18 May

VocaliD: Custom Crafted Voices

Dear Families and Colleagues,

A well-informed parent is ecstatic about getting a customized voice for her son’s AAC device so that it sounds like him and not a robot.  Vocalid is now taking pre-orders for voices through an Indegogo campaign.  They need to raise funds to build the first 7 “trailblazer” voices in 2015 and work on the efficiency of the process so that they can ramp up the production much more production for 2016.

Please take a look at the campaign http://igg.me/at/vocalidvoices and please share it with family and friends over the weekend.   Please pre-order a voice for your AAC user if you can, purchase a shirt/decal/etc, or make a donation to this very worthy cause.  If you are not able to donate, please blast this far and wide on your friends, family, and social media.  Vocalid will be able to seek grants and other revenue sources if they can demonstrate (what we already know) that everyone who uses AAC deserves to have a voice that is as unique and dynamic as they are.

In order for them to be able to even start on the first 7 voices, they need to raise $70k.  Campaigns like this are most successful when they start out strong and have a big chunk raised before it even goes public (which is Monday).   The parent’s son was the first pre-order for a voice!  That doesn’t guarantee him one of the first 7 but puts him in a lottery for it, and we can all cross our fingers for that.  The earlier pre-orders will be put into the lottery for the 2015 voices, so sign up soon!

On Monday, please begin sharing this campaign info on your social media accounts and with your larger circle of colleagues and acquaintances. We need each and everyone’s network and extended network to make this happen. The more you can help to spread the word, the more successful this will be.  That will mean that the parent’s son and many others will have voices that are unique to them and highlight their individuality.

Thank you all!

Screen Shot 2015-05-18 at 1.01.12 PM
20 Nov

CLM Star Participates on a Fundraiser Run for his Carmel High School Cross County Team

We are proud to share with you once again the athletic progress of one of our CLM graduate who has shined like a real star throughout the CLM Course. Vincent Ravalin participated this season on a little fundraiser cross country run to raise a little money for his Carmel High School Cross Country team.

Since it’s Cross Country they run their home practice course at Garland Ranch Regional Park off Carmel Valley Road.  They ran for an hour and Vincent completed 8+miles with hills included.  When his mom, Laura Ravalin, asked him, “why didn’t you run the flat Loopine Loop route?” he said, “Mom, I needed to work my legs to build endurance.”  He’s such a hard worker in everything he does.  “It’s wonderful to watch him mature and blossom”, his mom added and according to Mrs. Ravalin, her and Vincent’s dad, both played competitive sports and still play for fun so he has a fire and commitment within that’s innate.  “It’s my job to make sure he enjoys the process and doesn’t take it too seriously”, said Mrs. Ravalin. She also shared with us that another time when practice was cancelled because of rain, Vincent just left on his own and went for a run in a torrential downpour.

Vincent started running at Carmel Middle School in 7th grade with Track and Field.  That turned into running Cross Country in 8th grade as well as Track and Field that year.  His middle school coach was impressed with how much he improved within a year, not only his time, but his maturity.   His coach encouraged Vincent’s parents to have him try out for High School Cross Country.  He even told them that with Vincent’s desire and commitment, he may be running Varsity during his high school years.  Varsity is based solely on time.  So, Vincent’s first 3 mile Cross Country race as a 9th grader was 24:32.  His last race of the season was 21:54.  That’s a 2 minute 38 second improvement from the beginning of the season.  “We’re so proud of his effort and desire to run.  He’s looking forward to Track and Field in the spring”, said Mrs. Ravalin.

Rachel Tololi, Tucci Coordinator who worked closely with Vincent also reports that he is getting straight A’s. All of his teachers report that he’s a “cool kid, pleasure to have in class and a Math genius”.

Great job Vincent! We all feel really proud of your hard work and dedication.

VincentRavalin_IMG_2689

VincentRavalin_FullSizeRender

20 Oct

“Operants” needs your support

B. F. Skinner Foundation

Joyce Tu, Ed.D., BCBA-D

I hope you enjoy Operants. In 2014 it grew from a newsletter into a report, with correspondents from around the world bringing you articles and interviews on what is going on in behavioral science and its practical applications. We at B. F. Skinner Foundation see how the readership grows, but we also know that expenses related to the production of Operantsare growing, too.

