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| #256 Poster Session – AUT |
| Sunday, May 30, 2004 |
| 4:30 PM–5:20 PM |
| Exhibit Hall D (Hynes) |
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| 1. Effects of Embedded Instruction versus Discrete-Trial Training on Self-injury, Correct Responding, and Mood in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| CHIA-HUI MA (University of Texas at Austin), Mark O'Reilly (University of Texas at Austin), Jeffrey S. Sigafoos (University of Texas at Austin), Helen I. Cannella-Malone (University of Texas at Austin), Chaturi Edrisinha (University of Texas at Austin), Catrina Margues (University of Texas at Austin), Seung-Hyun Son (University of Texas at Austin), Shipra Gupta (University of Texas at Austin) |
| Abstract: We compared embedded instruction with discrete-trial training for a 12-year-old boy with autism. A functional analysis indicated that his self-injury was escape-maintained. Instructional sessions to teach adaptive behaviors were conducted under two conditions: During embedded instruction, learning trials were inserted into ongoing activities at a rate of approximately 1.5/min. During discrete-trial training, trials occurred at a rate of 4/min. In both conditions, the system of least prompts was used to teach relevant target responses. Conditions were arranged in ABABA design. All sessions were videotaped and later scored by two observers for percentage of 30 s intervals with self-injury and correct (unprompted) responses. The child’s overall mood during each interval was rated using a 1 (bad) to 3 (good) scale. Inter-observer agreement on self-injury, correct responses, and mood was above 90%. The results showed higher rates of self-injury and fewer correct responses during discrete-trial training. Mood ratings were lower during discrete-trial training. The results suggest that self-injury, correct responding, and mood may be sensitive to type of instructional format. Although discrete-trial training is often recommended for children with autism, those with escape-maintained self-injury may benefit initially from embedded instruction. |
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| 2. Facilitating Appropriate Peer Interaction Through Mand Training and Response Discrimination Training in Children with Autism |
| Area: AUT; Domain: Applied Research |
| NICOLE ADAMS (Special School District of St. Louis County), Traci M. Cihon (Special School District of St. Louis County), Guy M. Bedient (Special School District of St. Louis County) |
| Abstract: Children with autism often learn to seek out preferred items from adults more often than from peers in their environment. Given that the educational setting lends itself to more frequent student-teacher interactions than student-student interactions, peer interactions are important to target directly for children with autism. This protocol facilitated peer interactions by programmatically establishing peers as sources from which to obtain positive reinforcement. Mand training focused on the behavior of the speaker and response discrimination training focused on the behavior of the listener. These training opportunities occurred in both contrived and natural contexts. |
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| 3. Teaching Improvisation with Selection-based Communication Systems |
| Area: AUT; Domain: Applied Research |
| JULIE M. MARCKEL (The Ohio State University), Nancy A. Neef (The Ohio State University), Summer Ferreri (The Ohio State University), Jacqueline Wynn (Columbus Children's Hospital) |
| Abstract: Augmentative and alternative communication (AAC) such as the Picture Exchange Communication System (PECS) provide an effective means of enabling children with autism or severely limited communication skills to exercise control over their environments by requesting reinforcers. Importantly, because the number of relevant stimuli in the child’s environment exceeds the number of corresponding graphic symbols that are likely to be available or that can be accommodated with such a communication system, the child may not have a means to communicate particular wants efficiently. One potential means of addressing these problems is to provide a minimum number of communicative stimuli that would enable the greatest range of responses. This study examined the effects of teaching children with autism who use AAC an improvisation strategy of using descriptors (including shapes, colors and functions) to request desired items and their generalized use of that strategy to request additional items for which picture representations of the specific items are not available. Children were taught to make requests using pictorial descriptors such as eat brown, square for crackers. Probes with novel preferred items were conducted to assess generalization to untrained requests. The effectiveness of the procedures was evaluated using a changing criterion design with increasing numbers of descriptors. |
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| 4. Visual Aids Elicit Vocal Language In An Autistic Child With Oral Motor Apraxia: A Case Study |
| Area: AUT; Domain: Applied Research |
| TARA MILLS (Bridges Behavioral Language Systems, Inc.), Stacy Waite-Ocampo (Bridges Behavioral Language Systems, Inc.), Audrey Gifford (Bridges Behavioral Language Systems, Inc.) |
