Reception and Poster Session
#2
Saturday, February 9, 2008
6:30 pm - 8:00 pm
Grand Hall West
1. A Systematic Evaluation of a
Pre-school Autism Intervention: Maintenance Training and
Testing.
(OBM; Applied Behavior Analysis)
NICHOLAS L WEATHERLY and Richard W. Malott (Western Michigan
University)
2. A Systematic Evaluation of a
Pre-school Autism Intervention: Continuous Quality Improvement and
Extension of a Maintenance Training Program.
(OBM; Applied Behavior Analysis)
KRISTEN L. GAISFORD and Richard W. Malott (Western Michigan
University)
3. A Systematic Evaluation of a
Pre-school Autism Intervention: Concept Mastery Training and
Testing.
(OBM; Applied Behavior Analysis)
WOAN TIAN CHOW and Richard W. Malott (Western Michigan
University)
4. A Systematic Evaluation of a
Pre-school Autism Intervention: Generalized Imitation Training and
Testing.
(OBM; Applied Behavior Analysis)
BREANNE K. CROOKS and Richard W. Malott (Western Michigan
University)
5. Training Master's Students
to Conduct a Functional Assessment and Analysis with a 3-year-old
Child with Severe Problem Behaviors.
(OBM; Applied Behavior Analysis)
KRISTA GABRIAU, Nicole Hoffmeister, and Richard W. Malott
(Western Michigan University)
6. A Systematic Evaluation of a
Pre-School Autism Intervention: Skill Acquisition.
(OBM; Applied Behavior Analysis)
KATIE MICHELLE RELPH and Richard W. Malott (Western Michigan
University)
7. Advanced Autism
Practicum.
(TBA; Applied Behavior Analysis)
ABBY FERREE, Nicole Hoffmeister, and Richard W. Malott (Western
Michigan University)
8. Behavior Analysis Training
System.
(TBA; Applied Behavior Analysis)
CAITLIN ELIZABETH O'BOYLE, Krista Gabriau, Tara Adams, and
Richard W. Malott (Western Michigan University)
9. Evaluation of Discrete-Trial
Training Interventions with Preschool Children with
Autism.
(OBM; Applied Behavior Analysis)
MEHREEN ARSHAD and Richard W. Malott (Western Michigan
University)
10. Competency-Based Staff
Training in a Short-term Treatment Unit.
(OBM; Service Delivery)
ROBERT A. BABCOCK (Lauren Heights Hospital) and Beau Laughlin
(Laurel Heights Hospital)
11. Empowering Parents to Use
PBS Strategies to Manage In-appropriate
Behaviours.
(TBA; Applied Behavior Analysis)
UMESH SHARMA (Monash University)
13. Staff Training: Making it
Count.
(TBA; Applied Behavior Analysis)
EVELYN JO HORTON (The Homestead)
15. Science of Education:
Linking Part 100 Regulations with Databased Instructional
Accountability.
(TBA; Applied Behavior Analysis)
NYLA LAMM (Columbia University & AMAC) and Frederica
Blausten (Association for Metroarea Autistic Children)
16. University of South
Florida Masters Program in Applied Behavior
Analysis.
(TBA; Applied Behavior Analysis)
TIMOTHY M. WEIL (University of South Florida)
17. Comparing Transfer of
Stimulus Control Procedures Across Learners with
Autism.
(VRB; Applied Behavior Analysis)
CHRISTOPHER BLOH (Kutztown University)
18. Derived Transfer of Mand
Function: Establishing Novel Mands in Children with Autism Without
Direct Training.
(VRB; Applied Behavior Analysis)
DANIELLE LYNN COTTERILL (Mercyhurst College), ROBERT GULICK
(Achievement Center), and Ruth Auld (Mercyhurst College)
19. How Effective are
Speech-generating Devices for Children with Autism? A Systematic
Review.
(VRB; Applied Behavior Analysis)
OLIVER WENDT (Purdue University) and Ralf Schlosser
(Northeastern University)
20. Starting Verbal Language:
Three Procedures to Initiate Verbal Imitation in Young Children
with Autism.
(VRB; Applied Behavior Analysis)
KIMBERLY ANN KROEGER (Kelly O'Leary Center for Autism Spectrum
Disorders)
21. Effects of AAC
Intervention on Speech Production in Autism: A Systematic
Review.
(VRB; Applied Behavior Analysis)
RALF SCHLOSSER (Northeastern University) and Oliver Wendt
(Purdue University)
22. The Assessment of Basic
Language and Learning Skills-Revised: Building the Evidence
Base.
(VRB; Applied Behavior Analysis)
Pamela G. Osnes, Joel Vidovic, KOJI TAKESHIMA (Behavior
Analysts, Inc.), and Carrie S. W. Borrero (Kennedy Krieger
Institute)
23. Teaching Correspondence
Between Verbal and Written Yes and No Responses in the Function of
Mands.
(VRB; Applied Behavior Analysis)
GLADYS WILLIAMS (CIEL, SL), Monica Rodriguez mori (CIEL. SL),
Jennie Williams-Keller (Applied Behavioral Consultant Services,
NY), and Daniel Carvalho de Matos
24. Teaching Pre-requisite
Skills to Describe Novel Objects.
(VRB; Applied Behavior Analysis)
Gladys Williams, MONICA RODRIGUEZ MORI, Manuela Fernandez-Vuelta
Vuelta (CIEL, SL), and Kimberly Vogt (Columbia University Teachers
College)
25. Teaching Abstraction to
Children with Autism.
(VRB; Applied Behavior Analysis)
Gladys Williams, Monica Rodriguez mori, MANUELA FERNANDEZ-VUELTA
VUELTA (CIEL, SL), Anna Beatriz Müller Queiroz (Catholic University
of São Paulo (PUC-SP)), and Kimberly Vogt (Columbia University
Teachers College)
26. Using the Whole Blocking
Procedure with Multiple Exemplars to Teach Object
Selection.
(VRB; Applied Behavior Analysis)
KIMBERLY VOGT (Columbia University Teachers College), Stephen
John Wuensch, and Lydia Mekjian (David Gregory School)
27. A Comparison of a Verbal
Behavior Approach on Students with Autism and Developmental
Delays.
(VRB; Service Delivery)
JANET GOODMAN, Judy Grimes, and Cheryl Benefield (Haralson
County Schools)
28. Teaching Daily Living
Skills to Individuals with Autism: A Comparison of Picture and
Video Prompts.
(DDA; Applied Behavior Analysis)
TONI VAN LAARHOVEN and Jesse Johnson (Northern Illinois
University)
29. Self-Stimulatory Behaviors
in Autism: Interventions in a Foot Fetish and Public
Masturbation.
(DDA; Applied Behavior Analysis)
SELA ANN SANBERG, Tamara Obregon, Ellie Kazemi (California State
University, Northridge), Brian Rice (California State
University-Northridge), and Dee Shepherd-Look, PH.D.
(California State University, Northridge)
30. Concurrent Validity of
Behavioral Observations and Standardized Assessments for Young
Children with Autism.
(DDA; Applied Behavior Analysis)
GAIL G. MCGEE, PH.D. (Emory University School of Medicine) and
Michael J. Morrier, M.A., BCBA (Emory University)
31. Functionality of
Preference Assessments: Stability and Parental
Report.
(DDA; Applied Behavior Analysis)
JANE MORTON, Dawn Berg (Marcus Institute), Karen Myers (The
Marcus Institute), Leronda Phillips, and David Jaquess (Marcus
Institute)
32. One-to-One Correspondence
and the Emergence of Novel Math Skills.
(DDA; Applied Behavior Analysis)
Gladys Williams, Monica Rodríguez Mori; Manuela Fernández
Vuelta (CIEL, SL), ANNA BEATRIZ MÃœLLER QUEIROZ (Catholic
University of São Paulo (PUC-SP)), and Belen Gomez-Verdugo (CIEL.
SL)
33. Use of Differential
Reinforcement Contingencies to Decrease Problem Behavior Associated
with Task Compliance.
(DDA; Applied Behavior Analysis)
REBECCA A. VEENSTRA (Munroe-Meyer Institute, University of
Nebraska Medical Center), Henry S. Roane (University of Nebraska
Medical Center & Munroe-Meyer Institute), and Jason Zeleny
(Munroe-Meyer Institute, Univerity of Nebraska Medical Center)
34. Targeting Restricted
Interests and Repetitive Behaviors by Increasing Flexibility in
Children with Autism and Asperger's Disorder.
(DDA; Applied Behavior Analysis)
CHRISTIE ENJEY LIN, Robert L. Koegel, and Lynn Kern Koegel
(University of California, Santa Barbara)
35. Identity Matching in
Children with Autism: Optimizing Fixed-Trial
Teaching.
