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| #404 Poster Session – AUT |
| Monday, May 31, 2004 |
| 5:30 PM–7:00 PM |
| Exhibit Hall D (Hynes) |
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| 1. Skill Acquisition Via Behavior Momentum and a DRA for a Student with Autism |
| Area: AUT; Domain: Applied Research |
| KRISTOFER VAN HERP (Melmark New England), Ryan Snyder (Melmark New England) |
| Abstract: The purpose of this paper is to examine the effects of behavior monmentum and a DRA procedure in increasing skill acquisition for an 11 year-old boy with autism. The subject was placed in a community based residential school due to his lack of academic progress in his prior placements, in part due to a challenging repertoire of behaviors. After completing a functional and academic assessment, a treatment package of behavior momentum and differential reinforcement of appropriate behavior was developed. The objective was to increase this young boy's academic progress in the areas of mathematics, reading and group participation. Low probability responses of academic tasks (grade level reading) were preceded by high probability response activities (such as word identification) to gain behavior momentum. This was coupled with a fixed interval DRA for appropriate task participation. The results of this study indicated skill acquisition across targeted academic need areas and group participation. Data on percentage of correct responses per academic area will be displayed as will duration data of group participation. Interobserver reliablity was conducted across targeted academic areas and the mean agreement coefficient was 90%. |
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| 2. Treating Severe Phobic Responding in an Adult with Autism: The Importance of Community-Based Partnerships |
| Area: AUT; Domain: Applied Research |
| VINCENT PANDOLFI (University of Rochester School of Medicine and Dentistry) |
| Abstract: This case details interagency implementation of research-validated behavioral practices in treating severe phobic responding in an 18 year-old male with Autistic Disorder. Common stimuli triggered escape-motivated aggression, stripping, and subjective distress. These responses elevated his risk for residential placement and significantly reduced the family's quality of life. Initial functional assessment data indicated the need for daily exposure-based treatment and behavioral coping skills training. Collaborative planning and service delivery included the individual, his family, community-and university-based behavioral psychologists, and school educators. Following training by the psychologists, the client's parents and educators implemented the intervention procedures. After six weeks of home-based exposure therapy and home- and school-based skills training, data presented reflect substantial improvements in the client's behavioral functioning and family quality of life with reduced treatment costs. Gains were maintained for 17 months, and continued collaboration between community partners addressed relapse and post high school transition issues. This study is consistent with previous literature in that: (a) family participation in treatment planning improves an intervention's social validity; (b) effective intervention requires the application of research-validated behavioral practices across settings and service providers; and (c) sustaining best practice requires collaborative problem-solving that is outcomes oriented. |
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| 3. The Effects of Inclusive Education Through Art Activities Focusing on Increasing Social Interactions for Children with Autism |
| Area: AUT; Domain: Applied Research |
| GYEONG HEE SEO (Daegu University, South Korea), Yunhee Shin (Daegu University, South Korea), Mi Kyung Lee (Daegu University, South Korea), Won Ok Gu (Daegu University, South Korea) |
| Abstract: This study examined the effects of art activities in inclusive program for children with autism to increase social interactions and to decrease inappropriate behaviors. From the research the social interaction divided with approach behaviors and reaction behaviors. The inappropriate behaviors in the study defined the behaviors which related to inappropriate hand motion of each child showed. Three of elementary school boys with autism and 120 of typically developing peers also participated in the study. This study used multiple probe design across subjects. Data was collected using interval recording system and event recording system for each group of target, behaviors for 10 minute observation. The results showed the followings. First, the art activities in inclusive program increased all the subjects' social interactions. Second, the intervention decreased all the subjects' inappropriate behaviors. Third, the intervention secured its social validity for all the participants in the study. The outcome of the study contributes the preliminary data to the field-based inclusion programs for children with autism in inclusive educational setting. |
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| 4. Promoting Social Interaction in a Weekend English Camp for Children with Autism |
| Area: AUT; Domain: Applied Research |
| SUNG AE KIM (Daegu University, South Korea), Soo Kyun Kang (Daegu University, South Korea), Yonglae Hah (Lotus Flowers Children Center), Hanwoo Lee (Jinju International University, South Korea), Chae Jin Park (Daegu University, South Korea) |
| Abstract: The study examined the effect of a weekend English camp to promote social interaction for preschool children with autism. Three boys with autism and their peers who enrolled a weekend English camp participated in the study. The study employed a time-lagged AB baseline design across subjects. To collect data for the effects of the intervention, direct observations using 10-second partial-intervals in a 40-minute observation was employed. Interobserver agreement ranged from 88% to 93% with an average of 91% across all subjects and phases of the investigation. Following the problem analysis interview, the intervention was provided to the subject for 24 sessions. The intervention consisted of cooperative task in a small group, all-members group dance, and snack time. All the directions and descriptions during the camp were given to the participants in bilingual, in English first and in Korean second. The result showed that the baseline data of social interactive behaviors across all the subjects increased during the intervention phase with an average of 23% increased rates. The increased rate of target behaviors for all the subjects was maintained during follow-up. |
