Teaching Joint Control to Students with Autism in Public School Settings

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About the presentation:

Designing instruction for students with autism requires that generative skillsets are taught when students have the prerequisite skills necessary. Joint control is a conceptual analysis of complex verbal behavior that can be useful to teach students to engage in multiple-step tasks related to employment, activities of daily living, and leisure activities. This session will describe the conceptual analyses that guide the teaching of joint control as well as provide examples of teaching and error correction including brief demonstrations of instructional methodologies.

1. Attendees will be able to identify a yes/no trial response of “yes” or “no”
2. Attendees will understand verbal rehearsal involvement in control procedures.
3. Attendees will understand convergent and divergent controlled responses.

About the presenter: 

Willow Hozella is a board-certified behavior analyst who works as an educational consultant with the Pennsylvania Training and Technical Assistance Network’s Autism Initiative. He provides in-class consultation to autistic support classrooms throughout Pennsylvania, working directly with students, teachers, para-educators, and other staff to implement evidence-based instructional practice.

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