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2. BEHAVIOURAL LENS, 4. COHERENT LENS, 1. ME, Embrace multiple…
2. BEHAVIOURAL LENS
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Involves the use of ongoing assessment & data collection; clear & observable learning objectives; feedback processes to shape / change behaviour; systematic prompting and prompt fading; repeated practice opportunities; task analysis, chaining, (breaking tasks into steps and teaching systematically); providing explicit instruction on learning content (direct instruction); structure and predictability.
3. CRITICAL LENS
It is critical to look at alternative paradigms & to learn to think otherwise through the ongoing analysis and critique of relationships between different perspectives, languages, power dynamics, social groups, species, and practices.
Historic & ongoing use of instrusive or aversive behaviour change procedures resulting in harm, trauma, anxiety, and/or depression.
Individuals with autism have differences that run deeper than behaviours; existing within a range of altered cognitive, emotional, and metaphysical perspectives and behaviours that can serve a different meaning / purpose.
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It is critical to adopt an activist discourse in support of diversity, equity, & sustainability, and to remain aware of all human being's capacity for stupidity and evil.
Biomedical model insufficient for treating many medical problems (anxiety, depression); combination of cognitive & behavioural approaches is common.
Some behaviours previously subject to behavioural intervention are no longer considered illnesses (homosexuality)
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ABA is based on correspondence perspectives of teaching, learning, & knowledge; premised by the view that "knowledge" can be possessed, directly transferred, and acquired & the notion that there is a single "objective truth".
4. COHERENT LENS
How do we really know the learners perspective when dealing only with observable behaviours, especially when the learner is unable or unwilling to tell us about their internal experiences?
Potential for anyone to mistake their own perspectives and experiences as being the same as their learner's and end up missing information about their learner's needs, preferences, abilities, and sensitivities.
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Knowledge does not need to match an "objective truth". "Knowing" information means it is internally consistent within the structures within the individual's mind and externally consistent with their current context and social and physical experiences.
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Fit better with the changing nature of science; explain why theories / frameworks once considered infallible are now considered useful yet limited tools.
Encourages ways of teaching, learning, and living in constantly more effective and ethical ways.
5. COMPLEX LENS
Concerned more with the collective learner (i.e.: how groups of individuals or living organisms learn).
Teaching = facilitate social learning opportunities that relate to the student's network of experiences.
All members contribute their strengths, knowledge, experiences, and perspectives in a reciprocal and multi-directional interaction which produces emergent possibilities.
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Complexity oriented perspectives emphasize the broad network of interactions and influences on learners' lives (i.e.: biological, sociological, ecological, psychological).
1. ME
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Wanting to 'help' people with different experiences, past and present, from myself (i.e.: neurodiverse, marginalized).
Background in providing Applied Behaviour Analysis to individuals with autism, families, teachers, etc.
Embrace multiple perspectives of teaching & learning to be responsive to student's holistic needs and to promote equity and inclusion.
Autistic life-world perspectives and criticisms of neurodiversity should be the filter for services like ABA
Avoid being too defensive over ABA. Listen to critical voices, especially if they do not share the same perspective. Even imperfect arguments can provide insight for adjusting one's practice or present opportunities for constructive dialogue.
Fight ablest biases in ABA and beyond; stand up against the continued injustices towards the autistic population.
Reserve individually-directed behaviour change for only the most critical and appropriate of situations (i.e.: to foster the individual's ability to live an independent, happy, and safe life).
Must maintain an open dialogue about the criticisms and defenses of ABA (from both sides); unwillingness to hear alternative perspectives prevents discussions from going anywhere.
Remain aware of the subjectivity of our own perspectives and experiences and the roots of inequity and oppression; ensure that goals chosen are socially significant, meaningful, and learner-centered.
Must adopt a trauma-informed approach through ongoing collaboration, critical reflection, and action.
Greater attention must be given to our commitments and failures related to children's rights; collaborative and holistic solutions required for a better future for everyone.
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Greater efforts are needed by schools and society more broadly to unconditionally accept people with autism without them having to assimilate to the neurotypical school & world.