(DDA; Experimental Analysis)
Camila Graciela Santos Gomes (Universidade Federal de São
Carlos), Deisy G. de Souza (Universidade de São Carlos), and
WILLIAM J. MCILVANE (University of Massachusetts Medical
School)
36. Expanding The Little Tree
Learning Center's EIBI Program.
(DDA; Service Delivery)
KIMBERLEY HAYS SMITH (Auburn University & The Little Tree),
Julie M. Harris (Little Tree Learning Center), and Robert A.
Babcock (The Learning Tree, Inc.)
38. The Use of a Self-directed
Learning Program to Provide Introductory Training to Parents of
Children with Autism.
(DDA; Service Delivery)
Nicolette Nefdt and SHARON ELMENSDORP (University of California,
Santa Barbara - Koegel Autism Center)
39. Biomedical Research Routes
Concerning the Causes of Autism; Evidence, Concerns,
Qualifications, and Promising Directions.
(DDA; Service Delivery)
BETTY FRY WILLIAMS and Don Calbreath (Whitworth University)
40. Psychosocial Functioning
of Children with Asperger's Syndrome: Implications for
Treatment.
(DDA; Service Delivery)
Anna M. Hickey, Ashley Whittington, Kate Gioia, Lewis Mazzone,
Marjorie Heitz, Kathryn Hoff, and KARLA J. DOEPKE (Illinois State
University)
41. Identification of
Autism-specific Impairments During Brief Parent-child Interactions:
Implications for Pediatrician Training.
(DDA; Service Delivery)
Robert L. Koegel, Lynn Kern Koegel (University of California,
Santa Barbara), Nicolette Nefdt (University of California/Koegel
Autism Center), and SHARON ELMENSDORP (University of California,
Santa Barbara- Koegel Autism Center)
42. Research and Career
Development Opportunities at the Center for Autism and Related
Disorders.
(DDA; Service Delivery)
JONATHAN J. TARBOX, Rachel S. F. Tarbox, and Doreen Granpeesheh
(Center for Autism and Related Disorders, Inc.)
43. Where Are the Data?
Publication Profiles of Articles on Autism in JABA, JADD, and
JPBI.
(EDC; Applied Behavior Analysis)
Peter J. Doehring, Brianne Wagner, Leslie R. Lesko, Kristi
Peters, JIM ABEL, and Kristin Myers (Delaware Autism Program)
44. Current Research Trends on
the Picture Exchange Communication System.
(EDC; Applied Behavior Analysis)
LORI A. FROST, Andrew S. Bondy (Pyramid Educational
Consultants), Anne O. Hoffman (Pyramid Education Consultants,
Inc.), Catherine Horton (Pyramid Educational Consultants), and Beth
Sulzer-Azaroff (University of Massachusetts, Amherst)
45. Enhancing Social Skills in
Elementary Students with Autism through Direct
Instruction.
(EDC; Applied Behavior Analysis)
DEVENDER BANDA, Robin H Lock, Carol Layton, and Stephanie Hart
(Texas Tech University)
46. Matching Learner Needs to
Social Skill Instruction.
(EDC; Applied Behavior Analysis)
JENNIFER E. COPELAND (Melmark), Lindsay Stangeland (Grant Wood
Area Education Agency), David P. Wacker, and Brenda J. Engebretson
(University of Iowa)
47. Starting Right: A
Parent-Child Early Intervention Model.
(EDC; Service Delivery)
CHRISTINE REEVE and Heather O'brien (Mailman Segal
Institute)
48. Helping Answer Needs by
Developing Specialists (HANDS) in Autism: Year Three Training
Evaluation and Fidelity.
(EDC; Service Delivery)
PATRICIA A. KORZEKWA (Christian Sarkine Autism Treatment
Center), Naomi Swiezy (Christian Sarkine Autism Treatment Center at
Riley), Melissa Stuart (Christian Sarkine Autism Treatment Center),
Stacie L. Pozdol (Christian Sarkine Autism Treatment Center at
Riley), and Gary Miller (Riley Hospital for Children)
49. Helping Answer Needs by
Developing Specialists (HANDS) in Autism: Year Three Training
Outcomes.
(EDC; Service Delivery)
NAOMI SWIEZY (Christian Sarkine Autism Treatment Center at
Riley), Melissa Stuart, Patricia A. Korzekwa (Christian Sarkine
Autism Treatment Center), Stacie L. Pozdol (Christian Sarkine
Autism Treatment Center at Riley), and Gary Miller (Riley Hospital
for Children)
50. Autism Knowledge Survey:
Trends in Understanding of Autism Spectrum
Disorders.
(EDC; Service Delivery)
MELISSA STUART (Christian Sarkine Autism Treatment Center),
Naomi Swiezy (Christian Sarkine Autism Treatment Center at Riley),
and Iryna Ashby (Christian Sarkine Autism Treatment Center)
52. Improving Outcomes for
Children with Autism Spectrum Disorders through Data Driven
Decision Making.
(EDC; Service Delivery)
KELLY L HYDE (Accountability Solutions, LLC) and Kathy L Gould
(Illinois Autism Training and Technical Assistance Project)
53. A Practitioner's Guide to
Implementing DRO Procedures.
(EDC; Service Delivery)
LEAH C. GONGOLA, Courtney L. McLaughlin, and Rosie Daddario
(Kent State University)
54. The Application of a
Technical Assistance Model Within a Metro-Atlanta School
District.
(EDC; Service Delivery)
ERNEST L. WHITMARSH, Carina DeFazio (Cobb County School
District), Amy Jefferson (Cobb County School District), and Nadine
Friedly (Cobb County Schools)
55. Social Communication Skill
Intervention for the Children with Autism.
(EDC; Service Delivery)
EUN JUNG SEO (JinJu International University)
56. The Utility of the ABLLS
in Comprehensive Assessment and Educational Planning: A Comparison
of Instruments.
(EDC; Service Delivery)
PETER J. DOEHRING, Donna Gigiotti, Heather Calkins, and Donna
Cain (Delaware Autism Program)
Back to Program
1. A Systematic
Evaluation of a Pre-school Autism Intervention: Maintenance
Training and Testing.
(OBM; Applied Behavior Analysis)
NICHOLAS L WEATHERLY and Richard W. Malott (Western Michigan
University)
Abstract: The
purpose of this study was (1) to evaluate the skills acquired by
three preschool-aged children diagnosed with autism during their
participation in an early intensive behavioral intervention (EIBI)
public-school program, (2) to assess how well skills acquired by
these three children maintained over time, and (3) to design,
implement, and continuously evaluate a new maintenance protocol
with the goal of improving the maintenance of these skills. The
study took place in the Early Childhood Developmental Delay (ECDD)
Preschool Classroom located within a public special education
school in southwest Michigan. Objectives included examining the
background of the children, the curriculum and training system
involved, and the previous and new maintenance protocols.
Back to Top
2. A Systematic
Evaluation of a Pre-school Autism Intervention: Continuous Quality
Improvement and Extension of a Maintenance Training
Program.
(OBM; Applied Behavior Analysis)
KRISTEN L. GAISFORD and Richard W. Malott (Western Michigan
University)
Abstract: The
design of the current case study was to improve and extend an
existing maintenance training and testing system by assessing the
performance of two children selected from a classroom that provides
services to children with Early Childhood Developmental Delays
(ECDD). The purpose of this study was to systematically (1) track
the performance of these two preschool-aged children during their
participation in an early intensive behavioral intervention (EIBI)
public-school program, (2) improve the skill acquisition of these
skills and (3) transfer the maintenance of these skills across
tutors and settings. The study took place in the Early Childhood
Developmental Delay (ECDD) Preschool Classroom located within a
public special education school in southwest Michigan.
Back to Top
3. A Systematic
Evaluation of a Pre-school Autism Intervention: Concept Mastery
Training and Testing.
(OBM; Applied Behavior Analysis)
WOAN TIAN CHOW and Richard W. Malott (Western Michigan
University)
Abstract: The
current case study was designed to evaluate the concept mastery of
two preschool-aged children diagnosed with autism. The purpose of
this study was to (1) evaluate the current training protocol to
teach concept mastery through object and picture labeling
(receptive), (2) to assess concept acquisition by testing how well
the trained stimuli generalized to novel stimuli, and (3) to
design, implement, and continuously evaluate a new protocol with
the goal of improving the teaching of concept mastery. The study
took place in the Early Childhood Developmental Delay (ECDD)
Preschool Classroom located within a public special education
school in southwest Michigan.
Back to Top
4. A Systematic
Evaluation of a Pre-school Autism Intervention: Generalized
Imitation Training and Testing.
(OBM; Applied Behavior Analysis)
BREANNE K. CROOKS and Richard W. Malott (Western Michigan
University)
Abstract: The
current case study was designed to evaluate the imitative
repertoire of two children diagnosed with autism. The purpose of
this study was to analyze the imitation portion of an early
intervention curriculum. The intention was to evaluate the
acquisition of various types of imitative skills including
manipulative imitation, vocal imitation, and physical imitation,
and to determine the generality of each of these imitative skills.