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| 5. Comparing Two Procedures for Training Generalization to Novel Exemplars in a Sight Word Task with a Child with Autism |
| Area: AUT; Domain: Applied Research |
| KATIE DIVELBISS (University of Kansas) |
| Abstract: The current study compared two procedures for programming generalization to novel exemplars in an expressive sight word task with a 5 year old child with autism. The effect of training single exemplars versus multiple exemplars was compared within a reversal baseline design that included probe and test trials between each reversal. Independent, correct, responding to the target sight word increased during multiple exemplar training and decreased during single exemplar training. Results indicted that only after training multiple exemplars was the participant able to generalize to a novel exemplar containing the target sight word. Reliability measurements were high and based upon interobserver agreement on trial by trial observations. |
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| 6. Follow-Up Study of Former Students of the Judge Rotenberg Center |
| Area: AUT; Domain: Applied Research |
| STEPHEN A. WONG (Judge Rotenberg Educational Center), Robert Von Heyn (Judge Rotenberg Educational Center), Matthew L. Israel (Judge Rotenberg Educational Center), Joseph Assalone (Judge Rotenberg Educational Center), Rosemary Silva (Judge Rotenberg Educational Center) |
| Abstract: Examining post-treatment outcomes of residential care clients remains an important aspect in assessing the long-term durability of treatment that clients receive while in the care of a facility and the generalizability of treatment effects to natural environments. This study is an ongoing investigation of the post-treatment outcomes of former students of the Judge Rotenberg Center (JRC), a residential care facility that employs a highly consistent application of behavioral treatment and educational programming for children and adults with severe behavior problems, including conduct disorders, emotional problems, brain injury or psychosis, autism, and developmental disabilities. The students are evaluated after leaving JRC using objective measures of quality of life indicators and subjective measures of life adjustment. It is anticipated that approximately 60 former students from several months to years post-treatment will be included in this study. |
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| 7. Improving Rate of Task Completion in Three Teenagers with Autism |
| Area: AUT; Domain: Applied Research |
| ERIN B. RICHARD (Alpine Learning Group), Hannah Hoch (The Graduate Center, City University of New York), Andrea C. Rodriguez (Alpine Learning Group), Bridget A. Taylor (Alpine Learning Group) |
| Abstract: Three teenagers with austism were taught to increase the speed at which they completed prevocational and vocational tasks. One student learned to increase the number of items he sorted with reinforcement contingent upon task completion within a designated interval of time. Two other students learned to increase the speed at which the completed vocational tasks at a work site with the implementation of visual cues and reinforcement. Performance after intervention was compared to performance prior to intervention and to the performance of neurotypical individuals. Interobserver data were recorded during at least 30% of the sessions and was 100%. |
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| 8. Clicker Reinforcement Systems |
| Area: AUT; Domain: Applied Research |
| CHRISTINA M. COGDILL (Minnesota Autism Center), Sarah E. Roberts (Minnesota Autism Center), Jennifer L. Barney (Minnesota Autism Center) |
| Abstract: The Clicker Reinforcement System is a two tier, differential reinforcement system. A standard tally counter or golf counter is used to accumulate points throughout the individual’s day. The individual contracts for a desired reinforcer. The reinforcer is presented when the individual reaches a predetermined amount of points. Points are awarded by the therapist for any positive behavior elicited by the individual. A separate clicker is also utilized by the therapist to track any inappropriate behavior elicited by the individual. The therapist’s points can be used to determine an appropriate behavior percentage. Inappropriate behavior was significantly decreased with implementation of the clicker system across subjects. Appropriate behavior was also maintained through this system as it provides a variety of reinforcement, both immediate and delayed. |
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| 9. Developmental Differences in a Clinical Sample of Siblings of Children With Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| CYNTHIA M. CARTER (Children's Hospital, San Diego), Aubyn C. Stahmer (Children's Hospital, San Diego), Michelle Thibault Sullivan (Johns Hopkins University) |
| Abstract: There is consensus among many experts in the field of autism that this disorder has a strong genetic component, with considerable focus placed upon the prevalence of psychiatric disorders in family members of individuals with autism. This study examines developmental differences in 38 siblings of children with autism including social, intellectual, language, motor, and adaptive behavior areas. Following an initial study where standardized measures on these developmental areas were collected, families were contacted two years later to respond to questions regarding the siblings’ developmental status and services received. A frequency analysis was used to determine the incidence and nature of the developmental differences in siblings and the persistence of these differences, and regression techniques were utilized to examine the relationship of scores from developmental assessments and the use of intervention and the correlation between early symptoms and current diagnostic issues. Preliminary results indicate that 16% of the siblings met criteria for a diagnosis on the autism spectrum. An additional 16% of the siblings had attention, language or behavioral issues. Therefore, 32% of the siblings had diagnosable issues that could be addressed through early intervention. The implications for early screening of siblings of children with ASD are discussed. |
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| 10. A Comparison of BASC Scores for Children Diagnosed with Aspergers Disorder and Autism |
| Area: AUT; Domain: Applied Research |
| STEVE LINDAUER (Kennedy Krieger Institute), David M. Richman (University of Maryland, Baltimore County) |