| Abstract: In an effort to provide a young boy with the dual diagnosis of autism and oral motor apraxia an alternate mode of communication a reading and writing program was implemented. The child had been in an intensive early intervention program of 40 hours per week for approximately two years. In addition, the child also received speech therapy for two hours per week, also for two years. It was determined that while expressive language would continue to be a focus of the home program, an alternative form of communication should begin due to the child's limited repertoire of vocal speech. Sight words were presented to the child to read and then match to various pictures in the field, to demonstrate an understanding of reading comprehension. At the same time, handwriting skills and phonetic spelling were being taught. It was our goal to have the child use these combined skills in a form of written communication. As a result of these programs, the child has begun to communicate, but not as originally intended. Rather, the child has used the sight words as phonetic prompts to vocalize, and has begun to systematically fade the words and begin to communicate effectively with emergent vocal speech. |
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| 5. Teaching the Identification of Features, Functions, and Categories to Non-Vocal Children with Autism |
| Area: AUT; Domain: Applied Research |
| KELLY J. FERRIS (Northwest Behavioral Associates), Wendy Knowles (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates) |
| Abstract: There has been a recent surge in the attention focused upon the identification of salient features, functions, and categories of common objects in the educational programs for children with autism. While much attention has been paid to providing traditional instruction in this area, these authors have been frustrated with the lack of programming strategies for non-vocal children with autism. This poster will address innovative individualized programs for at least 3 children on the autistic spectrum who use augmentative communication systems as their primary means of expressive language. Descriptions of and comparisons between sight word responses, the picture exchange communication system, and a commercially available voice output device will be discussed. Data from each of the three program categories and children will be summarized on a case by case basis and interobserver reliability as well as social validity measures will be reported. Results will be discussed in terms of each program category's implication for future use with non-vocal children with autism. |
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| 6. The Systematic Use of "Thought Bubbles" and Role Playing to Teach Complex Perspective Taking in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY L. BARNHILL (Northwest Behavioral Associates), Stacey L. Shook (Northwest Behavioral Associates), Audra Jensen (Northwest Behavioral Associates), Stacy Barton (Northwest Behavioral Associates) |
| Abstract: Behavior analytic instruction has been highly efficient for many children on the autistic spectrum, however complex social skills such as higher level perspective taking have not received the same attention as standard language and cognitive domains. This poster will discuss the instructional procedure, data collection system, and general outcomes of a systematic perspective taking curriulum used with a seven year old child with autism. The focus of the instructional program includes demonstrating an undertanding of complex mental states and engaging in verbal reasoning skills about such private events as "thought", "feeling", and "belief". Data will be visually summarized and both interobserver reliability and social validity measures will be reported. Results will be discussed in terms of future directions for curriculum development for children with autism. |
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| 7. Teaching Young Children with Autism to Read |
| Area: AUT; Domain: Applied Research |
| RINAMARIE S. LEON-GUERRERO (University of Washington) |
| Abstract: There exists a wealth of research examining reading instruction for children with mental retardation and other cognitive disabilities. However, there has been relatively little research addressing effective reading instruction for children with autism. A pre-post design examined the effects of direct instruction using the Reading Mastery curriculum on reading outcomes for two preschool children with autism and one typically developing preschool child. Students’ phonological awareness skills were measured pre and post intervention with a mid treatment probe with the use of DIBELS (Dynamic Indicators of Basic Early Literacy Skills, 5th Edition), Kindergarten version, (2001). Early literacy skills included letter naming fluency, initial sound fluency, phoneme segmentation, and nonsense word fluency. Data presented show that direct instruction has benefits for some of the early literacy skills. Discussion is also given as to what components of reading instruction are beneficial for effective teaching of reading. |
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| 8. Teaching Children with Autism Three Different Questions |
| Area: AUT; Domain: Applied Research |
| HEATHER EILEEN CRAMER (University of North Texas) |
| Abstract: Teaching Children with Autism Three Different Questions38 Pages, 14 ReferencesChildren with autism often exhibit deficits in question-asking. This study replicated and extended Williams, Donley, and Keller’s (2000) training package: a modeling and reinforcement procedure to teach the use of 3 different questions about hidden objects. Two boys, aged 13 and 12, with primary diagnoses of autism, participated. A multiple baseline design across questions was used. Both children learned to ask all three questions: “What’s that?” “Can I see (item name)?” and “Can I have (item name)?” Question-asking generalized to novel locations, people, and stimulus materials with minimal additional training. These results support the efficacy of this training package as an efficient way to teach children with autism to ask questions about objects.
