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| #188 Poster Session – AUT |
| Sunday, May 30, 2004 |
| 12:00 PM–1:30 PM |
| Exhibit Hall D (Hynes) |
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| 1. ABA Program Challenges for a Child Diagnosed with Downs Syndrome and Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTINA MANN LAYNE (Blue Ridge Autism Center) |
| Abstract: Designing a program for a child diagnosed with Downs Syndrome and Autism presents several unique challenges. In addition to medical problems including hearing and visual problems, associated with children with Downs syndrome there are also gross motor and fine motor problems that require creative programming. |
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| 2. Efficient and Effective Training for ABA Implementers: PAIRS |
| Area: AUT; Domain: Applied Research |
| TRACI M. CIHON (Special School District of St. Louis County), Nicole Adams (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County), Patricia A. Fitzsimons (Institute of Professional Practice) |
| Abstract: Staff training can be a crucial component of the effectiveness of an ABA program for individuals with autism and other pervasive developmental disabilities. Large teams and inexperienced staff consistently present problems associated with effective staff training. Limited time for consultants make efficient staff training procedures a must. Prompt Assessment Independence Ratios (PAIRS) offers an effective staff training procedure that is easy to implement and monitor for ABA implementers. PAIRS focuses on teaching ABA implementers when to deliver tangible reinforcers in order to attain the best possible training outcomes for individuals receiving ABA programming. This poster will highlight the component skills necessary to train staff on PAIRS as well as how to monitor teaching integrity after training has been conducted. PAIRS data will be included. |
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| 3. Peer Social Skills Training |
| Area: AUT; Domain: Applied Research |
| MELANIE C. LAPOINTE (West Montreal Readaptation Centre), Marie-Eve Jacques (West Montreal Readaptation Centre), Martine Beaurivage (West Montreal Readaptation Centre) |
| Abstract: This program for children with autism focuses on teaching social skills in a group setting with typically developing peers. Both peers and autistic children are taught techniques to improve their interactions. Research shows that for most autistic children, simply spending time with typical peers leads to limited improvement in social skills (Taylor, B. A., 2001) Improved social interactions are observed, however, when both the autistic child and the peer are taught how to interact with one another (McGee, Almeida, Sulzer-Azaroff, & Feldman, 1992, Brady, Shores, McEvoy, Ellis, & Fox, 1987, Pierce, K. & Schreibman, L., 1995,1997)Two groups were created, each composed of between 3 to 5 children with autism and 4 to 6 typical peers, all aged between 6 and 13. The children with autism were given a prior assessment to determine social objectives. The peers were trained prior to the start of the program, and were coached during the sessions by staff in techniques to initiate and prolong their interactions with the children with autism. |
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| 4. Training in Work with Special Populations |
| Area: AUT; Domain: Applied Research |
| CASEY CORULLO (Western Michigan University), Gail D. Palechka (Western Michigan University), Koji Takeshima (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: Psychology 357: Practicum with Special Populations is a course on working with developmentally impaired children. The practicum takes place in a pre-primary impaired classroom consisting of mostly children with autism, ages 2 through 5. Discrete trial training in separate booths is utilized, with time also spent on daily living skills and structured play. Previous training in directly working with the children lasted approximately four days. Students then work with their child independently, under the supervision of a Master’s student in Dr. Richard W. Malott’s Graduate Program and Special Education Instructor. This led to the formation of a one credit training course. The course starts at the end of fall and winter semesters lasting approximately 5 weeks. Each week requires four hours of instruction on discrete trial training and dealing with problem behaviors. Three of these weeks involve observations and opportunities to work one-on-one with the children. The current practicum students and the author of this project directly supervise all work. This course is optional for future practicum students, but past students have requested this service. Comparison data between students without previous training and with previous training will be used to evaluate the effectiveness of the course. |
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| 5. Do Classroom Staff Retain and Apply Knowledge from Didactic Training: An Investigation on the Correct Use of Reinforcement |
| Area: AUT; Domain: Applied Research |
| SHARI L. SCHATZMAN (Eden II Programs), Ahuva Tarnoff (Eden II Programs), Randy I. Horowitz (Eden II Programs) |
| Abstract: Staff training and staff performance are critical issues that directly impact the quality of education in school based programs. In a school setting, the issue of properly trained staff is of major importance. The specific training course for schools that use applied behavior analysis as their methodology involves areas such as behavior reduction, increasing appropriate behaviors, teaching strategies, reinforcement and learning characteristics of autism. Many studies have documented strategies to train staff in the use of effective teaching skills (Parsons, Reid, & Green, 1996). Training approaches, such as modeling and performance feedback are essential for ensuring skill acquisition by staff (Jahr, 1998). Staff training efforts can also involve instructing employees on the use of general teaching skills such as reinforcing correct responses (Ducharme & Feldman, 1992).