| Abstract: The Behavior Assessment System for Children (BASC) is a rating scale that is used to identify potential personality problems, behavior problems, emotional disturbance, and positive attributes in children. In the current study, we compared the scores on various subscales on the BASC for children diagnosed with autism and Aspergers disorder. Results indicated that children diagnosed with Aspergers Disorder were rated as being significantly (p<0.10) more depressed, more anxious, and more aggressive than children who were diagnosed with autism. In addition, a potential difference was found with respect to adaptability. Children with Aspergers Disorder were rated as being less adaptable (p=0.102) than children who were diagnosed with autism. Reliability for parent ratings was obtained by having both parents independently complete a rating scale for some participants. Results are discussed in terms of assistance in providing a differential diagnosis. |
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| 11. Peer-mediated Social Skills Training for Young Children with High-functioning Autism |
| Area: AUT; Domain: Applied Research |
| KYONG-MEE CHUNG (Kennedy Krieger Institute), Shaye Revies (University of North Carolina at Chapel Hill), Matt Mosconi (University of North Carolina at Chapel Hill), Josiah Drewry (University of North Carolina at Chapel Hill), Todd Matthews (University of North Carolina at Chapel Hill), Marc J. Tasse (University of North Carolina at Chapel Hill) |
| Abstract: A peer-mediated social skills training program combined with video feedback was implemented for four children with high-functioning autism. The training was conducted weekly for 90 minutes by trained graduate students. It consisted of 15 minutes of a teacher-instructed lesson, 20 minutes of practice, 20 minutes of a naturalistic activity (e.g. eating a snack), 20 minutes of video feedback and 15 minutes of preparation time. The program lasted for 12 weeks and targeted six primary social behaviors identified by parents; maintaining a conversation and taking turns, asking appropriate questions, making relevant comments, and staying on topic during a conversation. Each skill was practiced through diverse activities and games for 1-3 weeks. The effectiveness of the training program was evaluated through (1) behavioral observations of the videotaped portion of the children’s interactions with peers, and (2) pre- and post-testing scores using parent rating scales. Three out of four children demonstrated improvement in positive communication style and decreased negative interaction. Topics of discussion included (1) the modification of the program for better effectiveness, (2) the use of additional treatment strategies for less responsive children, and (3) the need to develop a manual for social skills training. |
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| 12. Extra Stimulus Cues Used to Improve Performance in a Direct Instruction Program for an 11-year-old Student with Autism |
| Area: AUT; Domain: Applied Research |
| DAVID M. CORCORAN (Beacon ABA Services) |
| Abstract: This paper summarizes the prompting and procedural changes used to effectively implement a Direct Instruction decoding curriculum with an 11-year-old boy with Autism and disarthria. Previous studies have shown Direct Instruction to be a highly effective teaching curriculum for typically developing school age children in a variety of settings. This study expands the use of DI to a student with Autism. Typically Direct Instruction procedures are employed in a group format using carefully scripted instructions and correction procedures. In the present study variations from the prescribed scripted instructions as well as additional visual and gestural cues were used to teach correct responding on verbal tasks, in which the student had previously been unable to respond correctly. These visual and gestural cues were then faded while maintaining correct responding. This allowed the student to progress through the curriculum and improve his first time correct responding to 85% on decoding tasks. |
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| 13. Needs Assessment and Content Validation of a Multi-Media Interactive Informational CD About Autism |
| Area: AUT; Domain: Applied Research |
| ANTHONY J. CUVO (Southern Illinois University), Jennifer Delaney (Southern Illinois University), Kimberly Dwyer-Moore (Southern Illinois University) |
| Abstract: A needs assessment and content validation were undertaken to develop a multi-media interactive instructional CD on autism for parents and professionals. In the needs assessment phase, a questionnaire was used to establish the need for a CD on autism, including its characteristics, etiology, assessment and intervention procedures. Parents and professionals were questioned about their interest and potential use of such an informational CD, as well as the type of content that they would find most useful. In the second phase, the suggested content topics from the needs assessment were submitted to a small group of parents and professionals to evaluate the content. Revisions were made to the topics based on this content validation. The multi-media interactive CD has potential to be an efficient means to communicate information about autism and its treatment to a wide audience of consumers. Such a CD permits independent study by its users with a flexible format to select information of interest. |
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| 14. Assessment Recommendations and Practices for Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| ANTHONY J. CUVO (Southern Illinois University), Jenny Lindsey (Southern Illinois University) |
| Abstract: Epidemiological research indicates that the number of children diagnosed with autism spectrum disorders has been increasing in recent years. This escalation in prevalence, and perhaps incidence, has created a concern nationwide for accurate screening and diagnostic testing procedures. In addition, experimental research supports the effectiveness of early intervention for children with autism spectrum disorders. Consequently, there is an interest in the earliest possible identification of children that may lie along the autism spectrum. Early identification requires the development of assessment procedures that are sensitive to the diagnostic criteria in very young children. A variety of new screening and assessment procedures for autism have been developed in recent years to supplement assessments already in use. In addition to screening and diagnostic tests for autism, the children also are assessed on a number of other domains to describe their level of functioning and plan treatment. In an effort to provide guidance to professionals with respect to evidence-based practice, several states and professional organizations have conducted a critical review of the literature and made recommendations for assessment instruments. In addition, the assessment practices of some of the most widely recognized programs for children with autism in the United States have been published. This poster presents these recommended and employed assessments for the screening and diagnosis of autism, plus tests for other domains, such as cognitive and adaptive behavior, speech, language, motor behavior, and others. |