A second observer collected data on questions asked during 63% of baseline sessions, 43% of “What’s that?” training sessions, 36% of “Can I see?” training sessions, and 38% of “Can I have?” training sessions. A second observer also collected data during 42% of generalization probes. The average reliability score was 100% during baseline, 97% during “What’s that?” training sessions (range 93% to 100%), 100% during “Can I see?” training sessions, 100% during “Can I have?” training sessions, and 99% during generalization probes (range 67% to 100%). |
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| 9. Teaching Children with Autism to Respond to Unfamiliar Stimuli and Mand for Additional Information |
| Area: AUT; Domain: Applied Research |
| HOLLY ALMON (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Sara J. Pahl (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting) |
| Abstract: Although children with autism can be taught to respond under multiple stimulus conditions, they often have difficulty responding when presented with unknown or difficult stimuli. This presentation with difficult stimuli often produces guessing, frustration, or both. This poster addresses several responses such as “I don’t know,” “I don’t understand,” and the discrimination between the two that were taught to children with autism through fluency-based instruction. Additionally, the poster describes various ways of teaching children to mand for additional necessary information or clarification when presented with unfamiliar questions or statements, and some implications of teaching these responses such as overgeneralizion and possible changes in the function of the newly required responses. |
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| 10. Teaching Children with Autism Prepositions Using Fluency-Based Instruction across Multiple Learning Channels |
| Area: AUT; Domain: Applied Research |
| KRISTIN N. SCHIRMER (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This poster will present data on the performance of a range of children with autism, ages three to eight, as they learned preposition identification and usage. The focus of the poster will be the explication of a procedure in which multiple learning channels are used both sequentially and concurrently to establish fluent preposition usage. Frequency data on correct and incorrect movements were collected across all instructional sessions for each child with autism. The data showed increases in rates of correct responding and decreases in rates of incorrect responding under DRH schedules across the Hear/Do, Hear/Touch, and See/Say learning channels. Reliability of the data was assessed through weekly direct observation and bounce analysis on the children’s Standard Celeration Charts. |
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| 11. An Analysis of the Effects of Response Repetition on Teaching Language to Children with Autism |
| Area: AUT; Domain: Applied Research |
| KATIE ENDICOTT (Utah State University), Kara A. Reagon (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: An integral part of teaching students with autism is implementing corrective procedures when errors occur in responding. Research has been conducted to examine and prove the effectiveness of behavior change procedures through the use of particular consequences, but little is known about most effective error-correction procedures in teaching children with autism. This study examined the effect of different error correction procedures on general receptive and expressive language acquisition and maintenance in preschool students with autism in a multi-element design with a multiple baseline across subjects. Two error correction procedures were compared: in one procedure, an incorrect response was followed by five repetitions of the correct response. This was compared to a procedure in which an incorrect response was followed by a single repetition of the correct response. Effectiveness was assessed through number of cumulative mastered responses and maintenance of skills. |
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| 12. Evaluating the Picture Exchange Communication System at Croyden Avenue School |
| Area: AUT; Domain: Applied Research |
| MITCH FRYLING (Western Michigan University), Carmen May Jonaitis (Croyden Avenue School) |
| Abstract: The Picture Exchange Communication System (PECS) was developed by Frost and Bondy. PECS is a method of teaching individuals to request preferred items, label/identify objects in their environment, etc. Croyden Avenue School utilizes PECS as a method of training young children with autism to communicate with undergraduate student therapists. The system is implemented in a disctrete-trial format, and layed out in a series of phases. Many children develop language as a result of PECS, and others don't. This poster will display an evaluation of where children typically begin to have problems with the PECS procedures, what some of the common reasons for discontinuing PECS are, and what type of student may or may not be likely to benefit from the PECS intervention. |
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| 13. Developing Generative Auditory Discriminations by Shaping a Recall Interval after Visual Prompting |
| Area: AUT; Domain: Applied Research |
| BRITT WINTER (Minnesota Autism Center), Julie A. Waldoch (Minnesota Autism Center), Jodi Dooling-Litfin (Minnesota Autism Center) |
| Abstract: In implementing intensive early intervention for the treatment of autism, a substantial number of children fail to develop auditory discriminations. In this study, a systematic replication of a previous study (Waldoch and Larsson, 1998), two children failed to develop auditory discriminations. The children were five and six years old and receiving approximately 30 hours of therapy per week. In a multiple-baseline-across-children design, both children failed to develop auditory discriminations through standard methods. A picture prompt was then introduced to establish correct responding to auditory stimuli. Instead of fading the picture prompt, a different technique, Shaping the Recall Interval, was used to establish independent auditory responses as follows. Initially, the identical auditory stimulus was again immediately presented after the visually prompted response. Then the duration of the recall interval was gradually increased until the same auditory response could be correctly produced after one minute without the visual prompt. After the children could succeed with the series of five auditory stimuli separated by a minute each, the children could then generalize to auditory stimuli presented six hours later. Finally, the children could make novel auditory responses without ever receiving a visual stimulus. |