The study took place in the Early Childhood Developmental Delay
(ECDD) Preschool Classroom located within a public special
education school in Southwest Michigan.
Back to Top
5. Training
Master's Students to Conduct a Functional Assessment and Analysis
with a 3-year-old Child with Severe Problem Behaviors.
(OBM; Applied Behavior Analysis)
KRISTA GABRIAU, Nicole Hoffmeister, and Richard W. Malott
(Western Michigan University)
Abstract: The
Behavior Analysis Training System (BATS) is a Master's program in
behavior analysis. One component of BATS involves training students
in various behavior analytic treatment interventions for children
with developmental disabilities and autism, including the skills
necessary to work in discrete trial classrooms. Occasionally,
conducting simple discrete trial procedures is not enough to help
individuals from this population; problem behaviors may prevent
some children from experiencing the many benefits that discrete
trial procedures present by inhibiting the number of learning
opportunities available. Functional assessments and analyses are
crucial for the identification of the functions of such problem
behaviors and assist with the development of interventions. Until
now, BATS has not trained students in conducting functional
assessments and analyses. This case study describes both the
training process involved in teaching functional assessment and
analysis procedures to Master's students, as well as the benefits
of conducting a functional assessment and analysis with a
three-year-old child exhibiting problem behaviors including
screaming, disruptive behavior, and self-injurious behavior.
Back to Top
6. A Systematic
Evaluation of a Pre-School Autism Intervention: Skill
Acquisition.
(OBM; Applied Behavior Analysis)
KATIE MICHELLE RELPH and Richard W. Malott (Western Michigan
University)
Abstract: The
current case study was designed to evaluate the performance of one
child diagnosed with autism. The purpose of this study was (1) to
evaluate the skills acquired and increase skill acquisition by one
preschool-aged child diagnosed with autism during his participation
in an early intensive behavioral intervention (EIBI) public-school
program, (2) to decrease several of the child's inappropriate
behaviors, and (3) to evaluate the curriculum utilized and the
training provided in the EIBI public-school program. The study took
place in the Early Childhood Developmental Delay (ECDD) Preschool
Classroom located within a public special education school in
southwest Michigan. Objectives included examining the background of
the child, previous and current rate of skill acquisition, and the
curriculum and training system involved.
Back to Top
7. Advanced
Autism Practicum.
(TBA; Applied Behavior Analysis)
ABBY FERREE, Nicole Hoffmeister, and Richard W. Malott (Western
Michigan University)
Abstract: The
Advanced Autism Practicum is the last in a set of three practica
with the goal of training undergraduate student technicians to
administer Discrete-Trial Therapy to preschool-aged children with
autism. Students who show exemplary skills after completing the
Basic and Intermediate Autism Practica are considered for the
Advanced Autism Practicum. Our practicum site is an Early Childhood
Developmental Delay preschool classroom. In addition to gaining
experience with this population, the Advanced Autism Practicum
students write an original procedure to be implemented with the
children they work with. These student technicians must detect
specific skill deficits, write a procedure to address the problem,
interpret the data, and write any recycle phases to make the
procedure as effective as possible. The student technician is also
in charge of writing sub-phases to aid in a procedure for which the
child is having trouble meeting criteria for mastery of a certain
phase. Additionally, the student technician gives feedback to
Intermediate practicum students to assist in these students'
development as technicians. Lastly, as a part of the Advanced
Autism Practicum, student technicians are trained in the analysis
of the children's self-injurious or problem behavior. This includes
introductions to functional assessments and taking observational
data.
Back to Top
8. Behavior
Analysis Training System.
(TBA; Applied Behavior Analysis)
CAITLIN ELIZABETH O'BOYLE, Krista Gabriau, Tara Adams, and
Richard W. Malott (Western Michigan University)
Abstract: The
mission of the Behavior Analysis Training System is to facilitate
the improvement of the quality, accuracy, and timeliness of the
overall system. This is accomplished by improving performance
within and across all subsystems. Improved performance will be
obtained through increasing system accomplishments, minimizing the
number of and responding in a timely manner to disconnects, and
improving the quality and accuracy of system products.
Back to Top
9. Evaluation of
Discrete-Trial Training Interventions with Preschool Children with
Autism.
(OBM; Applied Behavior Analysis)
MEHREEN ARSHAD and Richard W. Malott (Western Michigan
University)
Abstract:
Discrete-Trial Training (DTT) often proves to be useful in intense
early intervention with preschool children diagnosed with Autism.
The current study examines the use of DTT in the rate of skill
acquisition, and the type of functional skills acquired in a given
period of time. The study evaluates the effectiveness of using DTT
to teach curriculum in a public special education school in
Michigan.
Back to Top
10. Competency-Based Staff Training in a
Short-term Treatment Unit.
(OBM; Service Delivery)
ROBERT A. BABCOCK (Lauren Heights Hospital) and Beau Laughlin
(Laurel Heights Hospital)
Abstract: Laurel
Heights Hospital in Atlanta Georgia opened a 10 bed intensive
residential treatment program for adolescent boys with ASDs in
April of 2007 to provide ABA services enabling them to be
successful with follow-up at home. Direct-care staff were trained
in basic interaction skills needed to create a positive and
predictable environment, respond to minor problem behaviors by
reinforcing appropriate behavior being exhibited by peers, and
teaching rule-following by catching, celebrating and tacting
instances of appropriate behavior. Staff quickly mastered these
skills creating levels of engagement needed to support
individualized programming on the unit.
Back to Top
11. Empowering
Parents to Use PBS Strategies to Manage In-appropriate
Behaviours.
(TBA; Applied Behavior Analysis)
UMESH SHARMA (Monash University)
Abstract: In recent
years there is an increased emphasis on training parents about
various strategies so that they feel empowered to work with their
children with Autism. This study reports the results of a study in
which two families were trained separately to use Positive
Behaviour Support Strategies (PBS) to manage in-appropriate
behaviours of eating playdough (Family One) and crying excessively
(Family 2). An ABAB design was used to conduct the study. The first
part of the training focused on Functional Behaviour Analysis (FBA)
where parents were trained to independently identify functions of
the inappropriate behaviour of their child. In the second part of
the training the parents were trained to use selected PBS
strategies. The results of the study indicated a significant
improvement in the behaviours of both children. Parents also
perceived more competent in managing other inappropriate behaviours
of their children that were not targeted in this study. The results
of the study will be discussed with possible implications for
researchers who are planning to design parent training programs in
PBS.
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12. CANCELLED
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13. Staff
Training: Making it Count.
(TBA; Applied Behavior Analysis)
EVELYN JO HORTON (The Homestead)
Abstract: With a
growing demand for well-trained interventionists in the field of
ABA, it becomes increasing important to provide adequate, efficient
means for training staff who will be direct service providers. This
poster looks at the use of competency based training provided
through brief direct instruction sessions and followed by the use
of skills checklists and immediate feed back. Video taping is used
for self analysis by participants. The results are compared with
training done in the traditional lecture style with question and
answer periods to provide general feedback. Skill areas targeted
include the use of reinforcement, effective prompting techniques
and the use of specific communication strategies used with children
with disabilities.
Back to Top
14. CANCELLED
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15. Science of
Education: Linking Part 100 Regulations with Databased
Instructional Accountability.
(TBA; Applied Behavior Analysis)
NYLA LAMM (Columbia University & AMAC) and Frederica
Blausten (Association for Metroarea Autistic Children)
Abstract: "Leave No
Child Behind" challenges educators to rise above traditional
educational practices and bring to their students a 'Science of
education' (Lamm, 1992). Administrative knowledge and commitment to
the science of education is paramount for the successful
implementation and sustenance of a science-based school-wide
program. Year 1, of a 3-year multiple baseline study investigated
the effects of a systematic Applied Behavior Analytic staff
training program on student academic outcomes. Subjects were 8
teachers, 13 teacher assistants, and sixty two students ages 3 - 18
years. Subjects were diagnosed with Autism, emotional disturbances,
and/or multiple handicaps, and received ABA data-based special
education and related services while attending the Association for
Metroarea Autistic Children (AMAC) in NYC. A single case within and
across subject design was used to measure the teacher instructional
precision and accountability, and student academic responses linked
to the NYS Education Regulations Part 100, each student's IEP
goals, and the AMAC IGS Curriculum (Romanczyk, 1996). Daily ongoing
databased graphic instructional analyses and permanent product
quarterly Report Cards were used to evaluate student progress.
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16. University
of South Florida Masters Program in Applied Behavior
Analysis.