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| 15. Video Modelling as a Technique for Promoting Social Initiation and Play Skills in Children with Autism |
| Area: AUT; Domain: Applied Research |
| KENNETH KERR (The Saplings School), Paula A. Moore (The Saplings School), Claire E. McDowell (The Saplings School), Philomena P. Smyth (The Saplings School), Aisling A. Ardiff (The Saplings School), Wendi M. McDermott (The Saplings School) |
| Abstract: The Saplings Model of Education is a partnership organization driven by parent and professional input, and includes the Saplings School for children with Autism. The Saplings School is a research driven school which provides one to one and group instruction, using the principles of Behaviour Analysis, to thirty pupils challenged with Autism. The Saplings School operates as a researcher-practitioner model in the promotion of best educational practice. One area of concern in educating children with autism is the teaching of both social initiation and play skills. Video modeling presents as a technological method to demonstrate appropriate and desirable skills. This poster presentation examines the effect of video modeling as a method for promoting social initiation and play skills. Participants were two female and three male pupils of the Saplings School, aged between 5 and 8 years. Results indicated that video modeling did not promote an increase in social initiation or play skills, regardless of the presence of imitative skills within the participant’s behaviour repertoire, for most participants. |
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| 16. The Reliability of A-B-C Sequence Analysis Among Professionals With and Without Training in Functional Assessment Methodology |
| Area: AUT; Domain: Applied Research |
| MEGAN P. MARTINS (Rutgers, the State University of New Jersey), Beth A. Glasberg (Rutgers, the State University of New Jersey) |
| Abstract: Despite their widespread use, there is relatively little research on using descriptive ABC analysis as a tool for understanding problem behavior. The purpose of this investigation is to preliminarily examine the reliability of three approaches to analyzing A-B-C data: unstructured analysis, individual sequence analysis, and structured visual analysis. Two groups of participants analyzed several sets of ABC sequence data generated from observations of children with autism. One participant group consisted of professionals with direct training in using behavioral functional assessment methods, while the other group had experience working with children with autism but had not received explicit training in functional assessment methodology. The authors will present findings regarding the reliability of the three approaches to analyzing A-B-C sequence data in both participant groups and the relationship between the reliability of the methods and the professionals reported confidence in their conclusions. Results will be discussed in terms of implications for the use of descriptive ABC data collection as a primary method of understanding problem behavior. |
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| 17. Using Video Modeling to Teach Self-Help Skills to Young Boy with Autism |
| Area: AUT; Domain: Applied Research |
| JOSEPH M. VEDORA (Beacon ABA Services), Karen Bausemer (Beacon ABA Services), Brian J. Joergens (Beacon ABA Services) |
| Abstract: Video modeling was used to teach a six year old boy with autism to independently complete self-care routines. Prior to the video modeling intervention, the student received constant verbal and physical prompts from his parents to stay on-task and to thoroughly complete self-care routines. The video modeling intervention, which consisted of several video clips of his teenaged sister demonstrating appropriate tooth brushing embedded into a computer-mediated activity schedule, resulted in rapid increase in independent tooth brushing. Next, video modeling was used to increase independence during showering. The student viewed edited clips of his sister modeling how to shower prior to taking his shower. The results suggest that video modeling was effective in increasing the student’s independence and also increasing his motivation to engage in such routines. The interventions were implemented by both home-based teachers and parents. The results replicate and extend findings supporting the efficacy of video modeling to teach self-care skills. |
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| 18. A Comparison of Preference for Tokens Associated with Preselection Vs. Postselection of Back-up Reinforcers |
| Area: AUT; Domain: Applied Research |
| PREEYAVATA WANAPUN (New England Center for Children), Atli F. Magnusson (New England Center for Children), Eileen M. Roscoe (New England Center for Children) |
| Abstract: Many applied behavior analysis programs rely on tokens earned for appropriate behavior and exchanged for back-up reinforcers. No study to date has assessed participants’ preference between selecting back-up reinforcers before versus after earning the tokens. After establishing that the tokens functioned as conditioned reinforcers for a sorting task, the participant was offered two different colored tokens to earn, red and blue. If the participant selected the red token, he had to select back-up reinforcers before he earned the tokens (preselection condition). If the participant selected the blue token, he had to select back up reinforcers after he earned the tokens (postselection condition). After clear preference for one type of condition was identified, the conditions associated with each color were reversed (i.e., red was associated with postselection and blue with preselection.) Results indicated that the participant preferred the token color associated with the postselection condition. In the final phase, a single-operant reinforcer assessment was conducted to determine whether the postselection condition was a more effective reinforcer than the preselection condition. Results indicated that the postselection condition maintained higher rates of behavior than the preselection condition. IOA was collected during 33% of the sessions with a score of at least 90%. |
