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| International Paper Session - Applied Behavior Analysis in Education |
| Tuesday, August 14, 2007 |
| 9:30 AM–10:20 AM |
| L2 Room 6 |
| Area: EDC |
| Chair: Terre Hradnansky (University of Phoenix) |
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| ABA in Public School Settings: A Comparison and Contrast of Three Successful Service Delivery Models. |
| Domain: Applied Behavior Analysis |
| TERRE HRADNANSKY (University of Phoenix) |
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| Abstract: ABA has been proven to be an effective therapy delivery system to increase the skill and academic levels of preschool children with autism. Because children with autism have similarities yet have distinct learning differences, the therapy designed to meet those unique needs should also be similar yet different. The speaker will describe, compare and contrast three ABA therapy delivery systems that have proved to be successful in treating and teaching preschool children with Autism in a large, diverse public school setting in California. The ABA therapy delivery systems that will be discussed are the Home ABA delivery system, the extended school day ABA delivery system, and the integrated school day ABA delivery system. The roles of parents, teachers, therapists, and other members of the child study team will be highlighted, as will the paperwork and ABA therapy plan development and ongoing assessment process. The pros and cons associated with each delivery system and the generalities about the types of children that benefit most from the different systems will be discussed. |
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| Outcomes of Aspect's Comprehensive Educational Approach. |
| Domain: Applied Behavior Analysis |
| RAYMOND CLARK (Autism Spectrum Australia (Aspect)), Anthony Warren (Autism Spectrum Australia (Aspect)) |
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| Abstract: Autism Spectrum Australia (Aspect) has developed its comprehensive approach to educational intervention over many years. The term comprehensive refers to autism spectrum disorder specialised, intensive programs which have an educational and skill development focus. The comprehensive approach includes interventions designed according to needs, for example, individualised functional approaches for problem behaviour and for communication skill building. Research evidence supports individualised comprehensive interventions as the primary approach for all children with autism spectrum disorders. Aspect’s comprehensive approach encompasses: the key parent and family roles regarding child development outcomes, multi-disciplinary input, and a developmental focus, with intervention likely to take place in multiple settings including home, school and the community. A key element of the comprehensive approach is the planned and supported transition of students to more inclusive educational settings. For example, transition is facilitated by Aspect’s satellite class program, which is an important stepping stone towards inclusion of students in regular education. The main principles of Aspect’s comprehensive educational approach, and the evidence for these, will be described. Data regarding transition of students to mainstream school placements over a two year period, will also be presented. |
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