Once a year we ask people who care about keeping Skinner’s science and legacy alive to make as generous a contribution as they can to the B. F. Skinner Foundation. Operants is not the only project that Foundation runs. Donations keep Skinner’s works in print, convert books into electronic formats, maintain and expand the Foundation’s Behavioral archives and make resources available to the public through the website www.bfskinner.org

This year everyone who becomes a “sustainer” by committing to a monthly donation will be entered into a drawing to receive a flash drive containing electronic versions of Skinner’s books Contingencies of ReinforcementScience and Human Behavior, andVerbal Behavior, as well as Principles of Psychology by Keller and Schoenfeld. Whether you donate $5 per month, or $100 per month you will be entered in the drawing which will take place on Monday, December 15. The winner will get his or her prize in time for the holidays! Make your donation by pressing the “Donate” button. Don’t forget to check the “Make This Recurring (Monthly)” box.

Good luck and thank you in advance!

 

Sincerely,

Joyce Tu, Ed.D., BCBA-D

Editor-in-Chief, Operants

Board Member, B. F. Skinner Foundation

28 Apr

NYU Abu Dhabi’s Autism Awareness

nipa2014-04-28

Nipa Bhuptani, founder of Autism Support Network Abu Dhabi, received the help from the New York University Abu Dhabi campus (NYU) to organize this great event. They engaged the student volunteers in various ways with the community in spreading awareness about Autism and the need for emotional, social and educational support for individuals with Autism and their families. What a wonderful opportunity to spread Autism Awareness. Thanks to all the NYU Abu Dhabi’s best student volunteers ever!

6 Nov

Clark County’s Grandparent Letter

The following letter was sent to the Superintendent of Clarke County Schools in Berryville VA, Dr. Mike Murphy. He shared it with his team, and the grandparent was happy for us to share it with all of you. Enjoy!!!!

grandmother and her grandchild

Dr. Murphy:

I wanted to take a moment to express my appreciation for the wonderful special education program in place in Clark County’s elementary school. My grandson was diagnosed as severely autistic in May of 2012. This was after months of my daughter and I begging his primary pediatrician and social services to test him. Needless to say, our family was devastated at the time. We proceeded to spend several more months feeling lost and very worried about our child’s future and how we were going to ensure he received the services he needed.

Then, we met the school’s special education teacher. We have known the special education teacher and her family for years, so we trusted our son/grandson was in good hands. Well, that is the understatement of the year. My grandson started last November with his teachers using the ABA methods and watching him closely to find his strengths and weaknesses. The special education teacher  interacted with me constantly throughout the year.

This year the special education teacher and her assistants have started working with my grandson using the CLM method.  His progress is beautiful to see. The integrating of his interests with his educational needs has been working wonderfully. This past week they actually worked with him using songs from one of his favorite shows. There are so many good things I have to say about the methods and the care that I could go on for pages.

As you know, I am not a Pollyanna. I am sure there will be times I am not “over the moon” about how things are going with my grandson. However, nothing will ever supersede the feeling of trust and happiness I have over the true caring his teachers show for him. And, as a grandparent of a child who I know will face many dilemmas in life; it is priceless to see his general happiness as he goes to school each day.

Thanks to you for making it possible for the special education teacher to have a school system in which she can teach this way.

11 Sep

Interview with a Radical Behaviourist

This article is about an interview of a BCBA Candidate who is teaching in Canada. Our director, Vicci Tucci, liked what she had to say about how educators should be relying more on what the field of Behavior Analysis has to offer. We hope you also find this article as interest and instructive as we did.

31 AUG 2013

Lately I have been craving conversations with professionals in education that aren’t necessarily teachers, administrators, or consultants. Don’t get me wrong, I love all of you, but I think we should admit that…

CC licensed photo shared by Flickr user Skakerman
21 Aug

Noah Dupuis presents…

How to solve a behavior problem (bitting) with POSITIVE reinforcement?

Our colleague Cathy Scutta shared with us this fantastic video by Noah Dupuis and we want to share it with you too!

Vicci Tucci truly believes that this video it’s a wonderful example of how important the CLM’s emphasis is on ABA’s “Positive” practices, and that it can help our Instructors who work with children with special needs who sometimes bite them or hurt them in some way. This video will inspire them to teach these children NOT harm their instructors.