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| 19. Evaluation of a Group Social Skills Program for Children Diagnosed with Autism |
| Area: AUT; Domain: Applied Research |
| KASSIDY HASLACKER (West Virginia University), Christina A. Ashford (West Virginia University), Susan D. Kapla (West Virginia University), Cynthia M. Anderson (West Virginia University), Karen Berkman (West Virginia University) |
| Abstract: Although children diagnosed with autism often display delayed social skills, only a limited amount of research has been devoted to interventions designed to increase these skills. Interventions such as social stories and cognitive-behavioral therapy have produced mixed results. The social skills program at Pressley Ridge Schools uses several strategies within a group activity setting, with the aim of increasing social interaction with both peers and adults. The present study is a short-term evaluation of this social skills program. Child social behaviors were found to increase over the course of several group sessions. These results suggest the need for a full-scale program evaluation to determine the extent of behavior change across different age groups and to ascertain crucial program components. |
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| 20. The Effects of Methylphenidate on Social Interaction in a Boy with Autism |
| Area: AUT; Domain: Applied Research |
| MICHELLE L. UY (Kennedy Krieger Institute), Stephanie A. Contrucci Kuhn (Kennedy Krieger Institute), Ellen Fittro (Kennedy Krieger Institute) |
| Abstract: Methylphenidate has been associated with few negative side effects when administered to treat hyperactivity. Recently, with some debate, it has been suggested that methylphenidate can negatively impact social interactions. This could be particularly problematic for children who have existing deficits in social interactions, such as children with autism (Handen, Johnson, & Lubetsky, 2000). In the current study, a 12-year-old boy with autism was admitted to an inpatient unit for the assessment and treatment of self-injurious behavior. Measures of response to social interaction, affect, and activity were recorded using a 3-point Likert scale 5-7 times per day based on 30-minute observation intervals by behavioral psychology staff members that were blind to any medication manipulations. Two observers recorded ratings for at least one third of the observations and agreement averaged above 80%. An ABA design was used to evaluate the effects of methylphenidate. Results indicated an increase in response to interaction, increase in positive affect ratings, and an increase in activity when methylphenidate was discontinued. When he was placed back on methylphenidate, ratings for response to interaction, positive affect, and activity level decreased. The results are discussed in terms of negative effects on existing social deficits in children with autism with the use of methylphenidate. |
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| 21. Show Me Happy: Teaching Children with Autism to Identify Emotions |
| Area: AUT; Domain: Applied Research |
| DANA J. STEVENS (University of Washington), Christopher Jones (University of Washington) |
| Abstract: The instructional method of discrete trial training is commonly used to teach children with autism to identify emotions. Such training targets the skill of identifying emotions in pictures. The purpose of this data-based study was to examine if the benefits of employing this strategy moves beyond discrimination and into age-appropriate labeling of emotions displayed by cartoon characters in video clips. The subjects included students identified with autism, ages ranging from 4 to 6-years old. All phases of the study were conducted in an integrated preschool classroom during typical times of instruction. Further research needs to be conducted to examine if other instructional methods are effective in programming for generalization and the functional use of labeling emotions in others. |
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| 22. Data Analysis Review: Teacher Tactics & Student Performance |
| Area: AUT; Domain: Applied Research |
| SUDHA RAMASWAMY (Teachers College, Columbia University), Amy J. Davies Lackey (Hawthorne Country Day School), Virginia S. Wong (Hawthorne Country Day School) |
| Abstract: A well-designed behavioral curriculum combined with a behavioral pedagogy for teachers includes training with the numerous teaching operations found throughout the literature. This study implemented training on a protocol used to make instructional decisions on student programs, where the teachers were taught data-based decision-making rules. This study was implemented as a pre and post-training multiple baseline design. Results are reported as number of decision opportunities, number of novel tactics implemented from the science, and student ratio of instructional trials to criterion. |
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| 23. Teaching Self Help Skills to a Teenager with Autism and Profound Mental Retardation Utilizing an Ancillary Device |
| Area: AUT; Domain: Applied Research |
| STEPHANIE N. WATERS (Marcus Autism Center), Elizabeth Schelhammer (Marcus Autism Center), Rasheeda Oliver (Marcus Autism Center), Catherine Trapani (Marcus Autism Center) |
| Abstract: Individuals with autism and profound cognitive disabilities often lack the necessary fine and gross motor pre-skills required for acquisition of independent dressing skills. In this investigation, a 15-year-old male with these diagnoses was instructed to independently put on his socks utilizing a Sock Aid. Typically, this adaptive devise is used with a geriatric population following stroke or surgery. Baseline instruction included a task analysis and a 3-Step Prompting strategy, (an instructional sequence consisting of an instructional cue, model prompt and full physical prompt), which revealed that the student did not possess the essential motor skills to independently complete the task. Thus, modifications were made to the instructional protocol to include the addition of the Sock Aid. Data indicated mastery of the skill (100%) with the incorporation of the aid. Indeed, experimental control was demonstrated following a reversal to the comparison of data when compared to the instruction alone condition. The results indicated that the aid was essential to the independent execution of the task and to decreasing aggression during task completion. An additional phase of instruction includes progressively fading the proximity of the ancillary device to the student to better reflect the natural environment. |
