included with the textbook purchase features some of the video examples included in our CLM Course of Study. Special thanks to G. Roy Mayer for his contributions to the foundations of the CLM and for including us in this most prestigious publication.
Sloan Publishing is proud to announce the publication of Behavior Analysis for Lasting Change, Second Edition by G. Roy Mayer, Beth Sulzer-Azaroff, and Michele Wallace. This comprehensive introduction to the field of behavior analysis has been completely updated and references thousands of scientifically-supported constructive solutions within hundreds of areas of human performance. Features of Behavior Analysis for Lasting Change, 2nd Edition: · Written by a team of authors who are experienced, accomplished, and well-respected as scientists, scholars, consultants and teachers in the ABA field. · Includes the BACB Task List and prepares the reader for the BCBA exam. The text covers essentially all current concepts and readies the reader for supervised field application · Provides adjuncts to accompany and support readers’ mastery of the material in the text, including: o An instructor’s guide with numerous multiple choice and essay exam items for each chapter CLM is coming to Virginia and here are the coaches from the Shenandoah Valley Regional Program who are making it all happen. Special kudos to Judy Sorrell the Program Director and Cathy Scutta the CLM Certified Coach. We are so impressed with ALL their progress. Soon the CLM will be throughout the state of Virginia. We are so proud of their efforts. Congratulations to the CLM Team in Virginia!!!
RIVERVIEW INTERMEDIATE UNIT #6 RECEIVES ACCREDITATION FOR AUTISM SUPPORT PROGRAM CLARION (March2011) – Riverview Intermediate Unit #6 (RIU6) in Clarion, PA has been awarded accreditation for their implementation of the Competent Learner Model (CLM) for students with Autism Spectrum Disorder (ASD) and will be featured in a video to be used to disseminate the model worldwide. On March 27, 2011, Vicci Tucci, president of Tucci Learning Solutions, presented RIU6 Board President, Julie Hartley (Clarion Area School District), with the accreditation plaque. “RIU6 made the investment in CLM and in the education of learners with ASD and it’s proven to be worthwhile,” said Tucci. “There are 24 out of 29 intermediate units in Pennsylvania currently participating in the CLM, but RIU6 is the first to be accredited and only the third organization worldwide to receive this honor.” The CLM accreditation is the highest honor an organization can achieve for its implementation efforts. According to Executive Director, Dr. John Cornish, “We’re thrilled to bring this quality program to our rural area. The accreditation will allow us to extend this model outside of our area and train others because we’ve proven that we’re modeling the top standards of learning.” The CLM offers behavior analytic instructional practices to teams serving learners with significant challenges. By emphasizing a team approach to learning, students benefit from professionals and paraprofessionals in the classroom all using the same methods aimed at increasing student achievement. RIU6 first began an Autism Support Classroom using the CLM in conjunction with other proven instructional methods in 2008. Since that time, the program has expanded to include eight classrooms located in Clarion-Limestone, Clarion, Cranberry, Titusville, and Union School Districts and support services to Punxsutawney Area School District’s classroom. “RIU6 continues to show improvement and innovation in their Autism Support classrooms,” said Tucci. “It’s wonderful to see how the classroom staff, speech therapists, occupational therapists and administration work to support this program.” The RIU6 Autism Support staff also provides training for teachers and paraprofessionals and offers consultation services and recommendations to districts on how to best support students diagnosed with ASD so that they can be educated with their academic peers. “It’s an honor to receive this recognition,” said Cornish. “The Autism Support staff had done a wonderful job implementing this program and this accreditation reinforces the hard work that has gone into developing and expanding our classrooms.” Autism affects an estimated 1 in 150 births. It is a complex developmental disability that typically appears during the first three years of life and is the result of a neurological disorder that affects the normal functioning of the brain, impacting development in the areas of social interaction and communication skills. Children with autism typically show difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. It is important to keep in mind that autism is a spectrum disorder and it affects each individual differently and at varying degrees – this is why early diagnosis is so crucial. By learning the signs, a child can begin benefiting from one of the many specialized intervention programs. For more information on the RIU6 Autism Support program or any of the RIU6 services, call Riverview Intermediate Unit at 814-226-7103 or visit the website at www.riu6.org. RIU6 Autism Support staff (L to R): Natasha Cochran, Beth McNamara, Lisa Saxton, Angie Schultz, Cristin Leahy, Cybill Swab, Vicci Tucci, Lori Mathieson, Kayla Simpson, Lacretia Lachnicht, Roni Wescoat, Tina Moon. Not pictured: Shannon Gallagher, Julie Hovis, Jill Shull, Greta Tanner, Brad Seybert, Jim Masquelier, Jason Edmonds, Geri Nasser, Mary Ann Jordan, Jennifer Billingsley, Hope McGee, Lori Ditrich, Kathy Walton, Toni Riskus, and Sally Flaherty. The Monterey County Weekly has an excellent article in this weeks edition. The author did a great job pointing out the positive contribution the CLM has made to Monterey county classrooms. You can read a small excerpt below.