(TBA; Applied Behavior Analysis)
TIMOTHY M. WEIL (University of South Florida)
Abstract: This
poster is meant to disseminate information on the University of
South Florida Masters in ABA program.
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17. Comparing
Transfer of Stimulus Control Procedures Across Learners with
Autism.
(VRB; Applied Behavior Analysis)
CHRISTOPHER BLOH (Kutztown University)
Abstract: The
purpose of this study was to compare the effectiveness of two
procedures for transfer of stimulus control across people with
autism who possessed varying verbal abilities. The objective was
targeted at acquiring the correct label or tact for 36 previously
unknown items. Five subjects were recruited who possessed different
communicative abilities and were exposed to two methods:
receptive-echoic-tact and echoic-tact. Their verbal abilities were
assessed by a subset of The ABLLS prior to intervention. All but
one of the subjects learned the 36 targeted tacts utilizing each of
the transfer methods for a subset of the targeted stimuli. While
some of the subjects appeared to have a preference regarding
transfer method, neither procedure emerged as more efficient with
learners with a higher or lower verbal ability. The results suggest
that both transfer methods could promote the acquisition of a
tacting repertoire for a learner with autism, provided that he
possesses minimal communicative ability.
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18. Derived
Transfer of Mand Function: Establishing Novel Mands in Children
with Autism Without Direct Training.
(VRB; Applied Behavior Analysis)
DANIELLE LYNN COTTERILL (Mercyhurst College), ROBERT GULICK
(Achievement Center), and Ruth Auld (Mercyhurst College)
Abstract: Three
children diagnosed with autism were trained to ask a question to
obtain information within the context of a guessing game. The game
required the children to systematically guess the identity of an
unknown object depicted on a card held by the investigator. This
study explored whether the establishment of an equivalence class of
category-questions could evoke novel question-asking during the
guessing game. This was tested by first directly training a single
category-question. This specific question was then incorporated
into conditional discriminations with five novel
category-questions. Probes were then conducted for the derived
transfer of mand response function from the initial category
question to the five untrained questions. Participants #2 and #3
demonstrated derived transfer of mand function to the novel
questions within five and eight days, respectively, of the onset of
the conditional discrimination phase. Following 14 days of
conditional discrimination training, Participant #1 failed to
consistently demonstrate derived transfer during probes. An
alteration in the schedule of reinforcement during probes was made
and, subsequently, Participant #1 began consistently demonstrating
derived transfer of mand function.
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19. How
Effective are Speech-generating Devices for Children with Autism? A
Systematic Review.
(VRB; Applied Behavior Analysis)
OLIVER WENDT (Purdue University) and Ralf Schlosser
(Northeastern University)
Abstract: A
systematic review of experimental research literature evaluated how
effectively speech-generating devices (SGDs) developed
communication skills in individuals with autism. Published and
unpublished intervention studies were retrieved through a
literature search covering 1990-2007.
Study inclusion criteria were: (1) intervention involves SGDs; (2)
intervention targets an individual with autism; (3) experiment
employs single-subject or group design; (4) experiment is an
article in a refereed journal or an unpublished
dissertation/thesis.
Percentage of non-overlapping data (PND) was used to analyze and
integrate single-subject studies. Interventions that resulted in a
mean PND greater than 90% were considered highly effective, between
70% and 90%, fairly effective, between 50% and 70%, questionably
effective, and below 50%, unreliable.
This procedure allowed a quantitative description of SGD
effectiveness in general and related to specific outcomes (e.g.,
natural speech production, requesting, spelling, etc.).
Ten single-subject studies including a total of 28 participants
were retrieved that met inclusion criteria. The PND procedure
revealed a median PND score of 84.5% across interventions, implying
that SGDs are potentially effective. Five studies showed PND scores
above 80% (fairly/highly effective), and only one study had a PND
score below 50% (unreliable). These results will be discussed in
terms of their relevance to evidence-based practice.
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20. Starting
Verbal Language: Three Procedures to Initiate Verbal Imitation in
Young Children with Autism.
(VRB; Applied Behavior Analysis)
KIMBERLY ANN KROEGER (Kelly O'Leary Center for Autism Spectrum
Disorders)
Abstract: Three
verbal imitation strategies were used with three children diagnosed
with autistic disorder. Two of the children were nonverbal and the
third child displayed verbal behavior for only highly preferred,
self-stimulatory words. A multiple baseline across subjects and
treatment design was used. If a verbal imitation strategy was found
to be unsuccessful with a given child, another strategy was
implemented. This first nonverbal child was taught verbal imitation
using an automatic reinforcement procedure (AB condition). The
second nonverbal child began in an automatic reinforcement
procedure, however found it to be aversive, and was then started in
a less intense, generic verbal imitation program (ABC condition).
The third child with nonfunctional verbal skills was started in the
generic verbal imitation program, then moved to the automatic
reinforcement protocol, and finally started in a verbal imitation
program using priming and behavioral momentum (ABCD condition). All
three children acquired verbal imitation skills. Results indicate
that a variety of strategies exist to establish verbal imitation
skills and that certain strategies appear to be more beneficial
than others for certain children. Future research should focus on
pairing child characteristics and verbal imitation strategies.
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21. Effects of
AAC Intervention on Speech Production in Autism: A Systematic
Review.
(VRB; Applied Behavior Analysis)
RALF SCHLOSSER (Northeastern University) and Oliver Wendt
(Purdue University)
Abstract: This
systematic review aimed to determine the effects of augmentative
and alternative communication intervention on speech production in
individuals with autism. Systematic review methodology was used to
limit bias in locating, appraising, and synthesizing studies. This
involved a comprehensive search for treatment studies dated between
1975 and 2006 using various sources and search strategies. Studies
had to meet 10 criteria. A coding manual and form facilitated data
extraction regarding subject characteristics, treatment
characteristics, design and measurement (including quality
appraisal), and outcomes. IOA was obtained on data extraction and
study inclusion. Seven studies met the criteria, including five
studies using single-subject experimental designs (SSEDs) with a
total of 22 participants and two randomized controlled trials with
a total of 96 participants. The Percentage of Non-overlapping Data
was calculated to determine effectiveness in SSEDs whereas Cohen's
d and/or Hedges' g were calculated for group designs. Because of
heterogeneity in speech measurements and interventions types, the
outcomes were not aggregated across studies/subjects. Results
suggest that AAC intervention does not hinder but increase speech
production. The magnitude of increases, however, seems to vary
across participants with type of AAC interventions, setting, and
measurement of speech outcomes. Several directions for future
research are posited.
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22. The
Assessment of Basic Language and Learning Skills-Revised: Building
the Evidence Base.
(VRB; Applied Behavior Analysis)
Pamela G. Osnes, Joel Vidovic, KOJI TAKESHIMA (Behavior
Analysts, Inc.), and Carrie S. W. Borrero (Kennedy Krieger
Institute)
Abstract: The
Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)
is an assessment instrument frequently used to determine skill
deficits and areas for improvement for children with language
delays (Partington & Sundberg, 1998). Often, results of the
ABLLS-R assist special education teachers in the development of
goals for Individualized Education Plans. This poster will present
updated results of the ongoing research that is determining the
interobserver agreement (IOA) of the ABLLS-R repertoires. In the
first study, an ABLLS -R assessment was conducted with one student
with autism in a nonpublic school, the STARS School. Two
independent observers collected IOA for the first ten task items in
skills sets A-I as identified in the ABLLS-R. IOA was calculated
using both occurrence and non-occurrence measures. Results revealed
a mean occurrence agreement score of 65% and a mean non-occurrence
agreement score of 95%. The second study was conducted with eight
students with autism at the STARS School, and used a reversal
design to assess the effectiveness of task-analyzed administration
procedures and standardized materials in the administration.
Results revealed improved levels of IOA with the use of
task-analyzed procedures and standardized materials.
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23. Teaching
Correspondence Between Verbal and Written Yes and No Responses in
the Function of Mands.
(VRB; Applied Behavior Analysis)
GLADYS WILLIAMS (CIEL, SL), Monica Rodriguez Mori (CIEL. SL),
Jennie Williams-Keller (Applied Behavioral Consultant Services,
NY), and Daniel Carvalho de Matos
Abstract: The
purpose of this intervention was to teach the pre-requisite skill
of correspondence between the verbal and written responses Yes and
No in a functional context. The students were two male adolescents
of 18 and 19 years of age. Even though both children had basic
reading, they did not demonstrate the correspondence between saying
Yes and No to the written words Yes and No in the mand functions.
With this intervention the students learned to relate correctly
their own spoken word "Yes" or "No" to the written word Yes or No
in a functional context. They were required to select the written
word Yes or No to receive the reinforcer or avoid the aversive
consequence. In addition, they were taught to select the correct
food to the written words Like and Not Like.
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24. Teaching
Pre-requisite Skills to Describe Novel Objects.