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| 24. Treatment Integrity: A Systematic Review of Behavioral Intervention Studies Conducted with Children with Autism |
| Area: AUT; Domain: Applied Research |
| LEIA D. BLEVINS (East Tennessee State University), John J. Wheeler (Tennessee Technological University), Bob A. Baggett (Tennessee Technological University), James J. Fox (East Tennessee State University) |
| Abstract: Given the social significance of intervention studies conducted with children with autism, it is critical that treatment procedures are operationally defined and data reported on the integrity of interventions. Treatment integrity has been defined as the degree to which an independent variable is implemented as intended (Peterson, Homer, & Wonderlich, 1982). The purpose of the present study was to assess the degree to which intervention-based studies with children with autism conducted from 1993-2003 and published in behavioral journals operationally defined the independent variables and evaluated treatment integrity. The study replicated the criteria from the review conducted by Gresham, Gansle, and Noell (1993) and focused exclusively on intervention studies conducted with children with autism (children defined as 18 years or younger). Results indicated that of the 62 studies critically reviewed, 11% (7 studies) reported operational definitions of independent variables, 79% (49 studies) did not, and 9% (6 studies) monitored treatment integrity. It would appear that much of this research fails to fulfill one of the basic requirements of Applied Behavior Analysis (Baer, Wolf, & Risley, 1968), in terms of a sufficient technological definition of variables to link target behavior change to specifically defined interventions and to enable systematic replication of results. Implications for future research and for application of ABA to students with autism will be discussed. |
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| 25. The Effects of in Vivo Social Skills Training in an Inclusion Setting for Students with Asperger’s Disorder |
| Area: AUT; Domain: Applied Research |
| PHILIP L. CONCORS (Devereux Consultants), Brendan C. Keenan (Devereux Consultants), Karen Ciasca (Devereux Consultants) |
| Abstract: The effects of in vivo instruction on the occurrence of prosocial behavior in a cafeteria and playground (target settings) were evaluated for 3 students with Asperger’s Disorder. Students received brief instruction (5-min sessions) in the target environment on 12 “friendship-making skills” selected from the Skillstreaming the Elementary School Child curriculum (McGinnis & Goldstein, 1997). Instructional strategies included modeling, role-playing and the use of corrective feedback. A multiple-baseline design across students was used to evaluate the effects of training in the target environment. Reinforcement procedures remained consistent across baseline and treatment phases (FR 1 verbal praise for occurrence of operationally defined prosocial responses). Reliability measures were collected for 20% of training sessions and 30% of direct observations. Preliminary data indicate a trend in the desired direction following in vivo instruction. Results support the utilization of in vivo instruction to increase spontaneous prosocial behavior in students with Asperger’s in general education settings. |
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| 26. Increasing Interactions Between Children with Autism and Their Siblings |
| Area: AUT; Domain: Applied Research |
| WENDY J. NEELY (Texas Young Autism Project), Candice Y. Floyd (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Increasing social skills in interactions with typical peers can yield benefits for children with autism that would otherwise be very difficult to achieve. This study expands on previous work examining social interactions between young children with autism and their typical siblings. Participants were three children with autism and typically developing siblings. A common procedure in ABA interventions is for an adult to directly prompt the target child to respond. In this study, a systematic procedure was used to train the sibling to elicit responses from the target child during an imitative block building activity. One target child had an older sibling, one had a younger, and the third had a same age (twin) sibling. A multiple-baseline across environments research design was used to examine the effectiveness of the intervention in different settings. Observational data was collected on sibling instructions and target child responses. Interobserver agreement was .83. Analysis of baseline to post intervention data for each child showed a significant increase in both frequency of initiations by the sibling (0 to 8), as well as successful elicitation of appropriate responses (0 to 7). |
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| 27. Evidence-Based Practice in the Treatment of Autism: A Review of Single-Subject Research |
| Area: AUT; Domain: Applied Research |
| SAMANTHA HARDESTY (Louisiana State University), Scott Braud (Louisiana State University), Patricia Snyder (Louisiana State University), Bart M. Sevin (Louisiana State University), Robert E. Crow (Louisiana State University), Cheryl L. Knight (Louisiana State University) |
| Abstract: In order to provide the most effective services, individuals involved in the treatment of autism should use scientific evidence as the basis for the selection of interventions (Green, 1996). While reviews of the evidence for the various treatments of autism have overwhelmingly supported the use of applied behavior analytic interventions, a consistent method for determining the strength of the available evidence has not emerged (Green, 1996; NYSDH, 1999; MADSEC, 2000). The purpose of the present study was to evaluate the strength of recent scientific evidence from single-subject research on the treatment of autism. First, a system for coding scientific evidence was developed based on existing models (Kratochwill, 2003; Chambless, 1993). Second, single-subject treatment outcome studies for autism published from January 2003 to present were identified and coded. Reliability data were collected on 30% of all articles and reliability coefficients were greater than 80%. Preliminary results indicate continued support for interventions based on the principles of applied behavior analysis. |
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| 28. The Relationship of Parental Stress to Autism Treatment Type and Duration |
