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Dr. Justin Leaf is the Director of Research. Justin received his master’s degree in Applied Behavioral Science and his doctorate degree in Behavioral Psychology in the Department of Applied Behavioral Science at the University of Kansas. Justin worked directly under the mentorship of Dr. James Sherman and Dr. Jan Sheldon. Justin has over ten years of clinical and research experience working with children, adolescents, and adults with autism and other developmental disabilities.
Autism Partnership’s Research Department is proud to announce the
publication of their latest study, which provides empirical
evidence that Applied Behavior Analysis is a highly effective
treatment option for persons with Autism Spectrum Disorder. The
data shows that 45 out of 64 children in the preliminary analysis
made such remarkable progress that they obtained IQs within the
normal range and successfully completed grade level work in
regular education settings.
Authors: Dotson, Wesley H.; Leaf, Justin B.;
Sheldon, Jan B.; Sherman, James A. Source: Research in Autism Spectrum Disorders,
v4 n2 p199-209 Apr-Jun 2010
In 1999 we published, A Work in Progress, a manual containing strategies and programs that we had developed over that past 20 years. It is now 2012 and we have (finally!) made some more progress. Our approach and programming efforts have continued to evolve over the last 13 years. We have continued to try to blend a natural, child-friendly approach to teaching while remaining determinedly systematic. We have developed new approaches to solving challenging behavior problems as well as teaching communication, social and recreational skills. A Work in Progress received positive reviews from parents and professionals alike. However, we would often hear, “If we could just see the programs in action, that would be even more helpful!” We have taken the feedback and developed A Work in Progress Companion Series which combines written booklets on various teaching strategies along with actual demonstrations of our work with students on DVD. We have selected a few of our favorite programs which illustrate the use of behavior methods to teach a variety of skills to students of all ages.
We hope that parents and teachers will find this series a helpful companion and extension to A Work in Progress. We are also excited to announce that all of our proceeds from A Work in Progress Companion Series will go directly to the Autism Partnership Family Foundation! This Foundation was developed for three purposes: to provide services to families with limited resources; to fund research that will investigate new strategies and programs that truly make a difference in the lives of children and families; and to disseminate information about evidence-based treatment and provide resources for training parents and professionals
This is one of our most-used strategies for teaching students foundational as well as advanced social skills. Essentially, the strategy teaches students to understand the difference between behaviors that are socially appropriate (cool) and those that are inappropriate (not cool). In later stages they go on to actually practice the appropriate form of the behavior and receive feedback on their efforts. Research confirms our clinical experience that Cool versus Not Cool is effective in teaching social skills and enabling students to monitor their own behavior
This is an underemphasized area in treatment and education. We often take for granted that students know how to learn (or will acquire it on their own). But if students cannot pay attention, will not wait, or do not understand feedback, then learning is extremely difficult. In this volume we describe and demonstrate programs that we have found helpful in teaching students how to learn
By Autism Partnership: Mitchell Taubman, Ph.D., Ron Leaf, Ph.D., and John McEachin, Ph.D.
With contributing chapters by: Marlene Driscoll, M.A. MFT, B.J. Freeman, Ph.D., Alyne Kuyumjian, M.S., Justin Leaf, M.A., Karen McKinnon, M.A., Tracee Parker, Ph.D., Julia Peacock, M.S., Jon Rafuse, M.A., Julide Saltuklaroglu and Andrea Waks, J.D.D.
“One of the most comprehensive and easy-to-use guides available for teaching social skills to children and youth with autism spectrum disorders. A valuable resource for teachers, clinicians, and families!” – Tristram Smith, Ph.D., Associate Professor of Pediatrics, University of Rochester Medical Center
“This is a terrific addition to the information available on how to teach social skills. The authors have outlined ways to teach social skills in social awareness, social communication, social interaction, social learning, and social relatedness.” – Mary Jane Weiss, Ph.D., Director of Research and Training, The McCarton School
Crafting Connections is a welcomed addition to many professionals’ libraries. It provides empirically based techniques for teaching social skills to a wide age range of individuals on the autism spectrum. Crafting Connections directly deals with many of the social pitfalls individuals with ASDs face on a daily basis. E. VanBergeijk (&) Vocational Independence Program, New York Institute of Technology, 300 Carleton Avenue, Room 112 Independence Hall, Central Islip, NY 11722, USA
e-mail: evanberg@nyit.edu
Written by a team of renowned professionals, this guide highlights skill development in clear and behavioral frameworks, and provides parents and teachers with a wealth of information regarding goals and strategies. Sub-skills, prerequisites, and methods of instruction are outlined for each area in a methodical, easy-to-read manner.