(VRB; Applied Behavior Analysis)
Gladys Williams, MONICA RODRIGUEZ MORI, Manuela Fernandez-Vuelta
(CIEL, SL), and Kimberly Vogt (Columbia University Teachers
College)
Abstract: The
purpose of this investigation was to determine the effectiveness of
a procedure based on a combination of speaker and listener behavior
using multiple exemplars to teach children with autism to describe
novel objects. The procedure consisted of selecting two pairs of
objects belonging to a category (i.e., animals), and running a
series of steps. First, we run a baseline phase with two pairs. The
training was done with only one of the pairs and it consisted of
teaching several skills (matching to sample, naming, and answering
intraverbals - including symmetry). The teaching was done
using multiple exemplars. After the child learned the objective, we
run the baseline again to see if the learned behavior emerged with
the untrained pair. If the behavior did not emerge, we repeated the
same steps with new pairs of objects. Three students with autism
with ages ranging from four to 18 years participated in this study.
Preliminary results indicate that with some children the procedure
was effective.
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25. Teaching
Abstraction to Children with Autism.
(VRB; Applied Behavior Analysis)
Gladys Williams, Monica Rodriguez Mori, MANUELA FERNANDEZ-VUELTA
VUELTA (CIEL, SL), Anna Beatriz Müller Queiroz (Catholic University
of São Paulo (PUC-SP)), and Kimberly Vogt (Columbia University
Teachers College)
Abstract:
Normal-developing children demonstrate the ability to generate
novel behaviour by making associations to objects they encounter
daily (e.g. "Look, it is number 8. It looks like a snow-man").
Children with autism generally are not able to see this kind of
abstractions. The purpose of the study was to teach two children
with autism to observe similarities between a variety of shapes and
numbers (e.g. "It is number one," when seeing a string). The two
participants were a seven-year-old child and a nineteen year-old
adolescent, both diagnosed with autism. The procedure consisted of
probing the responses presenting a string and a wooden measure in
the shapes of numbers from 1, 2, 3, 4, 7 and 8. The instruction was
"What does this look like." Then, the children learned a series of
conditional discriminations, following several phases, using
multiple exemplars with shapes and drawings similar to numbers.
When they completed all the phases we probed the emergence of the
behaviour with the string and the wooden measure. The results
indicated that the children were capable of naming correct numbers
with the untrained material.
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26. Using the
Whole Blocking Procedure with Multiple Exemplars to Teach Object
Selection.
(VRB; Applied Behavior Analysis)
KIMBERLY VOGT (Columbia University Teachers College), Stephen
John Wuensch, and Lydia Mekjian (David Gregory School)
Abstract:The
purpose of this investigation was to determine if the use of the
whole blocking procedure (Pérez-González and Williams, 2002) using
multiple exemplars was effective in teaching two children with
autism to select objects in an auditory-visual discrimination task.
The boys, ages 3 and 7, had demonstrated previous difficulties to
acquire the behavior with standard procedures to teach
discriminations. Fork and Block were the target objects. We
presented different types of forks and blocks during the
presentation of each trial in all the phases of the whole blocking
procedure. The results will follow.
Pérez-González , L. A., & Williams, G. (2002). A
multi-component procedure to teach conditional discriminations to
children with autism. American Journal on Mental Retardation, (107)
4, 293-301.
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27. A
Comparison of a Verbal Behavior Approach on Students with Autism
and Developmental Delays.
(VRB; Service Delivery)
JANET GOODMAN, Judy Grimes, and Cheryl Benefield (Haralson
County Schools)
Abstract: As
classrooms for students with autism continue to utilize a verbal
behavior approach to language instruction, is there a difference in
acquisition of language in students identified with different
disabilities? Data will be presented on two students, one with
autism and one with developmental disability and severe language
delay, in a communication intensive classroom based on Skinner's
Analysis of Verbal behavior. The students had very similar profiles
based on the ABLLS-R assessment. When entering the program, both
students had no language, spontaneously emitted limited sounds, and
also scored very low in all areas of the ABLLS. Data on their
individual progress of language acquisition will be presented to
examine any differences in patterns or rate of acquisition.
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28. Teaching
Daily Living Skills to Individuals with Autism: A Comparison of
Picture and Video Prompts.
(DDA; Applied Behavior Analysis)
TONI VAN LAARHOVEN and Jesse Johnson (Northern Illinois
University)
Abstract: The
purpose of this study was to compare the effectiveness of video and
picture prompting for teaching daily living skills to two young men
with autism. Participants were taught two different skills that
were identified as instructional priorities in their educational
programs. Each task was taught with either video prompts (presented
on a laptop) or picture prompts (presented in a booklet) and the
effects of the instructional conditions were evaluated and compared
using an adapted alternating treatments design. Results indicated
that video prompting was slightly more effective in terms of
independent correct responding and number of prompts to use
instructional materials. In addition, when efficiency scores were
calculated by considering the ratio of each participant's growth
(from pre-test to post-test) to the measured "cost" of minutes
required to create instructional materials, video prompting was
considerably more efficient than picture prompting. Instructional
implications and future research will be discussed.
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29. Self-Stimulatory Behaviors in Autism:
Interventions in a Foot Fetish and Public
Masturbation.
(DDA; Applied Behavior Analysis)
SELA ANN SANBERG, Tamara Obregon, Ellie Kazemi (California State
University, Northridge), Brian Rice (California State
University-Northridge), and Dee Shepherd-Look, PH.D. (California
State University, Northridge)
Abstract: Normative
sexual behavior in childhood includes genital play and masturbation
with young children (i.e., ages 3- to 6-years) and boys engaging
more frequently in such activities compared to older children
(i.e., ages 7- to 12-years) and girls. Studies show as children
become school-aged and learn social standards, sexual behaviors are
concealed and become private. In individuals with developmental
disabilities, however, there are higher incidences of inappropriate
sexual behaviors such as public masturbation in later childhood and
adulthood. Despite apparent implications, reduction of public
sexual behaviors in this population has not been documented
extensively. Furthermore, existing literature addresses reduction
and/or elimination of public masturbation without reference to
appropriate and private sexual behaviors. This study examined the
outcomes of response blocking and redirection to a private setting
to decrease public masturbation and foot fetish exhibited by a
6-year-old child with autism. Findings revealed that response
blocking and redirection resulted in reduced public masturbation
but no change in foot-fetish behavior. Parental attitudes toward
inappropriate sexual behaviors, their compliance with the
intervention plan, as well as suggestions for future studies are
discussed.
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30. Concurrent
Validity of Behavioral Observations and Standardized Assessments
for Young Children with Autism.
(DDA; Applied Behavior Analysis)
GAIL G. MCGEE, PH.D. (Emory University School of Medicine) and
Michael J. Morrier, M.A., BCBA (Emory University)
Abstract:
Assessment of early treatment outcomes of young children with
autism has historically used standardized measures for
demonstrating positive outcomes (Lovaas, 1987). Behavioral
treatment providers believe that observations of a child's behavior
is the primary measure to be used. This poster will provide a
concurrent validity assessment of naturally occurring verbal
language skills and results of standardized language assessments
for children with autism after 2 years of early intervention. In
vivo verbal language use for 10 children with autism was compared
to standard scores on verbal language assessments to determine that
match between behavioral observations and standardized assessments.
Both measures indicated language growth in children with autism,
while behavioral measures indicated that children's generalized
language use in a preschool classroom was increased. Results are
one step in determining appropriate measures for outcome research
of early intervention for children with autism.
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31. Functionality of Preference
Assessments: Stability and Parental Report.
(DDA; Applied Behavior Analysis)
JANE MORTON, Dawn Berg (Marcus Institute), Karen Myers (The
Marcus Institute), Leronda Phillips, and David Jaquess (Marcus
Institute)
Abstract: For
children with autism, pair-wise preference assessments have been
used by practitioners to systematically identify highly preferred
reinforcers to be used in treatment of problem behaviors (Fisher et
al., 1992). The advantage of the results over parent-report and the
functionality of the results of pair-wise preference assessments,
however, have not been thoroughly considered. By comparing the
results of pair-wise preference assessments with the final items
employed as reinforcers in behaviorally based treatment packages
for problem behaviors, the current study aims to collect additional
information about the stability and functionality of preferences.
In addition, the relationship between parental report of child's
preference and the results of the pair-wise preference assessment
will be compared. In the current study, 16 item pair-wise
preference assessments will be analyzed from 5 participants. A
Spearman's correlation or a contingency coefficient will be used
for all comparisons to determine significant relationships between
(a) highest preferred item on preference assessment and terminal
item in treatment, (b) parental report and highest preferred item
on preference assessment, and (c) parental report and terminal item
in treatment. Results will provide additional information about the
stability and functionality of pair-wise preference assessments
with children with disabilities such as autism.
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32. One-to-One
Correspondence and the Emergence of Novel Math Skills.