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| 14. Transformation of Stimulus Function to Novel Stimuli for Mands and Tacts |
| Area: AUT; Domain: Applied Research |
| DANA VISALLI-GOLD (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: This paper reports on 1 experiment to test for the emergence of untaught relationships between stimuli. This experiment is based on the 1996 unpublished dissertation by Janet S. Twyman. It tests for the emergence of untaught functions using the same stimuli. Specifically, this experiment used a multiple probe design to test for the emergence of mands and/or tacts of non-mainstream animals. The procedure utilized an interrupted chain procedure, echoic to tact training procedure (Greer, 1992), and multiple exemplar experience to teach mands and tacts to 4 students. Two of the students were typically developing and two were classified as disabled. This experiment had 6 steps and they are as follows: 1) baseline probe of all students for all animals for mands and tacts; 2) students A and B were taught to mand for the animals in set 1 using an interrupted chain procedure and students C and D were taught to tact the animals of set 1 using echoic to tact training procedures; 3) a probe was conducted to test for the emergence of the untaught function from step 2; 4) multiple exemplar training (match, point, tact, and intraverbal identification) was used to teach all 4 students set 2 animals to criterion; 5) a probe was conducted to test for the emergence of the untaught function of set 1 animals; 6) students A and B were taught to tact the animals in set 3 using an echoic to tact training procedures and students C and D were taught to mand for the animals of set 1 using interrupted chain procedure; 7) a final probe was conducted to test for the emergence of the untaught function from step 6. The results showed that all of the students did transfer stimulus control between functions as evidenced by higher numbers of correct responses after the initial probe. However, the most significant gain was established after teaching using a multiple exemplar training sequence. |
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| 15. Acquisition of Intraverbal Behavior by a 4 year-old boy with Autism: A systematic Replication |
| Area: AUT; Domain: Applied Research |
| LAURA MEUNIER (Beacon ABA Services), Kristin Cabral (Beacon ABA Services), Robert K. Ross (Beacon ABA Services) |
| Abstract: This study compared the effects of echoic prompts and textual prompts on acquisition of question answering for a 4-year-old boy with Autism. The authors taught the responses to n questions (e.g., what is an apple?) using each method. For example in the echoic prompt condition, the teacher said “it’s a fruit”, the child then imitated the statement. In the textual prompt condition, the typewritten words it’s a fruit were presented concurrently with the echoic prompt, then a progressive delay procedure was used to transfer control to the textual prompt. The data are discussed in terms of rate of acquisition and occurrence of spontaneous productions. Preliminary data suggest that more rapid acquisition and spontaneous production were seen in the textual prompt condition consistent with previous studies. |
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| 16. Reducing Echolalia by Teaching Appropriate Vocal Responses to Social Questions |
| Area: AUT; Domain: Applied Research |
| VIVIAN PIAZZA (Marcus Autism Center), Wayne W. Fisher (Marcus Autism Center), Catherine Trapani (Marcus Autism Center), Robert LaRue (Marcus Autism Center), Tammy A. Carroll (Marcus Autism Center) |
| Abstract: Echolalia is the repetition of another individual’s speech in an inappropriate context that is often displayed by children with autism. Some research has indicated that echolalia (a) increases when children with autism are asked questions that require vocal responses that are not in their verbal repertoires, and (b) decreases when the children are taught the appropriate vocal responses to those questions. In the current study, we asked 5-year-old boy with autism a series of social questions from 4 topic areas with 3 specific questions in each topic. During a baseline session, each of the 3 questions from a topic was presented 5 times in random order and we measured whether the child emitted the correct answer, immediate echolalia, or delayed echolalia in each trial. During treatment, a therapist was positioned next to the child and whispered the correct answer immediately after a question was asked. Over time, prompting was faded. This treatment was introduced according to a multiple-baseline-across groups design. Results indicated that treatment resulted in an increase in correct answers and a concomitant decrease in immediate and delayed echolalia. These results are discussed in terms of operant mechanisms that may reinforce echolalia and correct vocal answers to questions. |
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| 17. The Effect of Self-management on Noncontextual Speech and Academic Performance for a Child with Autism |
| Area: AUT; Domain: Applied Research |
| PAULETTE BURDICK (Pathways Strategic Teaching Center), Erik A. Mayville (Pathways Strategic Teaching Center), Allyson Gauthier (Pathways Strategic Teaching Center) |
| Abstract: Self-management of behavior has been identified as an important concept in achieving widespread intervention gains for individuals with autism. Research has demonstrated effectiveness of self-monitoring in achieving a number of desired outcomes for children with autism, including increased prosocial behavior, academic performance, as well as decreased problem behavior. Using a reversal design, we evaluated the effect of a self-management intervention on non-contextual speech and collateral academic performance for an 8-year-old girl with autism. Results for initial baseline and treatment phases indicate that while self-monitoring appeared to significantly reduce non-contextual speech during academic instruction, academic performance as measured by rate of skill acquisition and percent correct responding appeared unaffected. These findings highlight the need for targeting specific desired outcomes in designing self-management based interventions for children with autism. |
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| 18. Effects of Video Modeling on Verbal Behavior During Interactive Play |
| Area: AUT; Domain: Applied Research |
| ERICA Q. SMITH (The Institute of Professional Practice, Inc.), Zbigniew Golonka (The Institute of Professional Practice, Inc.) |