Reinforcement is one of the key components of Applied Behavior Analysis. This is an essential principle that has to be taught to all employees in order for them to effectively teach children with autism. The agencies training series includes a lecture on the general principles of reinforcement which includes the use of positive and negative reinforcement when teaching and maintaining behaviors. Because establishing attending in children with autism is a constant goal, reinforcement of attending behaviors cannot be neglected. The goal of this study is to examine the agencies reinforcement training and its ability for employees to transfer the information to the classroom setting. |
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| 6. Acquisition of Chains Using Single vs. Multiple Teachers |
| Area: AUT; Domain: Applied Research |
| JULIE S. WEISS (New England Center for Children), Myrna Libby (New England Center for Children), Janet Murphy (New England Center for Children) |
| Abstract: The purpose of this study was to assess the effects on skill acquisition of teaching a task-analyzed routine with one instructor relative to teaching a similar routine with multiple instructors. Two participants diagnosed with autism each learned to complete two six-step vocational tasks in a forward chaining sequence with most-to-least prompting. An alternating treatments design was used to compare acquisition of these multi-step tasks with either a single teacher or multiple (4) teachers running acquisition trials. Each session consisted of 10 training trials. After acquisition, generalization probes were run with two novel teachers and in a different setting. Both participants achieved independence in the tasks across teacher conditions. Acquisition averaged two sessions longer for the multiple teacher condition compared to the single teacher condition. In addition, both participants performance generalized across novel teachers and in a different environment for both skills. Procedural integrity for both the single and multiple teacher conditions was better than 90% as did IOA for of the sessions evaluated (33% of total). |
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| 7. A Comparison of Teacher-Cued and Video-Cued DiscreteTrial Instruction with a Student with Autism |
| Area: AUT; Domain: Applied Research |
| BRIAN J. JOERGENS (Northeastern University), Joseph M. Vedora (Beacon ABA Services), Robert Stromer (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: This study was designed to enable a student with severe autism to learn a set of skills via videotape that generalizes to “live” instructional situations. We verified the student’s repertoire of skills during teacher-cued tabletop sessions and assessed those skills with videos of the teacher delivering identical cues. Four tasks were used: (a) visual matching, (b) vocal imitation, (c) receptive matching, and (d) oral naming. During pretesting, the student was consistently correct on teacher-cued trials but rarely correct on video-cued trials. Next, training occurred with four video-cued tasks. The student took seven sessions to meet criterion on three tasks: matching, imitation, and receptive tasks. On video-cued naming trials, criterion was met in 15 sessions and involved supplemental tabletop teaching. During posttesting, the student succeeded on all teacher-cued and video-cued trials; including trials testing for generalization with new “video instructors” (parent and babysitter).
We are expanding the protocol by adding new tasks and analyzing transfer of learning between tabletop and video formats with new tasks and stimulus materials. Data gathered indicate at least three potential benefits of video-cued instruction, including increased: (a) attention and motivation, (b) number and variety of learning opportunities, and (c) flexibility and efficiency in discrete trial teaching. |
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| 8. Empirically Validating Through Precision Teaching Interventions to Improve the Imitation Skills of Children with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTA ZAMBOLIN (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Holly Almon (Fabrizio/Moors Consulting) |
| Abstract: Because children with autism come to behavior analytic intervention with repertoires and reinforcement histories that vary widely, clinicians must often modify what procedures they use to help children achieve important skills –skills such as those that comprise imitation repertoires. Modifying procedures requires that clinicians employ measurement systems that are rooted in physical reality and that are sensitive to change in student performance. Using mimetic and echoic skills as an example, this poster will describe how the measurement system that underlies Fluency-Based Instruction – Precision Teaching – may help clinicians make timely and effective changes in their teaching procedures to help assure that children they serve gain the skills targeted in their intervention program. |
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| 9. A Comparison of Teaching Skills to Accuracy versus Fluency for Children with Autism |
| Area: AUT; Domain: Applied Research |
| ELIZABETH ALDEN-ANDERSON (University of Wisconsin-Eau Claire), Sarah A. Law (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Abstract: The effects of fluency training on retention of skills, ability to perform in the presence of a distractor, and the subject's endurance were measured. The pasrticipants were young children diagnosed with autism. Skills not already in the child's reportoire were identified and taught to 100% accuracy, defined by ten correct trials in one session. Retention, stability, and endurance were probed and recorded one week after the subject met criterion on the skill, followed by fluency training. Fluency training consisted of practicing the skill until the child could perform both quickly and accurately, and was measured as frequency of correct responses per minute. After the child could fluently perform the skill (at a predetermined rate per minute, depending on the skill) retention, stability, and endurance were once again probed and recorded. Reliability was recorded by one data collector sitting in the same room as the child and the other data collector recording from an observation room containing a one-way mirror. Data were recorded and graphed to compare the two conditions. Results will be shown along with a discussion of the implications. |