(DDA; Applied Behavior Analysis)
Gladys Williams, Monica Rodriguez Mori, Manuela Fernandez-Vuelta
(CIEL, SL), ANNA BEATRIZ MÜLLER QUEIROZ (Catholic University of São
Paulo (PUC-SP)), and Belen Gomez-Verdugo (CIEL. SL)
Abstract: This
study had two objectives. First, to investigate the use of a
specific procedure to teach one-to-one correspondence counting, and
second, to investigate the effects of one-to-one correspondence
counting on the emergence of untrained specific math skills. The
procedure to teach counting objects consisted of three steps that
involved the components of one-to-one correspondence, counting up
to a certain number, and the matching of the spoken number to the
gesture (moving the objects). Six students with autism
participated. All six acquired the skill of one-to-one
correspondence counting, and some demonstrated the emergence of
some novel math skills.
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33. Use of
Differential Reinforcement Contingencies to Decrease Problem
Behavior Associated with Task Compliance.
(DDA; Applied Behavior Analysis)
REBECCA A. VEENSTRA (Munroe-Meyer Institute, University of
Nebraska Medical Center), Henry S. Roane (University of Nebraska
Medical Center & Munroe-Meyer Institute), and Jason Zeleny
(Munroe-Meyer Institute, Univerity of Nebraska Medical Center)
Abstract: Two
differential reinforcement procedures were implemented to decrease
problem behavior during academic and household tasks. Participants
were a 12-year-old female diagnosed with Autism and a 15-year-old
male diagnosed with Smith-Magenis syndrome. Initial assessments
indicated that the highest rates of problem behavior were observed
when participants were engaging in staff-selected low preference
activities instead of their preferred activity. Thus, a treatment
contingency was arranged in which access to preferred activities
was delivered following engagement in low preferred activities. For
one participant, extinction and differential reinforcement of other
behavior (DRO) was implemented and for the other participant,
extinction and differential reinforcement of low rates (DRL) of
problem behavior was implemented. Finally, delay fading was used to
increase the duration of the DRO interval or the number of sessions
in which the DRL criterion must be met in order to gain access to
reinforcement. For both participants reliability data were
collected on at least 20% of sessions and averaged over 80% for all
dependent variables. The combination of both extinction and the
differential reinforcement contingencies were effective in reducing
problem behavior during staff-selected tasks. These results are
discussed in relation to the effectiveness of choice procedures and
decreased problem behavior associated with Autism.
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34. Targeting
Restricted Interests and Repetitive Behaviors by Increasing
Flexibility in Children with Autism and Asperger's
Disorder.
(DDA; Applied Behavior Analysis)
CHRISTIE ENJEY LIN, Robert L. Koegel, and Lynn Kern Koegel
(University of California, Santa Barbara)
Abstract: The
category of restricted interests and repetitive patterns of
behaviors (RIRB) is one of the core diagnostic features of Autism
and Asperger's Disorder. These symptoms have been described as a
heterogeneous group of behaviors that are ritualistic, invariant
and developmentally/socially inappropriate. Despite the variety of
RIRB observed across individuals with autism, there appears to be a
common underlying thread of inflexibility. RIRB is a significant
concern because of the pervasiveness of these symptoms, coinciding
disruptive behaviors and research demonstrating less improvement in
this area compared to social and communication domains. RIRB has
implications for the quality of life of the individual and family.
Research indicates that self-management is an effective behavioral
intervention to target improvement in a variety of behaviors. This
study investigated the implementation of a self-management program
to target RIRB by increasing "flexibility." For this study,
flexibility was defined as appropriately varying or adapting
behaviors when presented with an opportunity to disengage from a
RIRB without displaying disruptive behaviors and continuing to
engage in the activity at hand. A non-concurrent multiple baseline
across participants research design was implemented. Results
demonstrated that self-management increased flexibility and was
generalized to a variety of settings and activities.
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35. Identity
Matching in Children with Autism: Optimizing Fixed-Trial
Teaching.
(DDA; Experimental Analysis)
Camila Graciela Santos Gomes (Universidade Federal de São
Carlos), Deisy G. de Souza (Universidade de São Carlos), and
WILLIAM J. MCILVANE (University of Massachusetts Medical
School)
Abstract: Our study
assessed the performance of 20 persons with autism in an identity
matching-to-sample task, using two procedures with different
stimuli arrangements and different response requirements. The
typical matching procedure presented one sample and three
comparison stimuli; the adapted matching displayed three samples
and three comparison stimuli simultaneously. Three consecutive
blocks of trials were conducted: a 10-trials block of adapted
matching, a 10-trials block of typical matching, and a 20-trials
block intermixing both trial types in an unsystematic order. The
average scores of correct performance were significantly higher
under the adapted matching than under the typical matching. The
adapted arrangement proved superior for participants with moderate
and severe autism, a finding that suggests strategies for improving
fixed-trial teaching methodology for children with intellectual
disabilities.
Our study assessed the performance of 20 persons with autism in an
identity matching-to-sample task, using two procedures with
different stimuli arrangements and different response requirements.
The typical matching procedure presented one sample and three
comparison stimuli; the adapted matching displayed three samples
and three comparison stimuli simultaneously. Three consecutive
blocks of trials were conducted: a 10-trials block of adapted
matching, a 10-trials block of typical matching, and a 20-trials
block intermixing both trial types in an unsystematic order. The
average scores of correct performance were significantly higher
under the adapted matching than under the typical matching. The
adapted arrangement proved superior for participants with moderate
and severe autism, a finding that suggests strategies for improving
fixed-trial teaching methodology for children with intellectual
disabilities.
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36. Expanding
The Little Tree Learning Center's EIBI Program.
(DDA; Service Delivery)
KIMBERLEY HAYS SMITH (Auburn University & The Little Tree),
Julie M. Harris (Little Tree Learning Center), and Robert A.
Babcock (The Learning Tree, Inc.)
Abstract: The
Little Tree Learning Center, (A program of The Learning Tree, Inc.)
is a preschool and in-home based early intensive behavior
intervention program for children diagnosed with ASD. Children
enrolled at The Little Tree attend 35 hours per week and receive up
to 5 hours of in-home services. The Little Tree has collaborated
with The Learning Tree, Inc. in developing the ACORN project which
provides outreach to preschool teachers of children with ASD across
the state of Alabama. Teachers attend 5 days of training at The
Little Tree and follow-up consultation is provided in their local
school district. Teachers participating in the project receive
training on assessment, data collection, and behavior reduction and
acquisition procedures. Data included on this poster show ABLLS
skills mastered across children enrolled at The Little Tree and in
a preschool that has participated in the ACORN project. Also
displayed are single subject graphs showing examples of behavior
acquisition and reduction for two students, and demographic
information showing teachers, practicum students, and parents
trained both at The Little Tree and ACORN project during 2006-2007
school year.
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37. CANCELLED
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38. The Use of
a Self-directed Learning Program to Provide Introductory Training
to Parents of Children with Autism.
(DDA; Service Delivery)
Nicolette Nefdt and SHARON ELMENSDORP (University of California,
Santa Barbara - Koegel Autism Center)
Abstract: As a
result of the increased incidence of autism spectrum disorders, the
gap between the current need and availability of empirically
supported treatments (EST) has widened. Researchers facing this
need vs. services discrepancy with clinical populations other than
ASD have been successful at using self-directed learning models as
an effective and cost efficient way to educate parents about how to
implement effective intervention methods. There is a need for
research evaluating the use of self-directed learning models to
teach parents to provide intervention for their child with autism.
The purpose of this study was to evaluate, through a randomized
clinical trial, whether the use of a self-directed learning program
could result in behavioral change in parents and children. Results
indicated significant differences between treatment and control
groups at posttest on all of the dependent measures of fidelity of
implementation, parent opportunities for language, observed parent
confidence and child functional verbalizations. The data suggest
the efficacy and effectiveness of a self-directed learning program
as an introduction for parents on the implementation of an
empirically supported treatment as part of a comprehensive
intervention plan for children with autism. Limitations and
directions for a programmatic line of research are discussed
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39. Biomedical
Research Routes Concerning the Causes of Autism; Evidence,
Concerns, Qualifications, and Promising Directions.
(DDA; Service Delivery)
BETTY FRY WILLIAMS and Don Calbreath (Whitworth University)
Abstract: This
poster examines evidence from three main research routes pursued by
medical researchers seeking to establish the factors contributing
to the development of autism: brain structure and function, opioid
excess theories (the roles of thimerosal, casein, and gluten for
example), and candidate genes involved. Also included are cautions
regarding the evidence used to reach conclusions and qualifications
that apply to findings that may affect their validity and
application. Promising research is also identified.This poster
examines evidence from three main research routes pursued by
medical researchers seeking to establish the factors contributing
to the development of autism: brain structure and function, opioid
excess theories (the roles of thimerosal, casein, and gluten for
example), and candidate genes involved. Also included are cautions
regarding the evidence used to reach conclusions and qualifications
that apply to findings that may affect their validity and
application. Promising research is also identified.