| Area: AUT; Domain: Applied Research |
| ALLISON SERRA TETREAULT (Texas Young Autism Project), Alexis Hyde-Washmon (Texas Young Autism Project), Janie Pedraza (Texas Young Autism Project), Gerald E. Harris (Texas Young Autism Project) |
| Abstract: Parents of children with autism experience more stress than parents of children with other disabilities. With the assistance of treatment for the child, a decrease in parental stress might be expected. The following study examines reported depression, anxiety and stress levels for thirty parents (n=30), in relation to the type and duration of treatment being received by the child, and parental satisfaction with treatment. Parents completed the following measures: the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), and the Parenting Stress Inventory (PSI). Treatment programs were categorized as: 1) intensive treatment, which includes 35-40 hours of one-to-one home-based ABA; 2) workshop treatment, parent-directed one-to-one in home ABA with consultation; and 3) group-based ABA. Parental stress levels were significantly high, with symptoms of anxiety and depression somewhat lower. Levels of stress were significantly related to type of treatment the child received (p = .05), but not to treatment duration. Parent satisfaction did moderate the relationship between stress and treatment type, such that there was a stronger correlation between stress and treatment type for those parents less satisfied with their child’s treatment. |
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| 29. Descriptive Assessment of Family and Marital Quality in Families with Children with Autism Spectrum Disorders |
| Area: AUT; Domain: Applied Research |
| JENNIFER M. GILLIS MATTSON (State University of New York at Binghamton), Aubrie E. Swan (State University of New York at Binghamton), Peggy A. Echt (State University of New York at Binghamton), Raymond G. Romanczyk (State University of New York at Binghamton) |
| Abstract: The literature informs us that families of children with developmental disabilities experience significant levels of stress in coping with their child’s special needs (Baker, Smithen, & Kashimal, 1991; Bromley & Blatcher, 1992; Van Hasselt, Sisson, & Aschi, 1989 and it goes without saying that this applies to parents of children with ASD as well.
Documented sources of stress encountered in the process of parenting a child with ASD include the unpredictable and uncertain course of autism (Bristol & Schopler, 1984; Koren, Chess, & Fernandez, 1978), prolonged dependency on parents and the continuous need for special care (Howard, 1978), parental disappointment with delayed developmental milestones (Bentovim, 1972), decreased confidence in parenting skills relative to parents of typically developing children and children with other disabilities (Rodrigue, et al., 1990), worry regarding the child’s ability to achieve self-sufficiency in the future (Wing, 1985; Wolf & Goldberg), and the need for parents to either delay gratification regarding the child’s attainment of specific goals or the need to forfeit goals (Kohut, 1966).
In this study, several self-report measures were completed by families with children with autism spectrum disorders. The assessment instruments measured marital quality, satisfaction with family life, family demographics, and aspects of sibling behavior. In addition, specific aspects of the child with an autism spectrum disorder’s level of functioning, current type of services (e.g., educational), and overall satisfaction with their child’s current status and services are assessed. This poster will address these issues with respect to overall family and marital quality as well as provide descriptive data that could be used as a basis for future research. |
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| 30. The Effects of Overcorrection on Throwing Behavior of a Child with Autism |
| Area: AUT; Domain: Applied Research |
| AMY L. BERTHIAUME (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Carolyn Giaquinto (Crossroads Center for Children), Michelle Goldman (Crossroads Center for Children) |
| Abstract: The purpose of this study was to look at the effects of overcorrection on a six-year old girl with autism. This child engaged in throwing objects throughout the day. Baseline data were first collected, followed by overcorrection. This procedure was conducted over the entire day. Results showed a decrease in the throwing and an increase in appropriate behaviors. |
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| 31. Comparison of Typical Children and Children with ASD on the Autism Diagnostic Observation Schedule |
| Area: AUT; Domain: Applied Research |
| MICHAEL J. MORRIER (Emory University), Gail G. McGee (Emory University), Sheila J. Wagner (Emory University), Sharon T. Hynes (Emory University) |
| Abstract: Receiving a diagnosis of Autism Spectrum Disorder (ASD) requires confirmation using “gold standard” diagnostic instruments – ADOS and ADI. Behaviors recorded on the ADOS differentiate children with ASD from typical children in regards to deviance in behavioral categories scored. Typical children’s development as measured by the ADOS has yet to be researched. This poster will compare data for 12 children with ASD and 12 age-matched typical children on algorithm items presented on ADOS Modules 1, 2 and 3. Participating children ages 0-8 were used to conform to recently published recommendations from the National Academy of Sciences (2001). Behavioral data collected includes: percentage time in proximity to adults, rate of verbalizations, overall engagement, focus on adults, and overall rates and types of “autistic-like” behaviors. These behavioral measures were compared for each ADOS module. Correlations between behavioral measures and ADOS subsection algorithm scores reliably sort children by population. Results provide meaningful benchmarks for clinicians using the ADOS for scoring of ADOS algorithm items. High interobserver agreement was obtained for 33% of participants. |
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| 32. Developing an Intervention to Decrease Excessive Automatically Reinforcing Behaviors |
| Area: AUT; Domain: Applied Research |
| EDEL J. BLAKE (Cape Henlopen School District), Vivian J. Bush (Cape Henlopen School District) |