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| 10. Using Fluency-Based Instruction to Develop Functional Money Skills in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| HEIDE CALVERLY (University of British Columbia), Krista Zambolin (University of British Columbia), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This poster will show the progress made by one sixth grade boy with autism in learning skills important to using money functionally --making equivalent values using differing coins and counting money to given amounts. Frequency data were collected during all intervention sessions for both skills. The data showed an increase in the rate and accuracy of the child’s performance on both skills and empirical validation showed that the child’s performance was resistant to distraction, endured across untaught long timing periods, applied to untaught instructional examples, and maintained across four weeks without practice on the skill. Reliability assessments were conducted for approximately 20% of all sessions and showed the data to be consistently above 90% reliable. |
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| 11. Empirically Validating Frequency Aims for Children with Autism |
| Area: AUT; Domain: Applied Research |
| SARA J. PAHL (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Amy King (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Kristin N. Schirmer (Fabrizio/Moors Consulting), Holly Almon (Fabrizio/Moors Consulting) |
| Abstract: When building skills in learners with autism and related disabilities, certain outcomes are critical if the skills are to be useful to the learner. Those outcomes include skill retention, endurance, stability, and application. Given their importance, these outcomes can and should be measured before teaching ends. The application of measurement procedures from Precision Teaching allows clinicians to predict those outcomes by measuring learners’ performance rates and comparing them to frequency aims suggested within the extant literature. The current paper will document ongoing efforts to validate, through empirical testing, frequency aims used as performance benchmarks for children with autism. Data on the performance of more than 35 children and 300 individual student Standard Celeration Charts will be presented showing the frequency ranges of performance for each skill that predicted skill retention, endurance, stability, and application. |
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| 12. Teaching a Child with Autism to Read and Spell: Integrating Computer Activity Schedules into Classroom Instruction |
| Area: AUT; Domain: Applied Research |
| DANIELLE SPINNATO (Alpine Learning Group), Michelle M. Kalaigian (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group), Jaime Schilling (Alpine Learning Group), Robert Stromer (E.K. Shriver Center, University of Massachusetts Medical School) |
| Abstract: Prior research indicates that children with autism can be taught to follow photographic activity schedules when these schedules are presented via a computer (Kinney, Vedora, & Stromer, 2003). In this study, a six year old boy with autism, who was proficient in following computerized activity schedules, was taught to read and spell nine target words via a computer schedule. Three activity schedules were created that depicted a number of activities along with video models of an adult printing words corresponding to each activity. Words were labels of the activities that were presented in the computer schedule (e.g., View Master, Legos). Dependent measures were: 1. the percentage of correct responses to oral reading probes of the target words, 2. spelling to dictation and, 3. pointing to target words. Probes of these responses were conducted during the school day before the participant was prompted to engage in the computerized activity schedule. Baseline measures of reading, identifying and spelling words indicated that the participant was unable to perform these responses. Once the computerized schedules were introduced probes were conducted periodically to assess acquisition of reading, identifying and spelling of the words presented in the schedules. Results indicated acquisition of the target words. Interobserver data were recorded during at least 30% of the sessions and was 100%. |
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| 13. One Measure of Outcome in an Applied Behavior Analysis Organization for Children with Autism |
| Area: AUT; Domain: Applied Research |
| REBEKAH L. HOUCK (Reaching Potentials, Inc.), Jean Hays Bachrach (Reaching Potentials, Inc.), Christine Passaretti (Reaching Potentials, Inc.), Pamela H. Gorski (Reaching Potentials, Inc.) |
| Abstract: It is crucial to develop and provide outcome data for behavioral-analytic based organizations that serve children with autism and their families. It is necessary to show client progress for validity of service, replication of an ABA design for therapuetic programming, and grant-funding purposes. The purpose of this study was to design one method to asses our past, present, and future clients to reflect the quantification of progress they have made while under the direction of our ABA services. Previous research has used a variety of other instruments, including IQ testing and testing of adaptive skills. This organization needed some in-house measures that did not require testing from a psychologist or related professional to demonstrate progress over a period of time. In the current study we used The Assessment of Basic Language and Learning Skills (Partington and Sundberg, 1998) to track progress and display data in a visual format. Baseline data included assessment of number of children at initial intake consultation. Data was collected during treatment of approximately one year intervals for 3-4 years. Percentage increases were calculated at each interval based on mastery of skills receiving full point value at that time. |
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| 14. Are You Done with IEIBT, Now What? |
| Area: AUT; Domain: Applied Research |
| CHRISTINA M. COGDILL (Minnesota Autism Center), Amanda Lane (Minnesota Autism Center), Stella Competente (Minnesota Autism Center), Jennifer L. Barney (Minnesota Autism Center) |