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40. Psychosocial Functioning of Children
with Asperger's Syndrome: Implications for Treatment.
(DDA; Service Delivery)
Anna M. Hickey, Ashley Whittington, Kate Gioia, Lewis Mazzone,
Marjorie Heitz, Kathryn Hoff, and KARLA J. DOEPKE (Illinois State
University)
Abstract:
Asperger's Syndrome (AS) is primarily a social disorder that is
characterized by qualitative, pervasive impairments in social
interactions and narrow, repetitive patterns of interests and
activities. While children with AS often cannot be distinguished
from their peers in terms of academic progress, they can easily be
spotted in social situations as "different." Considering the impact
of social competence and peer relationships on the development of
internalizing disorders (e.g., depression and anxiety), it would
not be surprising to find that rates of these disorders are higher
among youth with AS. This investigation is directed at examining
the relationships between depression, anxiety, problem-solving
abilities, and social skills among two groups of children with AS
who participate in a weekly social skills group. Initial data
suggests that these children not only exhibit lower levels of
social skills, but also concomitant difficulties with depression
and anxiety. Of particular concern is the high proportion of
children who are endorsing suicidal ideation than is typically
observed in the child population. Implications for treatment are
discussed.
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41. Identification of Autism-specific
Impairments During Brief Parent-child Interactions: Implications
for Pediatrician Training.
(DDA; Service Delivery)
Robert L. Koegel, Lynn Kern Koegel (University of California,
Santa Barbara), Nicolette Nefdt (University of California/Koegel
Autism Center), and SHARON ELMENSDORP (University of California,
Santa Barbara- Koegel Autism Center)
Abstract: The
purpose of this study was to identify behavioral characteristics of
young children at risk for autism to determine if these
characteristics can be used by pediatricians to initiate a referral
for further evaluation for autism. As early identification of
children with autism is crucial for the provision of early
intervention and thereby improved outcomes, this has important
implications for community-based practice. The parent-child
interactions of 33 participants were coded for specific child
behaviors including: looking at face (eye contact), directed
affect, and the initiation of joint attention. Results showed that
the use of social behaviors, specifically directed affect and joint
attention, were significantly lower in children at risk for autism
spectrum disorder. Most importantly though is the finding that this
decreased use was evident in all of the children with autism
spectrum disorders during only ten minutes of parent-child
interaction, suggesting that social abnormalities can be detected
by providers in a short period of time so that children can be
referred for further evaluation.
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42. Research
and Career Development Opportunities at the Center for Autism and
Related Disorders.
(DDA; Service Delivery)
JONATHAN J. TARBOX, Rachel S. F. Tarbox, and Doreen Granpeesheh
(Center for Autism and Related Disorders, Inc.)
Abstract: The
Center for Autism and Related Disorders is an international
organization providing comprehensive services for individuals with
autism. This poster will describe recent research initiatives as
well as ongoing career development opportunities for clinicians and
researchers in the areas of applied behavior analysis and autism. A
sampling of research data will be presented, as well as
descriptions of graduate and professional training
opportunities.
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43. Where Are
the Data? Publication Profiles of Articles on Autism in JABA, JADD,
and JPBI.
(EDC; Applied Behavior Analysis) Peter J. Doehring, Brianne
Wagner, Leslie R. Lesko, Kristi Peters, JIM ABEL, and Kristin Myers
(Delaware Autism Program)
Abstract:
Practitioners seeking a scientific basis for their interventions
are often surprised by the paucity of empirical support. As part of
a broader initiative to catalogue existing outcome research
pertaining to the education of students with autism, we summarize
the characteristics of more than 400 articles that reference
autism, were published between 2000 and 2006, and appeared either
in two of the established journals commonly referenced by
practitioners - the Journal of Applied Behavior Analysis (JABA) and
the Journal of Autism and Developmental Disorders (JADD) - or
one of the newer journals - the Journal of Positive Behavior
Interventions. We report on the article type (e.g., review,
theoretical paper, basic research, outcome research, etc) and focus
(behavior reduction and/or skill acquisition, each broken down by
subtypes). For research articles, we further analyze articles based
on other factors such as age of the student, type of design (single
case, group design) and intervention methods examined. Our analyses
reveal that these three journals have distinctive and complementary
publication profiles with respect to these factors, especially as
they pertain to the field of ABA. Further, while the overall number
of outcome studies remains relatively surprising small, it is
nonetheless increasing.
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44. Current
Research Trends on the Picture Exchange Communication
System.
(EDC; Applied Behavior Analysis)
LORI A. FROST, Andrew S. Bondy (Pyramid Educational
Consultants), Anne O. Hoffman (Pyramid Education Consultants,
Inc.), Catherine Horton (Pyramid Educational Consultants), and Beth
Sulzer-Azaroff (University of Massachusetts, Amherst)
Abstract: Since the
mid 1990's, when Bondy & Frost initially reported the outcomes
of their applications of their Picture Exchange Communication
System (PECS) among non-speaking students within the Delaware
Autistic Program, interest in and implementation of PECS has become
rapid and widespread. Descriptive and experimental research on the
system has followed apace. This poster will describe general trends
and highlight some of the key features of this research, including
purposes, locations, subject populations, intervention details,
results and methodological issues needing to be addressed.
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45. Enhancing
Social Skills in Elementary Students with Autism through Direct
Instruction.
(EDC; Applied Behavior Analysis)
DEVENDER BANDA, Robin H Lock, Carol Layton, and Stephanie Hart
(Texas Tech University)
Abstract: This
study was conducted with two elementary students with autism to
increase their social skills using direct instruction. The
participants were taught to initiate, share, and respond to peers
during daily recreational session. We used a multiple-baseline
design across participants to evaluate the effects of the
intervention. Results indicate that both students were able to
initiate conversations and share material with peers.
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46. Matching
Learner Needs to Social Skill Instruction.
(EDC; Applied Behavior Analysis)
JENNIFER E. COPELAND (Melmark), Lindsay Stangeland (Grant Wood
Area Education Agency), David P. Wacker, and Brenda J. Engebretson
(University of Iowa)
Abstract: Research
is needed to identify effective and efficient programs for teaching
social skills to children with autism. In order to develop
instructional strategies for the acquisition of language during
social play, four students with autism spectrum disorders
participated in a classroom-based analysis. Five play conditions
were designed to target the occurrences of appropriate and
inappropriate speech when typical peers served as play partners.
Results defined the individual deficits and strength areas for each
student. A shaping program was developed for each student by
matching learner needs with individualized instruction.
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47. Starting
Right: A Parent-Child Early Intervention Model.
(EDC; Service Delivery)
CHRISTINE REEVE and Heather O'brien (Mailman Segal
Institute)
Abstract: Starting
Right is a parent-child early intervention model for children with
autism or at-risk for autism, aged 18 to 36 months. Children and
their caregiver attend a classroom-based program two mornings per
week and then receive individual intervention sessions bi-weekly.
Caregivers are taught the skills necessary to facilitate their
children's skill development and behavioral adaptation through
classroom staff modeling and coaching. Teaching strategies used
include discrete trials, independent work systems, Picture Exchange
Communication System, as well as other strategies appropriate for
children with autism. Parents also have the opportunity to attend a
weekly session led by family therapists/psychologists, which are
educational and supportive in nature. Families requiring more
intensive, individual or family intervention are referred to other
university clinics. Each child is assessed for program planning and
then an individual plan is developed. Data is analyzed and used to
make decisions regarding skills to be targeted next. University
students from psychology, family therapy, speech-language
pathology, and special education serve as additional supports to
the program, while receiving hands-on experience with the youngest
children being diagnosed with autism.
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48. Helping
Answer Needs by Developing Specialists (HANDS) in Autism: Year
Three Training Evaluation and Fidelity.
(EDC; Service Delivery)
PATRICIA A. KORZEKWA (Christian Sarkine Autism Treatment
Center), Naomi Swiezy (Christian Sarkine Autism Treatment Center at
Riley), Melissa Stuart (Christian Sarkine Autism Treatment Center),
Stacie L. Pozdol (Christian Sarkine Autism Treatment Center at
Riley), and Gary Miller (Riley Hospital for Children)
Abstract: The
mission of HANDS in Autism (Helping Answer Needs by Developing
Specialists in Autism) is to provide practical and applicable
information to a variety of caregivers from an ABA-based framework
and to provide an option for training that promotes practical
learning opportunities through an innovative and intensive hands-on
and coaching experience. Participants in the weeklong training
program provided daily feedback on several aspects of the training,
including rating the thoroughness of information presented, the
materials provided, and the hands-on experiences. In addition, both
training staff and participants were rated on their fidelity to the
training curriculum. Results indicated that participants were
highly satisfied with several aspects of the training program.