| Abstract: Effects of video modeling on occurrence of scripted and unscripted vocal responses during play will be assessed for four boys with autism using a multiple probe design across participants. During baseline, a target participant and a typically developing peer played ball for 5 min. The percent occurrence of scripted and unscripted vocal responses was calculated. During baseline, percent occurrence was 0% for scripted vocal responses and less than 33% for unscripted vocal responses for all four participants. Reliability was scored for 45% of baseline sessions. Agreement ranged from 67% to 100% for total agreement, occurrence agreement, and non-occurrence agreement for unscripted vocal responses with a mean of 95% for total agreement, 79% for occurrence, and 95% for non-occurrence. Agreement was 100% for unscripted vocal responses. During video modeling the target participant will watch a video depicting a child playing ball and modeling statements related to the play activity, after which he will play ball with the peer. The percent occurrence of scripted and unscripted vocal responses will be calculated and reliability will be scored for at least 30% of sessions. If scripted vocal responses increase, maintenance and generalization to a novel toy and to a classroom setting will be assessed. |
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| 19. Increasing the Number and Variety of Verbal Responses to Peer Initiations using a Written-prompt Procedure |
| Area: AUT; Domain: Applied Research |
| NIDAL K. NAJJAR DAOU (The Graduate Center, City University of New York), Susan M. Vener (New York Child Learning Institute), Heather T. Byne (New York Child Learning Institute), Jill M. Young (New York Child Learning Institute) |
| Abstract: Scripts and script-fading procedures increase verbal interactions among individuals with autism. This study assessed whether keywords, rather than scripts, could increase the number and variety of responses emitted by a child with autism to peer initiations. A child with autism participated. A peer emitted 15 initiations about three topics to the learner. During baseline, a card with three topic words was presented to the learner. During treatment, five word pairs were added under each topic. Each pair included the object of the initiation and a keyword. The learner was instructed to use the object and keyword in a sentence following initiations. A multiple-baseline experimental design across topics was used to evaluate the effect of a written-prompt procedure on the number and variety of responses emitted. Interobserver agreement data were obtained during 33% of all sessions, and had a range of 75 to 100% (mean of 98% agreement). The results showed that the prompt procedure produced a systematic increase in responding to peer initiations. The mean number of responses emitted increased from 0 during baseline, to 5 during treatment. The variety of responses increased from an average of 1 novel response in baseline to 8 novel responses in treatment. |
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| 20. Increasing Verbal Responses by Children with Autism to Adult Initiations Using Scripts and Script Fading |
| Area: AUT; Domain: Applied Research |
| NIDAL K. NAJJAR DAOU (The Graduate Center, City University of New York), Susan M. Vener (New York Child Learning Institute), Donna M. Cornelius (New York Child Learning Institute), Marta Perez (New York Child Learning Institute), Jill M. Young (New York Child Learning Institute) |
| Abstract: Scripts and script-fading procedures successfully increase verbal interactions among individuals with autism. This study investigated the effects of script fading on child responses to adult initiations. A multiple-baseline design across topics was conducted with two children with autism. Three sets of cards were presented to each child throughout the study. The topic of the initiation was written on each card. During baseline, the number of unscripted responses to initiations was measured. During treatment, written scripts were embedded onto each card within each set. The number of scripted and unscripted responses was measured. Reliability data were obtained during 33% of all sessions, and had a range of 79 to 100% (mean of 96% agreement) and a range of 0 to 100% (mean of 91% agreement) for Steve and Debbie, respectively. The results showed that prior to the introduction of scripts and script fading, learners did not engage in responding following initiations. Following the introduction of treatment, there was a systematic increase in such responding. The number of unscripted responses increased from 5 during 53 baseline sessions to 54 during 41 treatment sessions for Steve, and it increased from 0 during 29 baseline sessions to 101 during 48 treatment sessions for Debbie. |
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| 21. Impact of Augmentative and Alternative Communication on Natural Speech Production in Autism: Critically Appraised Topic |
| Area: AUT; Domain: Applied Research |
| RALF SCHLOSSER (Northeastern University), Doreen Blischak (University of Florida) |
| Abstract: Practitioners and families are faced with difficult choices concerning the selection of appropriate augmentative and alternative communication (AAC) approaches for learners with autism. AAC approaches may be aided (i.e., selection-based) or unaided (topography-based). Various arguments have been presented pros and cons concerning these approaches, one of which relates to the impact of these approaches on natural speech production. To better meet the challenge of selecting an appropriate AAC approach, practitioners may benefit from a process known as evidence-based practice (EBP). EBP has been defined as the integration of best and current research evidence with clinical/educational expertise and relevant stakeholder perspectives to facilitate decisions about assessment and intervention that are deemed effective and efficient for a given direct stakeholder (Schlosser, 2003). In this poster it is illustrated how EBP may be used, given the question of the impact of AAC on natural speech, in selecting appropriate AAC approaches for learners with autism. This process will be subsequently documented in the form of a Critically Appraised Topic (CAT) (Sauve et al., 1995). CATs are preferred categorization formats for quick studies in EBP, and defined as brief summaries of a search and critical appraisal of the literature related to a focused clinical question. |
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| 22. Treatment of Perseverative Speech and Collateral Problem Behaviors in a Child with Asperger’s Syndrome |
| Area: AUT; Domain: Applied Research |
| A. JOHN DAVIS (Kennedy Krieger Institute), Amy L. Christensen (Kennedy Krieger Institute), Iser Guillermo DeLeon (Kennedy Krieger Institute) |