| Abstract: Service options for families whose children either do not meet the best outcomes criteria or no longer meet early intervention criteria are a growing need in the autism community. In some communities ABA is synonymous with an early intervention replication model. Although IEIBT utilizes ABA techniques, ABA services do not necessarily need to stop when the child reaches a certain age. It has been well documented that ABA can be used on any individual at any age to promote positive behavioral change in various areas of their lives. The following case studies document how ABA services have been successfully implemented with children and teens at various ages and developmental levels, where the clinical recommendation was to use ABA techniques to impact behavioral change. |
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| 15. Training Staff Members to Teach Play for Children with Autism in a Natural Environment |
| Area: AUT; Domain: Applied Research |
| KOJI TAKESHIMA (Western Michigan University), Amanda M. Mahoney (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: One of the major characteristics of children with autism is the lack of play behavior. This greatly interferes with the acquisition of more functional repertoire and prevents them from entering less restrictive educational environments. Discrete-trial training is one of the effective techniques used to enhance play behavior, in which prerequisite skills for play are often taught structurally in an isolated setting. Another technique used is natural environmental training. This facilitates the children's play behavior and is less structured, child-oriented, and integrates the naturally occurring learning opportunities. Although natural environmental teaching is desirable to enhance generalization of play, it is more difficult for the trainers to conduct the natural environmental training than to conduct discrete-trail training because of this less-structured feature. We will develop an instruction and feedback package for the trainers in order to improve their training skills in the natural environment. The study will take place in an early intervention program for children with autism. The effects of this package will be evaluated in terms of improved performance of the technicians and the children. |
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| 16. Effects of Non Reinforcers on a Child with Autism |
| Area: AUT; Domain: Applied Research |
| TIFFANIE IVES BROWN (University of Southern Mississippi) |
| Abstract: Three non reinforcing therapists entered a room with a five year old boy with autism. There was one therapist that the child had never met before that day, one therapist that the child had met before that day, and a therapist that the child saw on a daily basis. While in the room each therapist presented a series of sixty five mastered action cards to the individual with autism. While each card was presented it was noted that the child was trying to gain some sort of interaction or reinforcement from the therapists. Some of the actions that were present and documented were trying to gain eye contact, grabbing the cards after the answer was correct, hugging, talking to the therapist, asking the therapist to say good job, moving chair closer to therapist, saying “I did good didn’t I?”. Data was collected and shown that the child attempted obtaining reinforcement twenty one times with the therapist that he has never met, forty seven times to the therapist that he has met before the session, and fifty two times with the therapist that he sees on a daily basis. The sessions were videotaped for the purpose of assessing interobserver agreement. IOA data 100% across sessions. |
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| 17. ABA Based Special Education School in Argentine - Preliminary Results |
| Area: AUT; Domain: Applied Research |
| MAURO MASCOTENA COOK (FLENI, Argentina), Christian Plebst (FLENI, Argentina) |
| Abstract: FLENI (www.fleni.org.ar) is a non-profit organization, that provides health services for adults and children with neurologic disorders. In January 2002 FLENI opened a center based child development center destined for comprehensive interdisciplinary health and educational services to children and adolescents with developmental disabilities.
The center includes a Special Education School, which bases its pedagogy on ABA principles. Today the school has 30 students with diagnosis of Autism and PDD. The school also serves as center for the formation and training for professionals in ABA and its use in special education.
We want to present our centre, the way we are working at the school and the results we have obtained with a group of 10 children ages from 3 to 7 after one year with just 15 hours of services a week.
In reference to the staff:
The psychologist (presenter) has received training on ABA at Center for Disabilities and Development (IA) University of Iowa (UI),
The child psychiatrist completed a one-year ABA masters at Columbia University Teachers College (2000-2001), working with the CABAS model developed by Dr. Douglas Greer.
The supervising teachers completed a one-year internship (2000-2001) at the Kennedy Krieger Institute and school (LEAP program). |
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| 18. Use of the ABLLS as an Assessment Tool in an Integrated Preschool Setting |
| Area: AUT; Domain: Applied Research |
| ELIZABETH J. WYMAN (Melmark New England), Diane Douglass (Simmons College), Michael F. Dorsey (Simmons College) |
| Abstract: In a public school setting, normative or standardized measures are frequently used in conjunction with data on a child's IEP objectives to determine their progress over time. The ABLLS was administered to a student with a diagnosis of Pervasive Developmental Disorder-Not Otherwise Specified when he was receiving intensive home-based ABA services through Early Intervention. The assessment was administered again in approximately 6-month intervals. The ABLLS was used in conjunction with standardized measures, IEP objectives and normative data collected on typically developing age-matched peers, as a basis for setting benchmarks and assessing this child's progress over time. Additionally, information provided by independent evaluators assisted the assessment of this child. The child's progress on the ABLLS is compared to results of standardized measures and normative data collected on age-matched peers. This study establishes the usefulness of the ABLLS, in conjunction with other assessments, in tracking progress and setting attainable, developmentally appropriate goals for children at the preschool level. |
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| 19. An Analysis of the Effects of Behavioral Consultation with Parents of Young Children with Autism on their Teaching Behavior and their Children’s Test Scores |
