With the increase of students with autism in public schools, alternative schools, and in-home programming, attention to effective learning procedures has increased. A general model based on precision teaching for practicing behavior to fluency is presented as a guide for teachers and parents. This model applies to a wide variety of skills and can…

Individuals with autism spectrum disorders (ASDs) often exhibit well-documented difficulties maintaining skills after they learn them. Acquired skills often disappear from their repertoires. Frequency-building procedures used with other populations have been touted as having special potential relevance for this population, and one of the reported…

Since the early work of Anne Desjardin (1980) and others, Precision Teachers have developed Big 6+6 skills in their students' repertoires when needed. In this article, the authors present the Standard Celeration Chart (SCC) which documents how they analyzed the Big 6+6 skill of "squeeze" in terms of arranging sequences of instruction. The SCC…

Story telling is a very important skill for children to have. The ability to recall information as well as to infer, embellish, and make up stories is critical to living as a successful social member of society. The Chart presented in this article demonstrates the progress one child with autism made in telling both fiction and nonfiction stories.

Teaching children to identify emotions is a common practice within the field of autism intervention. However, skills that are not often taught include identification of emotions within a situational context, and identification and discrimination of environmental events that occasion the emotions (with corresponding explanations). This article…