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. 2020 Nov 3;14(1):58–74. doi: 10.1007/s40617-020-00464-5

Table 2.

Contents Covered in Each Lesson and Related Activities

Lesson Module Content Activities Do-It-Yourself
Lesson 1: What Is Behavior? Module 1: What Is Behavior?

1. Different people describe behavior differently;

2. Behavior and its relationship to context;

3. How to define behavior; and

4. Record behavior via frequency, duration, and video.

 Watch a brief video and come up with the definition of behavior. Select one behavior of the child and use a cell phone to record a short video. Write down what happens before and after that behavior. Write down its potential function.
Module 2: Why Does Behavior Occur?

1. Antecedents and consequences of behavior;

2. Reinforcer and punisher;

3. The function of behavior; and

4. How to determine the potential function of the behavior.

1. Identify the antecedent and consequence in the given scenario, and identify whether the consequence is a reinforcer or a punisher.

2. Identify the potential function of behaviors.
Lesson 2: Application to Behavior Management Part 1 Module 1: Activity Schedules

1. What an activity schedule is;

2. How to make an activity schedule; and

3. How to guide the child through an activity schedule.

 Think of a routine that the child struggles with. Write down each step of the routine along with what difficulties the child faces and how the parent usually responds. Have parents record themselves using Grandma’s Rule to deliver three instructions to the child, while following the guidelines on how to deliver instructions effectively.
Module 2: Establishing Rules

1. How to deliver instructions effectively;

2. Notice the child’s good behavior;

3. Follow through with demands and use a directive tone; and

4. Use Grandma’s Rule (Premack Principles).

1. Write down three directions the parent gave the child today and identify if it is a positive or negative statement.

2. Write down three situations where the parent can use the Premack Principles.
Module 3: Setting Up the Environment How to gain instructional control (content adapted from Seven Steps for Gaining Instructional Control by Schramm & Miller, 2014) Select one step and write down two examples of how the parent can use this in the child’s daily routine.
Lesson 3: Application to Behavior Management Part II Module 1: Token Systems

1. What a token system is;

2. How to select appropriate tokens;

3. How to create the price menu or treasure box; and

4. How to create a token board.

 Identify some items that the child is willing to work for. Organize them into small, medium, and large magnitudes. Identify a situation where the child struggles and have parents record themselves using one technique covered in the lesson to redirect the child.
Module 2: Effective Instruction Delivery

1. Get the child’s attention;

2. Use a directive tone of voice;

3. Be specific in instructions and tell the child what he or she should do; and

4. Follow through.

 Identify if the given statements use a directive tone.
Module 3: Redirection

1. What redirection is and when to redirect;

2. Use verbal and physical cues to redirect;

3. Identify appropriate alternatives that are functionally equivalent; and

4. Use behavior momentum to redirect.

 Not applicable
Lesson 4: Teaching New Skills Module 1: Natural Teaching

1. Use the child’s daily routine;

2. Follow the child’s lead;

3. Get the child’s attention;

4. Reward good behavior;

5. Reward for trying hard; and

6. Give hints (prompts) to your child: vocal hint (verbal prompt), visual hint (visual prompt), and physical hint (physical prompt).

1. Observe the child for 5 min and write down what items and activities the child shows interest in. Write down how the parent can use them to motivate the child.

2. Write down a skill the parent can teach with that item and the consequence the parent will provide.

3. Think about the child’s current skill level and write down what is a reasonable attempt.

4. Think about a skill the child is learning and write down what type of hint is most appropriate to use.

 Use the material developed in previous activities and have parents record themselves conducting a brief teaching session (5–10 min) with the child.
Module 2: Structured Teaching

1. Characteristics of structured teaching (discrete-trial teaching);

2. Setting up the environment before teaching;

3. How to present the instruction;

4. How to reward hard work;

5. How to keep track of the child’s progress; and

6. How to program for generalization.

 Write down three snack items and three toys that the child enjoys and that are also appropriate to use during structured teaching.
Module 3: Life Skills

1. Teaching one step at a time (chaining);

2. How to come up with a step-by-step task list (task analysis);

3. Determining the child’s skill level before teaching; and

4. Teaching from the beginning and the end (forward/backward chaining).

 Think of a life skill the parent wants to teach. Write down its step-by-step breakdown.
Lesson 5: Special Topics Module 1: Toilet Training Explain the steps and procedures for an intensive toilet training program. Ask parents to seek professional support before starting a formal toilet training program. Not applicable Identify a situation where the child struggles with transitioning. Have parents record themselves using one technique during that moment.
Module 2: Food Selectivity

1. Ask the child to take one step at a time (shaping procedure), and provide video modeling; and

2. Using Grandma’s Rule, provide video modeling.

 Not applicable
Module 3: Bedtime Routine

1. Use a countdown or prewarnings;

2. Use visual or auditory signals;

3. Maintain a consistent routine and follow through;

4. Make transitions fun and reward successful transitions; and

5. Use visual schedules.

 Not applicable