| Area: AUT; Domain: Applied Research |
| AKIKO KATO (Sophia University), Maiko Miyazaki (Sophia University), Yoshiaki Nakano (Sophia University) |
| Abstract: We developed a behavioral consultation program for parents of young children with autism. Four parents who learned basic ABA techniques in our parent training program (Nakano & Miyazaki, 2001) needed a follow-up consultation in order to conduct and manage the early behavioral treatment program at home by themselves. The consultations were implemented individually for 1.5 hours per month at the university clinic or the participants' home. The consultation program consisted of discussions about the treatment program, direct observation of treatment demonstrated by the consultant, and supervised practices. We developed a self-monitoring package to assist the parents to teach their children. It consisted of a data recording sheet and therapy hours recording sheet. We analyzed the effects of the consultation program on the parents’ teaching behavior and their children’s scores on standardized tests. Parents maintained 90% correct use of discrete trials for two years. The children's IQ scores increased by 26 points. The scores of PVT increased by 25 points. The scores of the Social Maturity Scale increased by 6 points. Social validity questionnaires were administered to the parents. We discussed what variables were responsible for success of the parent-managed early behavioral intervention for children with autism. |
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| 20. An Examination into the Relationship between Visual Identity Matching and Vocal Imitation in Students with Autism |
| Area: AUT; Domain: Applied Research |
| JODY M. SILVA (University of Nevada, Reno), W. Larry Williams (University of Nevada, Reno) |
| Abstract: Four male students participated in the current study as part of their of their daily school routine. All four students were diagnosed under Autism Spectrum Disorder (ASD) by their physician or school psychologist. Each student was assessed by trained school staff for their reinforcer preferences, tested on the ABLA (Assessment of Basic Learning Abilities) and systematically introduced and trained on visual identity matching, photo mand training, similar to PECS (Picture Exchange Communication System) and auditory imitation. Each subject was tested in varying orders to assess if it was necessary to learn matching skills in any specific order prior to vocal imitation emerging. The data indicated that for two of the subjects, vocal imitation never emerged. One subject gained the ability to vocally imitate after he mastered auditory imitation and the other subject was able to vocally imitate prior to testing. The subject who had the ability to vocally imitate gained the ability to use phrases during the course of the study. Future research should focus on further analysis of auditory imitation and its role in the development of language. |
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| 21. Applied Behavior Analysis Training to Improve Parental Implementation of Teaching Procedures |
| Area: AUT; Domain: Applied Research |
| WILLIAM L. HOLCOMB (New England Center for Children), Susan N. Langer (New England Center for Children), June M. Sanchez (New England Center for Children), Ellyn M. South (New England Center for Children) |
| Abstract: Videotaped samples of fourteen parents were used to assess their performance on teaching simple discrete trials and an activity of daily living skill to their young children with autism. The parents then participated in a five-week group consisting of didactic presentation, role-play, and ongoing review and feedback using videotape samples of exercises assigned as homework. Dependent measures included the presence/absence of targeted teaching behaviors (i.e., environmental arrangement, correct prompting strategy, and contingent delivery of reinforcement). Preliminary results indicate that parents’ teaching performance on the two tasks improved after the combination of didactic, role-play, and videotape feedback portions of the training. Inter-observer agreement data were collected on 38% of the videotape samples and ranged from 90% to 100%. Discussion centers around the analysis of the impact of the different training components and implications for future research. |
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| 22. Advanced Autism Practicum: Helping Undergraduate Psychology Students Advance Their Behavior Analysis Skills |
| Area: AUT; Domain: Applied Research |
| CASEY N. LUDWICK (Western Michigan University), Koji Takeshima (Western Michigan University), Richard W. Malott (Western Michigan University) |
| Abstract: The Advanced Autism Practicum is a class designed for undergraduate students at Western Michigan University. Students may register for this course after completing the Special Populations’ Practicum. The advanced practicum is designed to further develop undergraduate students’ behavior analysis skills and repertoires in working with children diagnosed with autism. Students who register for the advanced practicum are required to design and implement a novel procedure with an assigned child at Croyden Avenue School. The students must find and review literature relevant to the procedure they plan to implement. The advanced practicum requires a student complete ten hours a week, working one-on-one with their child, and also attending a one hour seminar weekly. Throughout the course the undergraduate students will design, implement, collect data, write a paper, and do a final presentation based on their procedure. The final paper discusses all of the relevant literature used, the design process, and the results of the implemented procedure. The required presentation is based on the results of the final paper and is presented to the Special Populations’ Practicum students. The goal of this course is to produce students with advanced behavior analysis skills in working one-on-one with children diagnosed with autism. |
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| 23. A Survey of Professionals’ and Parents’ Views on Quality Indicators of IBI |
| Area: AUT; Domain: Applied Research |
| ADRIENNE M. PERRY (York University), Helen E. Penn (York University), E. Alice Prichard (York University), Shiri Bartman (Toronto Preschool Autism Service), Christine A. Flynn (York University), Erica Laframboise (York University) |
