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| Systematic Instruction for Students with Autism |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Back Bay C |
| Area: AUT |
| Chair: Eric M. Messick (University of Waikato, New Zealand) |
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| An Adaptation of Haughton’s "Handwriting: Print" Program for a Young Boy with Asperger’s Syndrome |
| Domain: Applied Research |
| ERIC M. MESSICK (University of Waikato, New Zealand), Susan Mcgregor (University of Waikato, New Zealand) |
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| Abstract: Handwriting is a skill that is important because more complex skills rely upon it. When handwriting is not fluent, these complex skills are less likely to occur. Inappropriate behaviour may then occur in its place because the relatively difficult task of writing may establish its own removal as a reinforcer. Rather than address the resulting escape and avoidance behaviours directly, a better approach is to teach handwriting to fluency so that the task of writing does not establish its own removal as a reinforcer. We used an adaptation of Haughton’s “Handwriting: Print” program to teach a young boy with Asperger’s syndrome to make components of letters quickly and accurately. During and following the program, the speed and accuracy of numbers, capital and small letters, and sentences improved. “Contingency adduction” might describe the recombination of the letter components into the more complex letters. |
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| A Comparative Analysis of Systematic Instruction versus Exposure and Guidance in a Classroom-based Program for Students with Autism |
| Domain: Applied Research |
| SASHA PAPOVICH (Autism Partnership), Donna L. Strohm (Autism Partnership), Kanon Riecks (Autism Partnership), John James McEachin (Autism Partnership), Christina Travaligni (Autism Partnership), Justin B. Leaf (Autism Partnership), Juliana Luna Hernandez (Autism Partnership), Mitchell T. Taubman (Autism Partnership) |
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| Abstract: Much research support exists for the effectiveness of systematic ABA classroom instruction in promoting skill acquisition in children with autism. Yet many classroom experiences for students with autism, especially those involving inclusion, are instead merely comprised of exposure to typically developing children and/or repeated assistance or guidance with the help of aides or shadow assistants during tasks or school-based activities. The purpose of this study was to conduct a comparative analysis of systematic ABA instruction, that is, teaching interactions and discrete trial teaching, to an exposure and assistance approach in a summer, classroom-based program. A total of eight students with autism, seven of whom had advanced capabilitites, served as participants at two separate classroom sites. Identified instructional targets were randomly assigned to either the systematic instruction or exposure/guidance conditions and acquisition was compared through objective measurement (reliability at 92%). Skills targeted through systematic teaching showed substantial gain while those in the other condition evidenced little or no progress. Implications for classroom instruction and inclusion are discussed. |
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| A Behavioral Model for the Development of Vocational Skills for Individuals with Autism Spectrum Disorder |
| Domain: Applied Research |
| FRANCINE DIMITRIOU (The Cleveland Clinic Center for Autism), Travis Haycook (The Cleveland Clinic Center for Autism), Jaina Blackford (The Cleveland Clinic Center for Autism) |
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| Abstract: This presentation will outline the processes in establishing and assessing a vocational training program for individuals with autism in a school-based program. Six students participated in a secured employment simulation, site-based short-range employment opportunities, off-site vocational orientation program and outside employment opportunities. The outcome of the program will be reviewed including data summary and performance evaluation. |
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