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A presentation by Dr. James Partington delivered at the 2017 Michigan Autism Conference. The open-access video below does not contain embedded questions or interactions like the CEU and coursepack versions.

Abstract
Professionals who provided services to individuals with a diagnosis of autism strive to help these learners reach their fullest potential. However, many instructional programs for individuals with autism fail to devote sufficient instructional time on those skills that will result in the greatest overall rate of acquisition. In order to facilitate the rapid acquisition of critical language and learning skills it is important to prioritize both the selection of specific learning objectives and the teaching activities. When selecting learning objectives, it is important to select developmentally appropriate skills to teach based on the learner’s age and skills in relation to development as demonstrated by typically-developing individuals. The actual development of skills requires active participation in teaching activities throughout the day by a motivated learner in a wide variety of situations. Most importantly, parents and other caregivers need to develop and consistently implement effective teaching strategies, and track the development of the learner’s skills over time so that timely adjustments can be made and new learning targets can be identified.
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