We hope you enjoy it as much as we did.

22 Jul

Dominion School for Autism

Helping Children Reach Their Full Potential

by  | June 2013

1306_ReachingOut_2Imagine that your child has just been diagnosed with autism, a neurodevelopmental disability that impacts one in 88 children in the United States and 90,000 individuals in the state of Virginia.

“It was like being kicked in the teeth,” says Kelly Smith of Henrico, mom to six-year-old Stacylee. “The diagnosis was terrifying but it lit a fire in me to find out how I could help her.” Through her research, Smith found The Dominion School for Autism (DSFA).

“We know that intensive therapies based in Applied Behavior Analysis (ABA) have the best research base for helping young children with autism have positive long-term outcomes,” says Christine Owen, educational coordinator at DSFA. “Our program is based in ABA, but that is really just the beginning.”

DSFA has been serving students with autism since 2005. Commonwealth Autism Service, a statewide agency that addresses the needs of families living with the disorder across the lifespan, assumed operation of the program in July of 2012 and introduced the Competent Learner Model curriculum to the school. The curriculum is based in the principles of ABA and focuses on skills that are key to all learning, such as observing, participating, problem solving, talking, reading, and writing. These are also skills that are often delayed or found to be challenging for children with autism.

The program serves students ranging from two to 21 years old on three different campuses. Programs for children ages two to six offer an inclusive model, housed in typical community preschools. “Our students spend time with typical peers throughout the day. For some kids, it might be five minutes, but for others with more readiness skills the majority of their day can be spent practicing social and language skills with their peers,” says Owen. “It’s really the best of both worlds because they get intensive support in a natural environment.” Currently, both preschool programs are in Mechanicsville, but one program will be moving to Chesterfield County in September.

For many of the students, this intervention enables students to enter more typical educational environments once they are ready for kindergarten or first grade. They might still need support in the classroom, but they have developed enough skills to learn alongside their typical peers. For students who continue to need intensive intervention, the school-age program provides an adapted, life skills curriculum that includes functional skills, community-based instruction, and vocational preparation.

According to Smith, “The teachers meet Stacylee where she is now, but push her constantly to progress. The goal is working towards independence and accomplishing meaningful tasks. We have been so happy with our experience at the Dominion School. The staff and teachers at Dominion are remarkably qualified.” As the parent of a child with autism, Smith says it’s crucial for instructors to have knowledge of the disorder, but adds, “More importantly, they see my daughter as I see her: a child first. They respect her and treat her like a child… who can learn. The implications of this are huge because it allows her abilities to shine and sets her up for success.”

10 Jun

Preparing for life after school

New Teaching Method Helps Students In Real World

Stonewall Jackson High School special education teacher Julie Whitaker, center, looks over the shoulder of student Garrett Lloyd, 15, of Edinburg, while his mother Sheila, right, looks on during class on Tuesday. Garrett has had much success over the school’s implementation of the Competent Learner Model this past school year. Rich Cooley/Daily

 

By Kim Walter

QUICKSBURG – When Julie Neese-Whitaker first met 15-year-old Garrett Lloyd, she realized that he struggled with basic communication and often got so frustrated that he wound up in a ball on the floor.

That behavior wasn’t necessarily new to the Stonewall Jackson High School resource teacher — she had worked with adults and students with multiple challenges for several years.

Now, the recently implemented Competent Learner Model helps Garrett sit happily in his classroom, participating and working toward small goals.

That has Whitaker very excited.

Garrett has Down syndrome and was diagnosed with autism at age 6. He’s been in the Shenandoah County school system his entire life, but has shown more progress in the past year than ever before.

“I think before we would get frustrated, and so would the kids,” Whitaker said in her special education classroom Tuesday afternoon. “But now we have real things to work toward and we know that sometimes it’s better to just stop and take a break.”

The Competent Learner Model, which came to the school in January 2012, helps students with cognitive, physical, developmental and medical disabilities develop skills that not only foster academic success, but also success in daily life.

The model focuses on seven repertoires – talking, listening, observing, reading, problem solving, writing and participating — which impact day to day functional actions.