| Abstract: Students with autism often times engage in maladative behaviors thtat challenge or inhibit their participation in various community and school settings. The student in this single subject study engaged in such a behavior that hindered his progress and adaptation in various settings and compromised his health and safety. More specifically, a variety of interventions were employeed to determine which interventions decreased the rate of automatically reinforcing behaviors of a thirteen-year-old male with autism. During baseline, the behaviors were exhibited in more than 90% of his school day. The topography of the behavior was; fingers in ears, almost constant vocalizations, eyes closing, twirling, finger/object flicking, throat clearing. These automatically reinforced behaviors occurred both separately and in combination. Previous interventions influded; a differential reinforcement of appropriate behaviors at a variable interval of 5 minutes, a token system where tokens were earned for calm behavior and a functional daily program based on the student's identified goals. The authors proposed a multiple baseline design to decrease the rate of the identified automatically reinforced behaviors. |
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| 33. Exploring Heart Rate Responses to Stereotypical Behavior in Persons with Autism |
| Area: AUT; Domain: Applied Research |
| MATTHEW S. GOODWIN (The Groden Center, Inc.), Stacey Considine (The Groden Center, Inc.) |
| Abstract: Individuals with autism often display stereotypical behavior patterns. Researchers have offered three kinds of interpretations to explain the function of stereotypical patterns: operant conditioning, homeostasis, and neurobiological dysfunction. However, there has been relatively little empirical research in this area. The present poster presents exploratory research by analyzing videotapes and heart rate (HR) records obtained from a previous experimental study. Data from four individuals with autism who displayed stereotypical behavior were used in this analysis. Behavior codes were developed for categorizing, recording, and systematically identifying patterns of stereotypical behavior. These behaviors were then correlated with HR records to discover any relationships between HR before, during, or after engagement in stereotypy. Results indicate that 3 of the 4 participants’ HR did not substantially change before, during, or after engagement in stereotypy. One participant’s HR increased substantially during and after engagement in stereotypy. Implications of these findings and the utility of concomitant physiological and behavioral assessment in a functional behavior analysis are discussed. |
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| 34. An Examination of Instructional Methods to Promote Generalization of Emotion Labeling for Children with Autism |
| Area: AUT; Domain: Applied Research |
| CHRISTOPHER JONES (University of Washington), Dana J. Stevens (University of Washington), RinaMarie S. Leon-Guerrero (University of Washington) |
| Abstract: One of the primary deficits in many children with autism is the ability to identify emotions in others. Typical instruction of emotions in special education classrooms focuses on the use of discrete trials to teach emotion labeling of picture cards. Unfortunately, this instructional method has been shown to be ineffective in producing generalized emotion labeling and further intervention is often needed. This study compared three techniques for teaching children with autism to generalize emotion labeling in picture cards, to labeling of emotions in primary characters of popular cartoon movies. Nine children were instructed using video modeling, in-vivo modeling, or social stories and their results were compared with an A-B design. Both interrater reliability and procedural reliability data are included. The implications of this research on the development of future interventions for teaching emotions to children with autism are discussed. |
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| 35. A Comprehensive Training Program to Increase Tooth Brushing Behaviour in Three Children with Autism |
| Area: AUT; Domain: Applied Research |
| JAYNE PINDER (TreeHouse School, London) |
| Abstract: The need for early dental hygiene training is essential to children’s future health. Without adequate dental hygiene, decay will occur. Following a similar study by Poche, McCubbrey, and Munn (1982), the present study applied a comprehensive tooth brushing program to 3 children with autism. A multiple baseline across subjects design was employed. Tooth brushing was taught using a task analysis, breaking down the tooth brushing sequence into 14 behavioural steps. This follows a similar task analysis used by Horner and Keilitz (1975). Two of the children successfully acquired the total 14 steps in the task analysis, following the behavioural components and performance sequence of tooth brushing. The remaining child, who left the program midway through, made considerable gains over her baseline performance. Though more long-term maintenance data would have been desirable, this study demonstrates the acquisition of tooth brushing skills in children with developmental disabilities. |
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| 36. Assessment and Treatment of Inappropriate Behaviors Displayed by a Child with Autism in a Waiting Room |
| Area: AUT; Domain: Applied Research |
| JOSLYN N. CYNKUS (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: Children are generally expected to sit quietly (often with limited access to preferred stimuli) in waiting rooms (e.g., in a Doctor's office or similar setting), but children with autism often display behaviors that are highly incompatible with the expectations of a waiting room, including hyperactivity, a short attention span, and stereotypic or compulsive behaviors. In this investigation, we conducted a functional analysis of out-of-seat behavior, the results of which were consistent with hypothesis that the behavior was maintained by automatic reinforcement (i.e., self-stimulatory behaviors that were incompatible with in-seat behavior). Next, a treatment analysis and a component analysis were conducted to evaluate the independent and interactive effects of competing items and a time-out procedure derived from the functional analysis results (Hagopian et al., 1998). Results indicated that the competing items were more effective than time-out when the two procedures were alternated in a multielement design (see Phase 2) and in a reversal design (see Phases 3-7), but that when competing items were implemented alone and directly following a baseline phase, this treatment was ineffective. Taken together, these results indicate that the effectiveness of the competing items was dependent on at least periodic implementation of the time-out procedure. |
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