| Abstract: Although Intensive Behavioural Intervention (IBI) is used extensively to treat children with autism, there is little empirical evidence on the necessary ingredients of high quality teaching. This poster displays the results of a survey currently in progress (n=39 to date) examining the views of parents, clinical directors, IBI supervisors, and other professionals about what determines quality IBI and how it can be measured. Parents rated the importance of 11 characteristics of intervention programs (e.g., frequency of reinforcement). Service providers indicated whether these characteristics should be measured objectively (quantitative measures) or subjectively (clinical ratings). Furthermore, all respondents selected the 3 characteristics which they felt were most important. Preliminary findings reveal that 8/11 items were always ranked by parents as ‘important’ or ‘very important’ to high quality teaching. Furthermore, although 90% of service providers felt that some characteristics should be measured subjectively, objective measurement was favoured for 9/11 items. The most frequently selected indicators of high quality teaching were: administering reinforcers of the appropriate type, varying task presentation, and creating opportunities for generalization. Finally, results will be presented from open-ended questions about: 1) additional characteristics of high quality teaching; and, 2) other IBI programming issues for which empirical evidence is needed. |
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| 24. An Analysis of Stereotypic Responding During Discrete-Trial Training |
| Area: AUT; Domain: Applied Research |
| MICHELE R. BISHOP (University of Nevada, Reno), Ginger R. Wilson (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno), Jennifer Castellanos (University of Nevada, Reno) |
| Abstract: This poster begins with a discussion of the common observation that children with autism frequently display many inappropriate stereotypic responses during discrete-trial sessions. In addition, many stereotypic responses occur collaterally with appropriate responses. This study addresses the clinically relevant question of whether providing reinforcement for appropriate responses occurring in the presence of stereotypic behavior will also result in increasing the frequency of the stereotypic responses. This study examines whether the appropriate and stereotypic responses are members of the same response class. Findings from this study will substantially affect the literature on behaviors maintained by automatic reinforcement by showing that these behaviors are members of different response classes. When reinforcement is provided for appropriate responses in the presence of stereotypic responses the two responses do not become a response chain. Increases in the stereotypic responses were not observed under these conditions of reinforcement. Moreover, fewer teaching trials were necessary to acquire a response when appropriate responses were reinforced in the presence of stereotypic responses. In addition, these results will impact the future clinical practices of scientist practitioners working with children with autism. |
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| 25. The Use of Therapist Modeling to Enhance the Identification of Unfamiliar Faces |
| Area: AUT; Domain: Applied Research |
| APHRODITE FOUNDAS (Marcus Autism Center), Vivian Piazza (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Meeta R. Patel (Clinic 4 Kidz), Catherine Trapani (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Tammy A. Carroll (Marcus Autism Center), Nicole M. Trosclair-Lasserre (Louisiana State University) |
| Abstract: Children with autism exhibit significant deficits in social interaction. Prior research has indicated that therapist modeling may enhance the acquisition of specific social skills (e.g., greeting others, eye contact). The identification of unfamiliar faces is an important prerequisite skill for social interaction. The present study examined the effects of therapist modeling for teaching the names of unfamiliar people to a 4-year old male diagnosed with autism. In the baseline condition, photographs of unfamiliar people were presented to the participant and corrective feedback was provided in the event of errors. Treatment consisted of two therapists modeling the correct response (i.e., “This is Sally.”) for each picture prior to each session. Treatment sessions were then conducted using the same procedures as baseline. Modeling procedures were implemented in a multiple-baseline design across visual stimuli (i.e., pictures of faces). The results from the current investigation indicate that therapist modeling can be an effective procedure to improve the acquisition of unfamiliar stimuli and consequently enhance social skills. Results are discussed in terms of different modes of instruction to enhance the acquisition of social skills. |
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| 26. The Effects of Enthusiasm on Skill Acquisition for Children with Autism |
| Area: AUT; Domain: Applied Research |
| KIMBERLY A. CLAUSEN (University of Wisconsin-Eau Claire), Kasey Stephenson (University of Wisconsin-Eau Claire), Angela M. Mueller (University of Wisconsin-Eau Claire), Kevin P. Klatt (University of Wisconsin-Eau Claire) |
| Abstract: This study investigated the effects of enthusiasm on learning new skills for children with autism. Various skills were taught by several teachers to children with autism. Differences between enthusiasm and non-enthusiasm conditions were determined by ratings from professionals and parents. In addition, social validity measures were taken between the two conditions. Results indicate little differences between the two conditions although professionals and parents prefer the enthusiastic condition. |
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| 27. An Early ABA Intervention Program for Children with an Autistic Spectrum Disorder Centered on the Family |
| Area: AUT; Domain: Applied Research |
| MYRIAM CHRETIEN (West Montreal Readaptation Centre), Suzanne Kennedy (West Montreal Readaptation Centre), Katherine Moxness (West Montreal Readaptation Centre) |