| Abstract: Perseverative or echolalic speech and problem behavior sometimes coincide in individuals diagnosed along the autism spectrum. However, little is known about how these topographies may be functionally related. In the present study, we explored the relationship between perseverative speech (questions about past or upcoming activities) and problem behavior in an 8-year-old male diagnosed with Asperger’s syndrome. During the baseline phases, the therapist changed the conversation topic contingent on perseveration, while problem behaviors were ignored. This situation was arranged to mimic what might be typical in the natural environment. High levels of both perseverative speech and problem behavior were observed. In the second phase, the therapist simply answered all the patient’s questions, resulting in persistence of perseverative speech, but near-zero levels of problem behavior. In a third condition, the participant was presented with a card, a written statement regarding the perseveration topic, for each occurrence of perseveration and was told that the conversation topic was no longer available for discussion. This resulted in low levels of both problem behavior and perseverative speech. Our analyses suggested that problem behavior functioned to increase the probability that caregivers would respond to perseverative questions. Two observers collected data for at least 33% of sessions and maintained greater than 80% reliability. |
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| 23. Video Instruction with and without Embedded Text to Teach Tacts to Children with Autism |
| Area: AUT; Domain: Applied Research |
| KARA A. REAGON (Utah State University), Katie Endicott (Utah State University), Thomas S. Higbee (Utah State University) |
| Abstract: Children with autism often have difficulty expressing their wants and needs, commenting on things within their environment, and initiating conversation. Literature in the field of applied behavior analysis has documented numerous studies that have been successful in teaching expressive language skills to children with autism. Video modeling is a technique used to teach individuals a behavioral sequence and the contextual language that corresponds with the behaviors, such as play sequences, having a tea party or shopping. Another technique used in teaching is video instruction. Video instruction differs from video modeling in that it is interactive, the student responds to the discriminative stimulus presented by the video, whereas with video modeling the student imitates the model presented by the video. A procedure used to teach children to engage in conversation has been the use of script and script fading procedures with text in which textual prompts are used to help teach language and then are systematically faded back to front. The purpose of this study is to investigate the effectiveness of video instruction with embedded text to teach tacts. |
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| 24. Teaching Decoding and Comprehension Skills to a Teenager with Autism |
| Area: AUT; Domain: Applied Research |
| STEPHANIE N. WATERS (Marcus Autism Center), Rasheeda Oliver (Marcus Autism Center), Catherine Trapani (Marcus Autism Center) |
| Abstract: The acquisition of literacy skills is critical to students with disabilities. Basic decoding and comprehension skills afford access to information from the environment pertaining to work and leisure time activities. In this study, a teenaged male with autism was taught to read 20 sight words (nouns and adjectives) using multisensory instruction and a constant time delay prompting strategy. During baseline, each of the 10 nouns and adjectives were taught pairing the oral reading of the written word with the manipulative objects. The student was required to initiate the written action to demonstrate comprehension. The second phase of the study included a posttest of the initial 20 words and a pretest of 20 additional word equivalents. Results indicate that the instructional sequence is effective for teaching decoding and comprehension. |
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| 25. A Comparison of Teaching Procedures Thay May Evoke Vocal Responding in Children with Autism |
| Area: AUT; Domain: Applied Research |
| SUSAN QUINN (University of Nevada, Reno), Linda J. Parrott Hayes (University of Nevada, Reno), Rachel S. F. Tarbox (University of Nevada, Reno) |
| Abstract: Sundberg (1993) used the concepts from Skinner’s (1957) analysis of verbal behavior to examine the different response form options for a non-verbal person. It was argued that for many non-verbal individuals, sign language is a better alternative response form, and has a better chance for improving speech. It has been suggested that the first type of language to teach a nonverbal child should be a mand (Sundberg & Partington, 1998). A study was conducted to determine the effects of teaching manding using manual signing paired with vocal training versus vocal alone training. Two children with autism, a 3 year 4 month old girl and a 3 year 2 month old boy participated in the study. An alternating treatment design embedded in a multiple baseline across participants design was utilized. The number of trials to acquisition across the two treatment conditions was evaluated. Results are discussed in terms of effective teaching strategies for clinicians. |
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| 26. Non-directive Mands Remove Disruptive Verbal Behavior While Maintaining Compliance in a Child with Autism |
| Area: AUT; Domain: Applied Research |
| ROBERT T. PEYTON (University of Kansas), Steve Lindauer (University of Kansas), David M. Richman (University of Kansas) |
| Abstract: An autistic child brought in to an outpatient clinic for treatment of her disruptive verbal behavior was given a brief functional analysis. Initial results appeared to indicate an escape from demand function for the behavior. Further investigation revealed that providing and denying escape did not effect the occurence of disruptive verbal behavior. Changing from directive to non-directive demands resulted in the elimination of disruptive verbal behavior while maintaining compliance. |
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| 27. Assessing Vocational Preferences: The Use of a Percentage Agreement Measure to Compare Parent and Child Preference |
| Area: AUT; Domain: Applied Research |
| ERIN SPARACIO (Eden II Programs/ The Genesis School), Nicole Weidenbaum (Nassau-Suffolk Services for Autism), Mary Ellen McDonald (Eden II Programs/ The Genesis School) |