Thanks to all the Tucci and MCOE staff that have worked hard to implement the CLM. It’s nice to see a little positive press and recognition for all your effort. Special thanks to our hardworking staff who presented this poster at the most recent CalABA conference. Barbie, Eden, Kim, and Guillermo (not pictured) presented a poster entitled, “Correlating the Competent Learner Model Assessment (CLRA) with Criterion-Based Developmental Assessment“
The Conference The Location The inaugural APBA convention will be unlike any other, with unique professional development and networking opportunities for practitioners of applied behavior analysis, as well as valuable information for consumers and others interested in the practice of ABA. Learn more at the APBA website by clicking here.
When Stacey went over to her new friend Chelsea’s house, she met Chelsea’s 4-year-old brother, Shawn, who has been diagnosed with autism. “Hi,” said Stacey, smiling. Shawn glanced at her and said nothing. Then he turned back to a toy he was holding. Later, in Chelsea’s room, Stacey said, “I don’t think your brother likes me.” “It’s not your fault,” explained Chelsea. “Shawn has autism.” Stacey wanted to know what autism meant, what causes it, what it’s like to have autism, and more. Let’s find out. What Does Autism Mean? Autism (say: aw-tih-zum) causes kids to experience the world differently from the way most other kids do. It’s hard for kids with autism to talk with other people and express themselves using words. Kids who have autism are more likely to keep to themselves and some can’t communicate without special help. They also may react to what’s going on around them in unusual ways. Normal sounds may really bother someone with autism — so much so that the person covers his or her ears. Being touched, even in a gentle way, may feel uncomfortable. Kids with autism sometimes can’t make connections that other kids make easily. For example, when someone smiles, you know the smiling person is happy or being friendly. But a kid with autism may have trouble connecting that smile with the person’s happy feelings. A kid who has autism also has trouble linking words to their meanings. Imagine trying to understand what your mom is saying if you didn’t know what her words really mean. It is doubly frustrating then if a kid can’t come up with the right words to express his or her own thoughts. Autism causes kids to act in unusual ways. They might flap their hands, say certain words over and over, have temper tantrums, or play only with one particular toy. Often kids with autism don’t like changes in their routines. They like to stay on a schedule that is always the same. They also may insist that their toys or other objects be arranged a certain way and get upset if these items are moved or disturbed. Every day kids and adults are affected by the sights, sounds, smells, and other sensations that they experience. If someone has autism, he may need to learn to understand what to do or say to handle everything that happen in a given day. For example, a kid with autism may need special training to learn to ask for things that are missing so he can get dressed for school. Another kid may need to learn to brush her teeth so she can avoid cavities. Kids can be mildly affected by autism, so that they only have a little trouble in life, or they can be very affected, so that they need a lot of help. Students with mild autism may be able to go to school with kids from their neighborhoods. In fact, you might have someone with autism in your class. Some kids with autism may need to learn at home or in special education classes. Why? A lot of kids with autism need calm, orderly surroundings. They also need teachers trained to understand the problems they have with communicating and learning. Some kids with mild autism will grow up and be able to live on their own. Those with more serious problems may need help to live in their own home. But all kids with autism have brighter futures when they have the support and understanding of doctors, teachers, caregivers, parents, brothers, sisters, and friends. The above literature has been modified from http://kidshealth.org and their content was reviewed by Steven Dowshen, MD in April 2008 |
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