| Abstract: The efficacy of early ABA intensive intervention with children with a pervasive developmental disorder (PDD) is no longer disputed. While many such early intervention programs have been surfacing, few have integrated these programs within a broader systemic model of early intervention that also takes into account the needs of the family. The intervention program that is presented is an adapted version of Guralnick (2001) early intervention model that integrates several components. These include the early detection of risk factors and the quick access to services for both the child and his family, emphasizing individualized intervention approaches that are oriented towards empowering the family system and the parental role. At the heart of this innovative project are several key aspects: a centralized coordination of the various services, and this, at every stage of service delivery; a partnership model involving a Montreal- based hospital for children, three community health centers and a rehabilitation center offering ABA services to children with an autistic disorder; and a support structure promoting the continuous development of practices based on family centered philosophy. Preliminary data obtained using various evaluation tools such as the Parental Stress Index and other outcome indicators will also be presented. |
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| 28. An Assessment of Identity Matching of Emotional Expressions With Young Children with Autism |
| Area: AUT; Domain: Applied Research |
| AMANDA J. BARGAS (New England Center for Children), William V. Dube (E.K. Shriver Center, University of Massachusetts Medical School), Amy S. Geckeler (New England Center for Children), William L. Holcomb (New England Center for Children) |
| Abstract: The purpose of this study was to compare the performance of children diagnosed with autism to that of typically developing children on matching identical pictures of emotional expressions delivered by a computerized match-to-sample program. The computer presented trials, provided consequences, and recorded data for each trial. Six children diagnosed with autism and six typical peers participated. After training participants to point to a single picture on the screen, pretest and training sessions were conducted to ensure accurate baseline performance on identity matching of photos of three everyday objects (hat, lamp, and car). Once participants met criteria for the baseline identity matching task, they began the assessment. Each participant was shown a photo of a model expressing one of three emotions (happy, sad, or angry). When the participant touched the photo, three comparison stimuli appeared and the participant touched one. Comparison stimuli consisted of the same model expressing the three emotions. Accuracy scores for the six typically developing children ranged from 56% to 100%. Scores for five of the six children with autism also ranged from 56-100% and accuracy scores for the sixth child ranged from 22% to 56%. |
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| 29. An Overview of the Intensive Behavioural Intervention (IBI) Service Delivery Model for Central East Preschool Autism Services (CEPAS) |
| Area: AUT; Domain: Applied Research |
| KARIN EARLE-WILLIAMS (Kinark Child and Family Services, Central East Preschool Autism Services), Nancy Defina (Kinark Child and Family Services, Central East Preschool Autism Services) |
| Abstract: At the inception of the Provincial Autism Initiative, the model of service delivery focused primarily on the provision of direct IBI to young children with autism. Over the course of time it has become evident that other critical services, for example parent training, are key to the children’s best outcomes.
In recognition of the need to develop the skill set of parents of young children with autism the CEPAS model has evolved to include both theoretical and practical parent training. Specifically, parents in the CEPAS program are provided with in class training on the principles of IBI. Once the child enters service, the parents are provided with child specific training in vivo which includes assessment of the function of behaviour, program design and delivery, data collection and analysis and program revision. This poster will provide an overview and summary of the CEPAS model. |
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| 30. Some Interventions Based on Discrete-trial Teaching and Precision Teaching for a Young Girl with Autism |
| Area: AUT; Domain: Applied Research |
| ERIC M. MESSICK (University of Waikato, New Zealand), Therese Mary Foster (University of Waikato, New Zealand), Simon Seal (University of Waikato, New Zealand), Riddhika Rathod (University of Waikato, New Zealand), Stephanie Christian (University of Waikato, New Zealand), Heather Mnsell (University of Waikato, New Zealand) |
| Abstract: Discrete-trial teaching is an effective way of establishing and maintaining skills of individuals with ASD and precision teaching is a way of increasing the rate of already-established skills so that these skills are more likely to become fluent. Teachers targeted several skills of a 2-year-old girl with ASD utilising these methods. Data from this study will be presented. |
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| 31. A Comparison of Discrete Trial and Natural Environment Training Approaches for Teaching Identification of Familiar Individuals |
| Area: AUT; Domain: Applied Research |
| PETER DEKREON (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center), Stacy C. Stigliano (Pathways Strategic Teaching Center), Bridget J. Carl (Pathways Strategic Teaching Center), Paulette E. Burdick (Pathways Strategic Teaching Center) |
| Abstract: Among the many social deficits often experienced by children with autism is a difficulty in recognizing and labeling familiar individuals. A common method of teaching this skill involves a discrete trial method in which an individual’s picture and an auditory presentation of their name are repeatedly paired for the child with autism, who is subsequently taught to verbally emit the correct name corresponding to the picture when it is presented. Also common is the presentation of nonspecific reinforcement (e.g., edible, access to preferred items) contingent on correct responding. However, a substantial body of literature has emerged suggesting that teaching in naturalistic settings using child-directed activities and specific reinforcement (e.g., access to a reinforcing item that is labeled or requested) may be more effective than discrete trial teaching for a number of skill areas. We used an alternating treatments design to compare a discrete trial and a natural environment training approach for teaching children with autism to identify familiar individuals. Results indicate that a natural environment approach involving presentation of specific reinforcement (e.g., tickles and attention from the person identified) and training in a natural setting may be more effective than discrete trial teaching in facilitating rapid acquisition rates and maintaining correct responding. |