| Abstract: A textual forced choice preference was conducted with four adolescents with autism. In addition, each adolescent participated in an in-vivo choice assessment to ensure validity of their choices during the written preference assessment. The same forced-choice assessment was completed by each of the participants' parents. Many forced-choice sets were repeated throughout the assessment to ensure consistency in responding. The assessment was completed by the participant and his/her parents on 3 occassions to assess reliability of the preference measure over time. Parent preference was directly compared to their childs preference on the same set of forced choice set of tasks. Results were obtained for each assessment and a measure of agreement between the parent and participant rating was obtained. Correlations between preference assessment outcomes and task performance measures and levels of problem behavior were examined. Results are discussed in terms of selection of job sites based on child preference rather than based on parental reports alone. |
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| 28. Examination of an Alternative Method for Teaching Receptive Language |
| Area: AUT; Domain: Applied Research |
| MAUREEN CHILDS (Texas Young Autism Project), John Salinas (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Typically developing children acquire much speech through social imitation. Children with autism have deficits with social interactions and independent imitation. For this reason, imitative skills are initially targeted when implementing an intensive ABA program. To help foster language acquisition within a program setting, children are frequently taught receptive language skills first. Learning simple labels and actions helps the child interact with their environment, promoting use of these labels expressively. Traditionally, receptive object labeling is the initial program of choice and is usually taught through discrete trial training. However, if the child fails to acquire labels through these techniques there are few alternatives. The present study describes an alternate method of teaching receptive skills to two non-verbal children with autism participating in an intensive ABA treatment program. The systematic procedure begins with an established ability of gross motor imitation, followed by the systematic fading of model prompting. The ultimate goal is to acquire the ability to identify an object in response to an auditory instruction. Data on correct responses and item mastery shows that both children were successful in acquiring labels through this procedure. The children have also begun to generalize these abilities in attaining several receptive instructions. |
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| 29. A Comparison of Two Match-to-Sample Procedures in the Development of Tacting and Receptive Discrimination Skills |
| Area: AUT; Domain: Applied Research |
| JAMES W. PARTINGTON (Behavior Analysts, Inc.) |
| Abstract: Many educational interventions for children with a diagnosis of autism include programs designed to teach students to match identical items or pictures of items to a sample of items. Although the matching-to-sample programs could be taught to the learner using only the nonverbal stimuli and physical or gestural prompts, most teaching programs also include an instruction such as “put with same” or “match” (verbal stimulus) at the start of each matching trial. However, an instruction to “match” or “put with same” doesn’t appear to facilitate the development of tact nor receptive discrimination skills involving the items being utilized in the matching task. The purpose of the current study was to assess the effects of utilizing the name of the items in the matching-to-sample procedure would result in the development of tacting and receptive discrimination skills. A 4-year, 10-month old boy who had previously been diagnosed with autism spectrum disorder years old participated in the study. A multiple baseline across behavior design was used to evaluate the effects of the teaching interventions. Probes to assess the subject’s ability to receptively identify and tact the pictures were conducted prior to and during the course of the study. Ten pictures of items for which the subject could give an echoic response, but was unable to tact and unable to receptively identify were randomly assigned to one of two groups of stimuli; one group for each of the two task presentation conditions: “Put with Same,” or “name of item, put with name of item” (i.e. “tent, put with tent”) was paired with the giving of the card to the learner. The data indicate that the MTS procedure in which the instructor tacted the item as the picture was given to the child resulted in a rather rapid increase in both the child’s ability to tact and receptively identify some of the items, and that such acquisition was not observed in the “put with same” condition. |
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| 30. Enhancing the Autoclitic Repertoire of a Child with Autism through Fluency-Based Instruction |
| Area: AUT; Domain: Applied Research |
| SHANE D. ISLEY (University of North Texas), Holly Almon (University of North Texas), Sara J. Pahl (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Once children have acquired basic language skills through intensive early intervention, they are often still lacking more advanced language skills that allow them to benefit maximally from further instruction. This poster focuses on using fluency-based instruction to teach intermediate language skills to a child with autism. Derived through a verbal behavior analysis of language, these skills are exemplified across three standard celeration charts. It was found that the use of Fluency-Based Instruction promoted the acquisition of autoclitics for an eight-year old boy with autism. |
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| 31. Teaching Functional Communication to a Child with Autism Using PECS |
| Area: AUT; Domain: Applied Research |
| ANGELIKA ANDERSON (The University of Auckland, New Zealand), Dennis W. Moore (The University of Auckland, New Zealand), Therese Bourne (The University of Auckland, New Zealand) |
| Abstract: The Picture Exchange Communication System (PECS) is widely used to teach children with language delays, including those with Autism, functional language. To date there are few studies that document its efficacy. A feature of PECS is that it incorporates principles deemed by some to be pivotal (such as addressing motivational issues, and encouraging initiations of social interactions) and are therefore expected to lead to broader behaviour change. In this study a 6 year old non-verbal child with Autism was taught functional language using PECS. Along with measures of language gains concomitant changes in non-targeted behaviours (play and stereotypic behaviour) were observed, both in the treatment setting and during free play periods. Results show increases in manding, initiations and cumulative word counts, as well as changes in non-targeted behaviours: some undesired behaviours (watching television) decreased and appropriate behaviours (play) increased.
