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| Using ABA to Teach Children with Autism Everything They Need to Know: The CARD Treatment Model and Curriculum Overview |
| Monday, August 13, 2007 |
| 2:00 PM–3:20 PM |
| L2 Room 5 |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.) |
| CE Instructor: Rachel S. F. Tarbox, Ph.D. |
| Abstract: Autism is a pervasive developmental disorder, characterized by global and often severe deficits in virtually all areas of functioning. Applied Behavior Analysis (ABA) is the only treatment for autism with consistent scientific support. Nevertheless, many myths regarding the inadequacies of ABA persist. Commonly stated, yet unsubstantiated, criticisms include that ABA is only for young children, does not address complex social behavior, produces only rote or scripted improvements in behavior, and cannot address issues of complex cognitive functioning. In this symposium, we begin by describing the basic components of a comprehensive ABA program for children with autism and proceed with in-depth descriptions of how to teach play, language, and executive function. |
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Comprehensive Behavioral Services for Children with Autism: Introductory Program Description for the Center for Autism and Related Disorders. |
| KAREN WONG (Center for Autism and Related Disorders, Inc.), Erika Ford (University of Auckland, Center for Autism and Related Disorders, Inc.), Rachel S. F. Tarbox (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: The Center for Autism and Related Disorders is a global organization which provides comprehensive behavioral services for children with autism. This presentation provides an overview of the CARD treatment model and describes the primary components of a comprehensive ABA program for children with autism. Goals of assessment and intervention, as well as teaching strategies such as discrete trial training, natural environment training, and fluency training, will be described and discussed. |
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| From Simple Mands and Tacts to Abstract Concept Formation: A Comprehensive Curriculum for Teaching Language to Children with Autism. |
| JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: A core deficit characterizing autism is impairment in language and therefore a core feature of any comprehensive ABA program for children with autism is a focus on teaching language. We describe a comprehensive behavioral curriculum for establishing language in children with autism, ranging from simple echoics, mands, and tacts, to complex conversational intraverbals and relational concept formation. The curriculum is based on Skinner’s analysis of verbal behavior and on an analysis of complex concept formation as generalized operant behavior. |
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| From Functional Pretend to Abstract: A Comprehensive Behavioral Curriculum for Teaching Play Skills to Children with Autism. |
| SARAH BEWICK (Center for Autism and Related Disorders, Inc.), Adel C. Najdowski (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: One of the primary areas of concern for the treatment of individuals with autism is remediation of deficits in social interaction. Playing is a form of social interaction which is crucial to childhood development. We describe a comprehensive play curriculum, starting with the earliest forms of beginning and “functional pretend” play, ranging to complex and abstract “imaginary” and “socio-dramatic” play. All major areas of play are taught via interdependent teaching programs, broken down into small teachable steps, and taught and assessed as generalized operant classes. |
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| Teaching “Executive Function” Skills to Children with Autism. |
| PAUL HARRIS (Center for Autism and Related Disorders, Inc.), Jonathan J. Tarbox (Center for Autism and Related Disorders, Inc.), Doreen Granpeesheh (Center for Autism and Related Disorders, Inc.) |
| Abstract: Executive functions are said to be the brain functions which control goal-directed behavior. A significant amount of research has documented deficits in executive function in children with autism. However, the only evidence for the presence or absence of executive function is the presence or absence of particular skills, that is, behavior. We describe a behavioral curriculum for establishing the skills deemed “executive function” in children with autism. Generalized skills are established which improve “planning,” “inhibition,” “attention,” “working memory,” “problem-solving,” and “self-monitoring,” among others. Teaching these executive functions involves breaking down each area into small, teachable units, and teaching multiple exemplars, so that generalized operant classes form, yielding generalization across settings and people. |
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