Teachers undergo intensive training and continuing professional development to keep up with the curriculum and lessons used to move a student through the model.

Students are assessed during the model’s implementation so their teacher knows what part of the curriculum to start with. Whitaker said the flexibility of the curriculum is helpful, as some students are able to make it through a lesson a month, while others move at a much slower pace.

Within each lesson are a number of activities teachers can use to test the growth of a student — the more a student increases in lesson level, the more core repertoires he or she is required to exemplify. Before graduating to the next lesson, a student has to be assessed to prove they’re ready.

Teachers also are equipped with binders of materials and a CLM coach, who ensures successful implementation in the classroom and conducts performance reviews to determine if the educators are meeting pre-established criteria for each unit.

Whitaker credits her CLM coach, Shonnet Brand, with being there “every step of the way,” offering different teaching techniques and activity options. However, Brand said being a coach has taught her a lot in return.

“I work with behavioral analysis, so the education piece of this was very interesting to me,” she said. “These teachers do more than a lot of people imagine.”

Brand said basic subject matter like science, math, and social studies is part of the model, but the main goal is helping students become independent parts of their community.

“Of course things like SOLs are important, but there are so many other skills that these students need to master before leaving school,” she said. “With the model, teachers have ways to incorporate a bit of everything.”

Over the past year, Whitaker has seen so much improvement in Garrett that she presented on his progress during the Shenandoah Valley Regional Program’s CLM meeting in April. It included four other school divisions around Shenandoah County.

“Because of the way assessments are done, we have a visual way of tracking student success,” Whitaker said. “I think that’s what really made me realize that this works. I can look at Garrett’s sheet and see where he needs help, but I can also see how far he’s come.”

Sheila Lloyd, Garrett’s mother, said middle school was particularly tough for her son as he began to withdraw. She said it became normal for her to get about five phone calls a week, if not more, about Garrett refusing to participate or do work in class.

“It was very frustrating because I didn’t see the same struggles at home,” she said. “And then I get calls asking me to help calm him down or persuade him to do work, and I didn’t really know what to say.”

Through the model, Whitaker learned that Garrett did better with several small goals throughout the day so that he was more motivated to continuously do work. He also responded quickly to visual reminders of his daily schedule.

When Lloyd found out her son had done so well with the CLM in just one year, she said she couldn’t help but cry.

“Look at him, he’s happy,” she said as she watched Garrett complete a worksheet with virtually no supervision. “If this is what he can do in a year, I can’t even imagine what he’ll learn during the rest of high school.”

The CLM also is being used in several middle and elementary schools in Shenandoah County. Whitaker said she feels it’s the best thing for local students with multiple disabilities.

“My kids have progressed so much already, so imagine where they would be if they had started on the CLM back in elementary school,” she said. “Honestly, I had my doubts when we started, but this is what we should’ve been doing all along.”

Contact staff writer Kim Walter at 540-465-5137 ext. 191, or [email protected]

26 Nov

Wonderful CLM Article from Bucks County IU in PA

Beth Lang, Program and Training Specialist from Bucks County Intermediate Unit in Pennsylvania, has written an exceptional article about their CLM Implementation.

Click this link to read the whole article. Beth did a fantastic job summarizing the benefits students and staff have experienced from implementing the CLM. Below is a little excerpt…
.
.
Five years ago, BCIU began to implement the Competent Learner Model in the County. Since then, CLM has grown to have 2 external level coaches with the help of 3 PaTTAN external coaches to support 8 internal level coaches who support close to 30 classroom teachers and the classroom instructional assistants working with about 200 students.
Shannon McMahon and Brigid Kunze have received their official coaching certification through applying to the Review Panel selected by Tucci Learning Solutions Inc. Nina Wilde, Karen Zucaro, Erin Jeradi, and Beth Lang are all in the final steps of submitting their coaching certification application to the Review Panel. Additional internal coaches working to support the staff supporting individuals with Autism and MDS are: KarenMcLaughlin, Jen Wilde, Angela Cassel, Ressa Ostroff, and Rebecca Pettineo.

16 Nov

CLM Research Poster Presentation

WVU and CLM have come together to produce the poster titled, “The Impact of the Competent Learner Model on the GARS, Vineland, and PLS Outcomes for Children with Autism Spectrum Disorder” being presented at the upcoming AUCD Conference December 2-5 in Washington D.C.

