Essential For Living

The Essential For Living [EFL] E-Book (in English), as it’s paper twin, provides a comprehensive guide to teaching functional, life skills with children and adults with named and unnamed moderate-to-severe developmental disabilities, including but not limited to autism.

Look Inside

The Essential For Living [EFL] E-Book (in English), as it’s paper twin, provides a comprehensive guide to teaching functional, life skills with children and adults with named and unnamed moderate-to-severe developmental
disabilities, including but not limited to autism.

About The Authors

Patrick McGreevy

Patrick McGreevy, Ph.D., BCBA-D, has over 50 years of experience working with children and adults with moderate-to-severe developmental disabilities in schools, hospitals, and residential environments as a teacher and a behavior analyst. He is the author of 10 journal articles and “Teaching and Learning in Plain English”, an introduction to Precision Teaching. He is the co-author of the groundbreaking books ‘Essential for Living: A Communication, Behavior, and Functional Skills Curriculum, Assessment, and Professional Practitioner’s Handbook’ and ‘Essential for Living: the Teaching Manual’. Dr. McGreevy is an ardent supporter of direct and standard measurement, and is a proud recipient of the Ogden R. Lindsley Lifetime Achievement Award of the Standard Celebration Society.

Troy Fry

Troy Fry, M.S., BCBA is a Board Certified Behavior Analyst with 30 years of experience in the field of autism and developmental disabilities. He has dedicated his career to improving the quality of life of children and adults with moderate-to-severe disabilities and their families. He has worked in a variety of settings, including schools, clinics, and residential programs, and has provided consultation and training to educators and families both nationally and internationally. As the co-author of Essential for Living, he has helped to develop a comprehensive and evidence-based approach to teaching functional, life skills to children and adults with developmental disabilities, including but not limited to autism.

About The Book

Give us two weeks and get a curriculum for a lifetime!

The Essential For Living [EFL] E-Book is a comprehensive resource for teachers, therapists, and caregivers who work with learners with moderate-to-severe disabilities and limited skill repertoires. This e-book provides an understanding of Skinner’s analysis of Verbal Behavior and how it can be used to teach functional, communication skills.

With practical examples and step-by-step guidance, this e-book provides a framework for creating effective teaching programs and maximizing learning opportunities. Whether you’re a novice or an experienced practitioner, “Essential for Living” is an indispensable tool for anyone seeking to improve the quality of life of learners with moderate-to-severe disabilities and limited skill repertoires.

What They’re Saying

“Our daughter Sarah, now 27, languished in a developmental program and full inclusion at my strenuous request. We realized when Sarah aged out of public schools that she lacked certain life skills that she needed to be happy and productive in life. EFL helped her with waiting, accepting no, accepting unforeseen changes in schedule and this opened up a whole new world for her. From volunteering at the SPCA, food bank and working a few hours a week at an orthodontists office, EFL was absolutely central to that transformation.”

“When we conducted EFL’s Quick Assessment with Sarah we quickly realized she had huge deficits in the area of tolerating. Having to accept “no”, when motivation was high, often resulted in self injurious behavior and aggression, as well as her needing to take a calming medication. Since using EFL’s curriculum, and focusing on those must have skills, Sarah is able to accept no without any aggression or self injury, and we haven’t had to give her that medication in months.”

“Since moving to a functionally based curriculum, we have noticed that our older students are more engaged in programming, are making progress on goals, and are generally happier. In years past, we used to work on the same goal year after year, with very little progress noted. We assumed that learning was not possible. This process has taught us that learning takes place when the goals are functionally meaningful. What came along for the ride was our staff feel more effective in their role, as progress is more apparent on a daily basis.”