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Frequently Asked Questions

What groups of children and adolescents is AIM for?


AIM is appropriate for any child or adolescent who is able to engage in language abilities that included speaking in at least one to two sentences at a time and understand simple spoken directiosn and who would benefit from improving social-emotional skills and/or engaging in increased adaptive, flexible, and appropriate behavior. AIM is appropriate for children with or without disabilities and can be administered in a one-on-one, small group, or large group setting. Activities included in AIM are generally appropriate for individuals who are elementary through high school ages, and we provide suggestions for how to modify activities for children and adolescents of various developmental and ability levels. AIM is designed to be flexible enough to be used with a wide array of individuals with accommodations made by the clinician implementing the program. AIM works across the developmental spectrum and is appropriate for neurotypical children as well as those with formal diagnoses of autism, emotional disorder, behavior disorder, ADHD, anxiety disorder. and others.




Who can implement AIM?


AIM is designed to be used by behavior analysts, educators, and other service providers. For more information, see the "Who Can Use AIM?" page in the 'About' section of this website. Check the scope of practice for your profession to determine if social-emotional instruction and/or behavior change interventions are appropriate in your practice.




How much training do I need to do AIM?


The AIM curriculum book is designed to provide a curriculum and the foundation of knowledge to implement it, each professional should examine his or her own competence and seek out additional training as needed. Dixon and Paliliunas will be providing open workshop trainings on AIM during the year, and private agency-specific overview or continued training or consultation is also available. In addition to AIM Curriculum training, professionals may seek out additional professional development opportunities related to mindfulness practice, Acceptance and Commitment Therapy, and Applied Behavior Analysis. It is imperative that all professionals practice within their own competency and seek out additional training whenever necessary.




How often do I need to implement AIM?


The most important aspect of implementing AIM is to do so with consistency. This means determining a schedule for implementation that is achievable within your setting. The acceptance and mindfulness activities and functional behavior management components can be adjusted to work in daily and weekly arrangments, or some combination of those. Feel free to contact us for more information.




What does the AIM curriculum include?


Within the over 350 pages of the AIM text, you will find all of the information and resources needed to get started using AIM! This includes a primer on the theoretical and foundational concepts underlying the curriculum, a complete and partial guide to implementation, as well as a number of resources, such as: >>>>> 75 easy-to-implement mindfulness lessons designed specifically for children
>>>>>175 ACT lessons that are presented in tiers of intervention intensity. Tier 1 is designed for quick 1-5 min interventions, Tiers 2 and 3 are crafted for more intensive sessions.
>>>>> Functional assessment data sheets, token and point sheets, daily worksheets, treatment integrity checklists
>>>>> The all new Childhood Psychological Flexibility Index that measures a child's self-rules, and beliefs about the world around them




How can I purchase AIM?


You can purchase the AIM Curriculum through the online store by following the link below: https://shawneescientific.com/products/aim-a-behavior-analytic-curriculum-for-social-emotional-development-in-children




How does AIM differ from or is similar to Dixon's 2014 book "ACT for Children with Autism and Emotional Challenges?"


Dixon's prior text is an excellent overview of ACT and contains 180 daily ACT lessons that can be used across a wide age range K-12 and includes written, experiential, art, and team building exercises. AIM is more expansive in that in addition to ACT lessons, AIM also includes a system of behavior management, data collection, progress monitoring, and mindfulness exercises. Dixon's ACT book has an outstanding set of ACT lessons that can be "plugged in" as supplements to those 175 ACT lessons found within the AIM text. Together these two resources will provide the implementer with over 300 uniquely crafted ACT experiences for children with or without disabilities across a K-12 age span.





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© Shawnee Scientific Press, 2018. From: Dixon, M.R. & Paliliunas, D. (2017).  AIM: A behavior analytic curriculum for social-emotional development in children. Carbondale, IL: Shawnee Scientific Press.