7 CLM Repertoires
The foundations of the Competent Learner Model are the development of the seven ©Competent Learner Repertoires (CLRs), in conjunction with appropriate curriculum, effective teaching strategies, and ways to structure the classroom and home environments so that learning takes place. The seven CLRs are skills that all learners need in order to progress and function in daily life, no matter their age or ability. These repertoires are based upon B.F. Skinner’s (1957) analysis of functional language that provides a framework for developing communication, observing and listening skills, and the pre-academic skills of reading and writing.
ABA Contingency
A contingency is a reinforcement that occurs after a behavior has been expressed by an individual or group. An ABA contingency is a reinforcement that is implemented by an instructor in order to encourage behavior change or skill acquisition.
ABA Science
Applied behavior analysis (ABA) is a science that uses principles of learning and motivation that have come from decades of scientific research to solve problems of behavior that matter to society.
Applied Behavior Analysis
Applied Behavior Analysis (ABA) is a therapy based on the science of learning and behavior. ABA therapy applies our understanding of how behavior works to real situations. The goal is to increase behaviors that are helpful and decrease behaviors that are harmful or affect learning.
Approximation
A process in which an instructor teaches a new behavior by systematically and differentially reinforcing “successive approximations” of a target behavior while no longer reinforcing previous approximations of the behavior.
BCaBA
The Board Certified Assistant Behavior Analyst® (BCaBA®) is an undergraduate-level certification in behavior analysis by the Behavior Analyst Certification Board. Professionals certified at the BCaBA level may not provide behavior-analytic services without the supervision of a BCBA.
BCBA
A Board Certified Behavior Analyst (BCBA) is a person with a certification in applied behavior analysis. BCBAs receive this certification through the Behavior Analyst Certification Board.
CLM Coaching
CLM Coaching is utilized to ensure mastery of the educators’ and parents’ CLM Course of Study units. Coaches also provide help with arranging and rearranging instructional conditions. Trained CLM Coaches are governed by the Personalized System of Instruction guidelines (e.g. Tutor as needed and pace progress) as they monitor their educators’ and parents’ performance.
CLM Course of Study
The CLM CoS creates a framework for all members of a learner’s program team to effect profound, systemic and enduring progressive change for each unique learner. The path to this result is through engagement in TUCCi’s Course of Study. The Course of Study is a series of online units with which ABA professionals, school and district team members and most importantly family members can study the CLM and simultaneously implement its principles and practices across all learning and living environments.
Competent Learner Model
The Competent Learner Model© (CLM) is an intensive, individualized teaching program designed to improve participation in learning using the principles of applied behavior analysis (ABA), precision teaching and direct instruction. The products and services that are utilized have been developed over 30 years making the CLM a tried, tested and true approach to successful engagement for learners of ALL ages and abilities with the goal of making them as independent as possible. Of critical importance is the CLM’s noncoercive play based approach which allows learners as well as parents, caregivers and professionals the opportunity to succeed in creating competency. Several school districts/programs across the US and internationally have successfully implemented the Competent Learner Model.
Complex Behavior
The final form of behavior that consists of a number of successive approximations that go together. For example: Close window blind = Stand up, walk to window, grab the string of the blind, gently pull the string to the right, loosely hold on to the string until the blind is down.
Conditioning Stimuli
Conditioning stimuli – Created when we learn to react to something because we associate it with something else. (Students hear the sound of a bell right before they are released for lunch. Eventually, just the sound of the bell alone causes the students to become hungry.)
Contingency Selection Quick Reference Guide
A one page resource that steers the provider through a set of key questions that help localize which contingencies to utilize for which purpose.
Continuous Schedule of Reinforcement
In continuous reinforcement, the desired behavior is reinforced every single time it occurs. This schedule is best used when a new skill is being introduced.
Differential Reinforcement
The instructor reinforces responses that are desired and withholds reinforcement for responses that are no longer desired.
Direct Instruction
In general usage, the term direct instruction refers to (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the instructional process or instruction is being “directed” at students.
Discrimination
The process of responding differently in the presence of different stimuli.
Latency
How long it takes for a behavior to begin after a specific direction or task is presented
Naïve Learner
Naïve learners can be of any age and are often labeled with autism or other disability categories. Naïve learners may be general education learners likely to be placed in special education settings because of their challenging learning difficulties.Naïve learners are usually individuals who do NOT participate during instructional conditions.
Positive Reinforcement
The presence of a desirable or pleasant stimulus after a behavior. The desirable stimulus reinforces the behavior, making it more likely that the targeted behavior will reoccur.
Precision Teaching
A fast-paced and repetitive form of instruction that is designed to improve fluency and accuracy of instructional targets such as reading, math facts, as well as supporting them to use these skills in everyday learning.
Prompting
In applied behavior analysis (ABA) or any other form of behavioral therapy, the term ‘prompting’ refers to providing temporary assistance or cues to encourage the use of a specific skill.
RBT
The Registered Behavior Technician® (RBT®) is a paraprofessional certification in behavior analysis. RBTs assist in delivering behavior analysis services and practice under the direction and close supervision of an RBT Supervisor and/or an RBT Requirements Coordinator, who are responsible for all work RBTs perform.
SAFMEDS
SAFMEDS stands for Say All Fast, a Minute Every Day, Shuffled. In other words, learners would: See the front of the card and Say the answer. Practice with the entire set or all of the content in the deck. Go through the content Fast instead of slow to produce steeper accelerations (faster learning).
Shaping
A process used in teaching in which a behavior or skill is gradually taught by differentially reinforcing successive approximations to the behavior that the teacher wants to create. When shaping, the teacher uses his/her knowledge of the child and their behaviors and the skill in which they desire to teach.
Stimulus Discrimination
Stimulus discrimination training is a process by which you teach learners to respond in the presence of certain stimuli but not in the presence of other stimuli. For example, the learner says ‘mmm’ only in the presence of the letter ‘m’. The transfer of stimulus control process involves the instructor transferring control from one stimulus condition to another stimulus condition. For example, an instructor fades the prompt(s) used to assist the learner so that s/he can function as independently as possible under the desired stimulus conditions.