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on-one instruction is the best way to teach either. The material that is taught to the individual can be confusing as it can have too many demands within one, too many tones within someone's voice, and discerning the difference between requests, What Appendix B is suggesting is that it is important how teachers teach and not just that the child is being taught. Individuals on the spectrum are all different. Some are verbal, some are high functioning, some have specific preferences. Each individual is special with their needs in learning. As a BCBA in training I feel it is HOW we teach. When I look at one of my Client's as a Para, I want to use many different techniques along with BCBA guidance to give the best opportunity for the individual to learn. I might try one technique that might not work, the BCBA will suggest a different way to teach/block/re-direct learning and it might just work. Through trial and error, we'll discover new ways to teach the individual. Some teaching techniques might work for one lesson/goal but not for another goal. How do we become good BCBA's without being sensitive about an individual's learning skills? This is why individuals with ASD have different goals, programs, and lifestyles to accommodate to who they are. I do not ever want someone to just sit and not learn anything that will benefit them for their future. My personal goal is to be a compassionate BCBA with a wide variety of teaching techniques to better the individual's lifestyle.