The book is practical in that it addresses real world issues such as teasing and bullying, conversational development, and social comprehension. Most individuals with ASD have substantial social challenges. Many receive good and thorough intervention in various areas of the curriculum, but few receive excellent instruction in social skills. This book will increase the quality of social skill instruction offered to learners on the spectrum.
A comprehensive guide for any parent or professional working with Autistic children, A Work In Progress is an absolute must-have. Parents of newly diagnosed children and professionals looking for a concrete curriculum will find this book to be an invaluable resource. The two-part manual presents ABA-based behavioral intervention strategies along with a detailed curriculum that contains 54 clear, step-by-step exercises.
The first half of the book, entitled Behavioral Strategies For Teaching Improving Behavior of Autistic Children, gives parents practical, how-to information on setting up an ABA program and dealing with difficult behaviors. Topics covered include: teaching formats; stages of therapy; evaluation; reinforcement; working with older children; disruptive behaviors; behavior problems; self-stimulatory behaviors; sleep problems; toilet training; eating problems; as well as play and social skills. The second part of the book is a detailed curriculum titled Autism Partnership Curriculum for Discrete Trial Teaching with Autistic Children.
By Autism Partnership: Ron Leaf, Ph.D., Mitchell Taubman, Ph.D. and John McEachin, Ph.D.
With contributing chapters by: Marlena Driscoll, M.A., LMFT, Alicia Ellis, M.Ed., M.S., Craig Kennedy, Ph.D, Toby Mountjoy, Tracee Parker, Ph.D., Leticia Palos-Rafuse, M.S., Jon Rafuse, M.A., Rick Schroeder, Jennifer Sryzens, M.S., Andrea Waks, J.D.D., and Tammy White, M.Ed.
A must read for all school administrators, special education staff and parents who have children with autism. . . . Required reading for all educators! – Joanne D. Foland, Ed.D, Assistant Superintendent, Educational Services, Los Alamitos Unified School District
Gives detailed research-based strategies and key components in a clear, concise and easily replicable manner. . . . Follow the guidelines in this book to create and deliver high-quality student-centered programs, and track student progress to demonstrate accountability. From the critical components of imbedding ABA to the keys to a highly effective reinforcement program, this book contains the answers education professionals have been seeking. . . . An outstanding work! – Mary Schillinger, Assistant Superintendent Education, Las Virgenes Unified School District
The editors of this book offer practical advice to special education directors and superintendents while providing extensive training to teachers, direct and supplementary service personnel and parents. It is an essential manual that demonstrates how to determine and optimize the best school placement for students with Autism Spectrum Disorder (ASD) while ensuring quality and continuity of service. It’s Time for School! is sure to become the standard guidebook for setting up school-based ABA programs.
Topics include:
How to Establish an ABA Classroom
Developing Staff Skills, Workshops, and Classroom Checklists
Our son Macs was diagnosed with autism at the age of
three. We noticed some of the signs at age two
(his lack of interaction with others as well as his nonverbal
behavior); however, the process of getting officially diagnosed
in the UK was a very lengthy and difficult process. After doing
research and getting advice, we saw a friend whose son had autism
and was being treated by Autism Partnership and were impressed by
the approach.
Our son was diagnosed with autism a month shy of his 3rd birthday
(2007). He was experiencing challenges in social settings,
specifically peer interactions and classroom readiness skills
(sitting, raising his hand, self control, etc.) We had reviewed
different treatment programs and based on the scientific
evidence, we felt Applied Behavior Analysis (ABA) would be the
most effective treatment for our son. A friend and
colleague referred us to Autism Partnership to provide
consultative and supervisory support to our home based ABA
program.
As the alarm rings, Jake awakes from his deep sleep, and thinks
to himself, “It’s just too early to get up, I just need 10 more
minutes.” Like most teenagers, Jake rolls over, hits the
snooze button, and goes back to sleep. Thirty minutes
later, Jake reluctantly rolls out of bed, hops into the shower,
and gets ready for the day. After a quick breakfast, Jake
is off to school. As he leaves the house, his mother tells
him that he needs to come directly home after school because he
has sailing practice. He hops on his bike and rides to
Nobel Middle School.
Autism Partnership’s team of psychologists and consultants travel
all over the world to provide didactic and hands-on training to
professionals and parents.
Hand-outs are available for most presentations and a password is
usually required.