Kudos to Dr. Dan Hursh at WVU for taking the lead on getting CLM Research conducted in addition to all the articles and presentations has has contributed to over the years. It is much appreciated that students at WVU are so involved in carrying out the research projects as well as re-developing CLM Products for General Education Learners. My hats is off to you!

Special thanks to Dana Cihelkova for thinking of submitting this valuable research to AUCD plus all the work that she did in analyzing the data from Vista School in PA. Also, a very special “shout out” to the Vista Director, Kirsten Yurich, who made all of these significant results come about under her leadership as well as her staff members who did all the hard work. Also, I want to recognize Cathy Scutta who has been the supervising Certified CLM Coach at The Vista School for many, many years. Thanks to all of you!

30 Aug

CLM in Chinese!

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

1 Aug

One of the very 1st CLM Teachers…

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

15 Jun

Behavior Analysis for Lasting Change – New Book from the Cambridge Center Includes the CLM!

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
o A student study guide
o Field activities
o An extensive glossary
o A Web-site containing:
o written supplementary illustrations and examples
o video illustrations
o a discussion board

6 Apr

RIVERVIEW INTERMEDIATE UNIT #6 RECEIVES CLM ACCREDITATION!

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.

14 Jun

Future Centre Earns CLM Accreditation!!!

Congratulations to all the hard working persons at the Future Centre for Special Needs in Abu Dhabi, United Arab Emirates.

The Future Centre for Special Needs is now CLM Accredited!!!

Special thanks to H.E. Sheikh Nahyan bin Mubarak Al Nahyan – Minister of Higher Education and Scientific Research, Dr. Mowfaq Mustafa -Director for Future Centre, Nipa Bhuptani – Head of the Autism Department at Future Centre, and all the instructors and hard-working persons who made this accomplishment possible.

Tucci Learning Solutions Inc. is proud to announce that the Future Centre has met and exceeded the high standard of achievement that comes from accreditation. You have set an example for others to follow and we are most proud to call the Future Centre for Special Needs an officially accredited CLM organization.

29 Apr

Send In Your Links!

We are enhancing the CLM blog to add links to some of our favorite autism-related sites.

Sites like:

www.behavior.org – Cambridge Center for Behavioral Studies
www.bfskinner.org – B.F. Skinner Foundation
www.bacb.com – Behavior Analyst Certification Board
www.autism-society.org – Autism news and information
www.autismlink.com – Nationwide guide to Autism resources
www.pattan.net – Pennsylvania Training and Technical Assistance Network
www.researchautism.org – Organization for Autism Research
www.autismspeaks.org – Autism awareness and advocacy

Leave a comment with your favorite autism or developmental disability-related blog, website, newsletter, or online magazine. We will be posting a list of links on the side of the webpage soon. Thanks!

1 Apr

Welcome to the Competent Learner Model Blog!

Welcome to the Competent Learner Model blog! We are excited to launch our blog today on World Autism Awareness Day. The Competent Learner Model provides developmentally appropriate assessment, curriculum, staff training (i.e. online CLM Course of Study and Coaching), collaborative consultation, and direct services for educators and parents of children with a diagnosis of Autism, PDD-NOS, other developmental disabilities, and challenging behavioral difficulties.

The Competent Learner Model (CLM) focuses on developing the seven skills that everyone needs to perform well in educational settings and function successfully in daily life. These skills are based upon a behavioral analysis of functional language that provides a framework for developing participation (social skills), communication, problem solving, observation, listening, and the pre-academic skills of reading and writing.

We are happy to help spread the word about Autism by linking to the below websites.

www.worldautismawarenessday.org – World Autism Awareness Day
www.tuccionline.com/CLMinfo.php – Information about the Competent Learner Model
www.behavior.org – Cambridge Center for Behavioral Studies
www.bfskinner.org – B.F. Skinner Foundation
www.bacb.com – Behavior Analyst Certification Board
www.autism-society.org – Autism news and information
www.autismlink.com – Nationwide guide to Autism resources
www.pattan.net – Pennsylvania Training and Technical Assistance Network
www.researchautism.org – Organization for Autism Research
www.autismspeaks.org – Autism awareness and advocacy