This poster presents data of direct observations of language (initiations, manding, cumulative word count), play, and inappropriate behaviour (TV watching and stereotypic behaviour) in a teaching and a free-play situation. Inter-rater reliability data was obtained for at least 20 % of each phase with a mean reliability rating of 96 % (range 67-100%). |
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| 32. Joint Attention as a Precursor to Early Language Development and Social Skills: Implications for Research |
| Area: AUT; Domain: Applied Research |
| MELANIE PEREZ (Elwyn, Inc.), Megan DePalma-Riley (Elwyn, Inc.), Lillian V. Pelios (Elwyn, Inc.) |
| Abstract: Joint attention is the ability to use eye contact and pointing for the social purpose of sharing experiences with others. Previous research has repeatedly identified deficits in children with autism in both responding to and initiating joint attention. Furthermore, such deficits have been correlated with delays in early receptive and expressive language acquisition as well as impairments in socialization. These findings establish the need to teach the skills required for joint attention in early intervention to increase success in language development and socialization in children with autism. The majority of research is largely focused on teaching children to respond to joint attention via gaze training. However, research is still needed to teach children with autism to initiate joint attention. The purpose of this paper is to outline specific curricular sequences that may be used by practitioners to address joint attention deficits during initial, intermediate, and advanced programming for children with autism. The sequences are offered as an impetus to further investigate the question of how to teach initiations of this sort with the hope to generate more data in this area as opposed to offering a validated curricular sequence. |
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| 33. Using Visual Prompts to Increase Generalized Mand by Elementary Students with Autism |
| Area: AUT; Domain: Applied Research |
| NICHOLE BLUVER (Hawthorne Country Day School), Sayaka Endo (Hawthorne Country Day School) |
| Abstract: Effects of visual prompts on the generalization of mand skills were investigated. Two elementary students with autism participated in this study. They could mand items that they preferred, using sentences (e.g. “I want ___, please.”) or phrases (e.g. “____, please.”) when their teachers asked them “what do you want?” in a highly structured 1:1 training setting. However, their spontaneous speech was limited; they did not use their mand skill in other settings than the training setting. Visual prompts (pictures of items that they preferred, which were posted on a wall in a classroom and on the students’ desks) were introduced to increase the number of generalized mand in class. As a result, the number of generalized mand increased and the visual prompts successfully faded out. |
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| 34. Generalization of Imitation and Social Skills among Children with Autism: A Follow-up Study |
| Area: AUT; Domain: Applied Research |
| AMBER C. WALKER (The Institute of Professional Practice, Inc.), Tracey Uzanas (The Institute of Professional Practice, Inc.), Jennifer Napp (The Institute of Professional Practice, Inc.), Maria V. Lamoutte (The Institute of Professional Practice, Inc.), Marcia G. Gregory (The Institute of Professional Practice, Inc.), Jessica Forge (The Institute of Professional Practice, Inc.), Christine M. Accardo (The Institute of Professional Practice, Inc.) |
| Abstract: This study is a follow-up to a previous study which examined the generalization of skills of three children with autism who participated in Early Intensive Behavioral Treatment Program (Lovaas, 1987) during their first three months of treatment. Results indicated that all three children acquired varying levels of imitation skills during treatment. The three children demonstrated generalized imitation, by increased imitative play during structured play sessions, which were conducted in a natural setting. This study followed the same three children at 6 months and one year of treatment. Maintenance of skills over time will be assessed. |
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| 35. A Comparison Study on the Treatment Effects of EIBI Maintenance Sessions in a Natural Environment |
| Area: AUT; Domain: Applied Research |
| JESSICA FORGE (The Institute of Professional Practice, Inc.), Marcia G. Gregory (The Institute of Professional Practice, Inc.), Maria V. Lamoutte (The Institute of Professional Practice, Inc.), Jennifer Napp (The Institute of Professional Practice, Inc.), Tracey Uzanas (The Institute of Professional Practice, Inc.), Amber C. Walker (The Institute of Professional Practice, Inc.), Christine M. Accardo (The Institute of Professional Practice, Inc.) |
| Abstract: The purpose of the current study is to compare treatment effects of a strictly school-based program versus a school-based program including weekly sessions conducted at home. This study is a follow-up to a study examined the generalization of skills of three children with autism who participated in Early Intensive Behavioral Treatment Program (EIBI) (Lovaas, 1987) during their first three months of treatment. Results of the previous study indicated that there was an increase in generalized imitation skills during the first three months of treatment. This study will examine whether EIBI treatment alone can produce the same results or that participation in weekly play sessions in addition to and EIBI program is an essential component of the program. |
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