Training staff and participants were also able to maintain fidelity
to the training curriculum. Taken together, the results suggest
that the HANDS in Autism model of training is well received by
participants and easy to implement with proper training.
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49. Helping
Answer Needs by Developing Specialists (HANDS) in Autism: Year
Three Training Outcomes.
(EDC; Service Delivery)
NAOMI SWIEZY (Christian Sarkine Autism Treatment Center at
Riley), Melissa Stuart, Patricia A. Korzekwa (Christian Sarkine
Autism Treatment Center), Stacie L. Pozdol (Christian Sarkine
Autism Treatment Center at Riley), and Gary Miller (Riley Hospital
for Children)
Abstract: The
mission of HANDS in Autism (Helping Answer Needs by Developing
Specialists in Autism) is to provide practical and applicable
information to a variety of caregivers from an ABA-based framework
and to provide an option for training that promotes practical
learning opportunities through an innovative and intensive hands-on
and coaching experience. Participants were rated on the following
measures collected during the training session: identification of
proper strategies for teaching individuals with autism, use of
effective prompting strategies, development of teaching tasks, and
utilization of informal assessment. Additionally, participants were
rated through written activities on their ability to structure a
classroom, determine functions of behaviors, and write IEP and BIP
goals. Results regarding change in quality of factors measured will
be presented.
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50. Autism
Knowledge Survey: Trends in Understanding of Autism Spectrum
Disorders.
(EDC; Service Delivery)
MELISSA STUART (Christian Sarkine Autism Treatment Center),
Naomi Swiezy (Christian Sarkine Autism Treatment Center at Riley),
and Iryna Ashby (Christian Sarkine Autism Treatment Center)
Abstract: The
Autism Knowledge Survey-Revised is a 20-item measure that assesses
a participant's degree of agreement with several statements
regarding autism spectrum disorders including etiology,
interventions, and general knowledge. Participants included parents
and caregivers, educational personnel (i.e., teachers, aides,
paraprofessionals), medical care providers (i.e., physicians,
pediatricians, nurses), and licensed therapists (i.e., Ph.D., BCBA,
OT, SLP). Information regarding the trends in understanding of
autism spectrum disorders across disciplines and years of
experience with the ASD population will be presented.
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51. CANCELLED
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52. Improving
Outcomes for Children with Autism Spectrum Disorders through Data
Driven Decision Making.
(EDC; Service Delivery)
KELLY L HYDE (Accountability Solutions, LLC) and Kathy L Gould
(Illinois Autism Training and Technical Assistance Project)
Abstract: This
poster session will provide information and data to support the
efficacy of the Focus Family Support for Autism Spectrum Disorders
(FFSASD) of the Illinois Autism/Pervasive Developmental Disorders
Training and Technical Assistance Project (IATTAP), a technical
assistance center of the Illinois State Board of Education. This
program employs an applied evaluation method that emphasizes user
friendly, data driven decision making to improve outcomes for
families with children with Autism Spectrum Disorder.
In FY 2006-2007 school year, IATTAP provided supports and services
to 46 families with children with ASD throughout the state of
Illinois through its FFSASD process, a combination of positive
behavior supports and family-centered planning. Of the 46 families,
35 were enrolled in the SIMEO (Systematic Information Management of
Educational Outcomes) online evaluation system for extensive
tracking of demographic, educational and behavioral outcomes.
Findings will be presented from the repeated measures applied
evaluation process and how these data are used by the Focus Family
Facilitators to drive decision making and change in team meetings
with families of children with ASD. FY2007 Evaluation finding areas
include general and specifically targeted behavioral functioning,
classroom behavioral functioning, training in the home, school and
community, family quality of life and individual family
stressors.
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53. A
Practitioner's Guide to Implementing DRO Procedures.
(EDC; Service Delivery)
LEAH C. GONGOLA, Courtney L. McLaughlin, and Rosie Daddario
(Kent State University)
Abstract: The
Differential Reinforcement of Omission of Behaviors (DRO) procedure
has been found to be the least intrusive of all behavioral
interventions, as reinforcers are not removed in this procedure.
Rather, they are withheld, therefore enhancing the appeal of the
intervention when seeking a protocol to diminish behaviors
(Cowdery, Iwata, & Pace, 1990; Vollmer, Marcus, & Ringdahl,
1993). Although research suggests that DRO interventions are
successful across varying populations and settings, there continues
to be some resistance for choosing DRO as a primary intervention
procedure. Despite hesitation for DRO, other research studies have
insisted that the protocol is practical and simplistic to use
(Poling & Ryan, 1982). Repp, Barton, and Brulle (1983) suggest
that if whole interval DRO is excessively intensive, then
variations such as momentary DRO are available to increase
feasibility. The intent of this presentation is to provide a manual
specifying the logistics of the DRO intervention to enhance clarity
in implementation for practitioners working among individuals with
behavior challenges. The DRO manual is designed to offer guidance
to individuals seeking to use this reinforcement based
intervention. Specific attributes of DRO will be delineated in the
manual and procedural variations will be defined.
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54. The
Application of a Technical Assistance Model Within a Metro-Atlanta
School District.
(EDC; Service Delivery)
ERNEST L. WHITMARSH, Carina DeFazio (Cobb County School
District), Amy Jefferson (Cobb County School Distric), and Nadine
Friedly (Cobb County Schools)
Abstract: Northup
et al. (1994) examined the use of a technical assistance model
within school settings by evaluating the feasibility of local
school personnel conducting functional analysis and
reinforcement-based treatment procedures. The use of the technical
assistance model was evaluated in a large Metro-Atlanta School
District. The use of this model over an extended period time
(2002-2007) was examined. The role of the technical assistance
model is examined as it relates to the overall behavior support
model for special students services, including services for
students with autism eligibility, within the school district.
Results indicated that amount of technical assistance required
varied greatly from case to case. Additionally, the implementation
of functional analysis and the treatment integrity of the behavior
intervention plans derived from these analyses varied greatly.
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55. Social
Communication Skill Intervention for the Children with
Autism.
(EDC; Service Delivery)
EUN JUNG SEO (JinJu International University)
Abstract: The
children with autism typically display great difficulties in social
communication skills caused poor social interactions. Limited or
nonexistent social communication skills such as deficits in eye
contact, lack of turn taking skills, problems with speech,
communication, limited use of appropriate gestures are also common
in the students with autism.
Common examples of poor social communication skills are also
delayed, restricted, repetitive, or unusual responses to stimuli,
such as squealing, hitting, pushing, screaming, and hand flapping.
Therefore, lack of this area often deters other children from
beginning or maintaining communication and friendships with
children with autism. Thus, an important goal of increasing social
communication skills for the children with autism is to teach both
nonverbal and verbal social communication skills in order to
decrease the problems often produced by social avoidance or
awkwardness.
In the previous studies, one of
effective strategies to assist young children with autism in
learning social communication skills was a form of visual support
that allowed individuals to observe socially appropriate behaviors
in the pictures, cartoons, and line drawing cards.
Therefore, visual support program
was developed to improve basic classroom survival social skills
such as turn taking, sharing, and asking a help for the three young
children with autism in the study. In addition, as they increase
the skills, inappropriate social interactions with peers presenting
as a lack of social skills were replaced with appropriate social
interactions. It also evaluated the efficacy of visual support
program for three target behaviors and extended previous findings
by assessing their initiations and responses of the behaviors.
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56. The
Utility of the ABLLS in Comprehensive Assessment and Educational
Planning: A Comparison of Instruments.
(EDC; Service Delivery)
PETER J. DOEHRING, Donna Gigiotti, Heather Calkins, and Donna
Cain (Delaware Autism Program)
Abstract: The ABLLS
has become an increasing popular choice amongst educators of
children with autism. In this poster, we seek to understand this
popularity by assessing the strengths and limitations of the ABLLS,
relative to other commonly available instruments for assessment
and/or curriculum planning. We evaluate the capacity of the ABLLS
to comprehensively assess the full range of skills addressed in the
IEPs of school-aged children, by systematically comparing the range
of domains and distribution of items to that obtained via other
assessment procedures. We summarize information supporting the
potential of the ABLLS to describe distinctive profiles within and
across domains that may predict future performance. To this end, we
also include examples of statistical analyses of the integrity of
specific subscales. Finally, we assess the utility of the ABLLS in
IEP development and tracking, including teacher ratings of the
potential of sample items from selected instruments for IEP
purposes. These results suggest that the ABLLS' popularity may stem
from the fact that it is uniquely suited to certain critical
aspects of educational assessment and progress monitoring, although
some limitations of the ABLLS underscore the need to fold it into a
broader educational assessment.
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