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| 32. An Evaluation of a Systematic Six-week Training Program for ABA Therapists |
| Area: AUT; Domain: Applied Research |
| TREA DRAKE (Texas Young Autism Project), Catriona Borg-Hansen (Texas Young Autism Project), Geri Maria Harris (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: This study describes a systematic, six-week staff-training program developed by the Texas Young Autism Project, which provides early intervention services to children diagnosed with Autism. The goal of the six-week training program was to provide a highly structured training model that would expedite therapist acquisition of core treatment skills. The Texas Young Autism Project recruits students from the University of Houston to serve as therapists who provide one-on-one treatment in clients’ homes. Student therapists were placed in a training program that was divided into two three-week phases. Phase 1 consisted of three hours of lecture and role-play in a clinic setting in addition to three hours of supervised practicum experience with a client. Phase 2 consisted of six hours of supervised practicum. During each phase, therapists were trained in implementation of various treatment skills. Therapists were evaluated on their implementation of targeted treatment skills through the analysis of videotaped sessions at the end of each phase, and during a follow-up probe for maintenance and generalization. Videotapes were coded by independent raters and inter-observer agreement was found at .98. |
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| 33. Training Staff to Implement Discrete Trial Teaching: A Comparison of Two Training Methods |
| Area: AUT; Domain: Applied Research |
| AMY KANE (The May Institute), Jane I. Carlson (The May Institute) |
| Abstract: Discrete trial teaching is an effective method for teaching a variety of skills to children with autism. The effective use of discrete trial teaching must be explicitly taught to clinicians in order to achieve this consistency and improve skill acquisition. The workshop format is most frequently used to train staff in this method. This study compares workshop training to observation and direct feedback. Subjects from both groups participated in a lecutre on discrete trial teaching. Subjects in group B received ongoing observation and direct feedback following the lecture. Staff receiving observation and direct feedback improved their implementation of discrete trial teaching and were able to implement this method more accurately and effectively than those receiving the workshop alone. |
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| 34. Using Fluency-Based Instruction to Develop Functional Time Concepts in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY KING (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Instruction for children with autism should not only be designed such that it is internally valid, externally valid, and efficient, but also socially valid. Some leaders in our discipline have called repeatedly for behavior analysts to further their efforts in applying rigorous and meaningful measurement procedures to the assessment and evaluation of the social validity of interventions they design. The current poster presents our efforts to include social validity measurements that extend beyond the verbal report of the consumer and those around him or her. Data were collected on one child’s frequency of choosing to stop instructional programs and these data were used to modify the instruction until the frequency of stop choices decreased. Data were collected four days per week, with reliability measures collected for approximately 20% of all sessions. |
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| 35. A Frequency-Based Analysis of the Component Skills Needed to Teach Typing Skills to a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY KING (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Learning to communicate through multiple response topographies is an important skills for all learners, and especially so for children with developmental disabilities that may affect vocal communication such as autism and related disorders. This poster will present an analysis of the component skills needed and the scope and sequencing of skills to teach effective typing skills through Fluency-Based Instruction to an elementary-aged student with autism. Data from representative skills will be presented along with a summary of the component/composite relationships between the skills. |
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| 36. The Effect of Sensory Integration Therapy on Sequence Learning |
| Area: AUT; Domain: Applied Research |
| LENELL E. KELLEY (National Center for Toxicological Research), John J. Chelonis (University of Arkansas, Little Rock), Lynette C. Murphy (University of Arkansas for Medical Sciences, Arkansas Children's Hospital), Eldon Schulz (University of Arkansas for Medical Sciences, Arkansas Children's Hospital) |
| Abstract: The purpose of this study was to examine the effect of sensory integration therapy (SIT) on sequence learning in children with sensory processing problems. Twenty-three children, ages 7-12, diagnosed with sensory processing problems (n=12) and controls (n=11) participated in two testing sessions: one where SIT was administered and the other without SIT. Sequence learning was assessed using an incremental repeated acquisition task (IRA) that required participants to learn lever press sequences that increased systematically from one to six lever presses within a sequence. A row of colored lights above the levers indicated how many presses were required to receive a reinforcer. White stimulus lights above the levers indicated correct and incorrect responses. No significant effect of therapy was found for percent task complete, total number of errors, between errors, or within errors for children with sensory processing problems. Controls tended to perform less accurately and made more errors when SIT was administered. However, no significant effect of SIT was found for controls. The results indicate that SIT is in effective when not individualized to meet the specific needs of the child. Further, control data suggests that this therapy should not be used for children without sensory processing problems. |
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