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| Using New Research to Increase Student’s Language Interactions and Social Behavior |
| Saturday, May 29, 2004 |
| 2:30 PM–3:50 PM |
| Clarendon |
| Area: EDC; Domain: Applied Research |
| Chair: Kevin Conallen (University College London) |
| Discussant: Jessica Singer-Dudek (Teachers College, Columbia University) |
| Abstract: . |
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| The Relationship Between Teaching Autistic Children to Tact Private Events and Increases in "Spontaneously" Emitted Language Interactions |
| KEVIN CONALLEN (University College London), Phil Reed (University College London) |
| Abstract: Recognizing how another person feels remains one of the greatest challenges children with autism spectrum disorder face in developing appropriate social language and behavior. This deficit makes it both difficult to build friendships and experience genuine empathy for others. In order to overcome this, children on the autistic spectrum need to be taught to tact their own private events, and equally to tact the emotions of others. In a series of studies, tacts for private events were shown to function as a conditioned reinforcer, forming the basis of a spontaneous conversation and being used to accurately describes the behavior of other children. In the first study, a multiple baseline-reversal across subjects was used (ABCA) to show that when children where offered the opportunity to engage in a “typical” post play conversation the rate of mastery for nonpreferred tasks increased, with an observable change in spontaneously emitted language. In the next study a multiple base line across subjects was used (ABACDC), to determine whether subjects could not only tact various private events, but whether they could also distinguish between these tacts and pure tacts and mands. A measure of the correct syntactic form of subject-compliment was taken in this study during post-play conversational opportunities. In the final study, a multiple baseline-reversal across subjects was used (ABCAD), to test whether subjects could tact the private events of others (eg. How does the boy feel on his birthday?) after being taught to match-to -sample emotions to situations (e.g. the boy is having ‘fun’ because it’s his birthday). Together, these studies seem to indicate that that the verbal behavior associated with tacts for private events may function as a powerful reinforcer, leading to an increase in spontaneously emitted language, and that by providing an effective and reinforcing means of teaching both the function and syntactic form of these tacts, typical conversations based on observation and comment can be successfully initiated by these children. It has also been shown that children can be taught to tact the public correlates of the behavior of other children, although the question remains as to whether generalized empathetic behavior can be taught, or whether a ‘theory of mind’ can be shaped in children with autism spectrum disorder. |
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| Developing Speaker as Listener Repertoires in Young Children with Autism |
| GAIL CHAN (Dublin CABAS School), Dolleen-Day Keohane (Dublin CABAS School), Jennifer O'Connor (Dublin CABAS School) |
| Abstract: This study examines the effects of anthropomorphic and non-anthropomorphic toys on the speaker as listener repertoires of four children between the ages of 3 and 7 and diagnosed on the autistic spectrum. The children attended a CABAS School for children with autism. The study was run across two conditions; the anthropomorphic condition consisted of four three- dimensional toys such as stuffed animals, dolls, and figurines; the non-anthropomorphic condition consisted of toys such as blocks, puzzles, play-doh and books. The baseline conditions showed that the children did not emit speaker as own listener across either condition. A multiple exemplar training procedure was implemented using puppets. The results demonstrated an increase in speaker as own listener repertoires within the anthropomorphic conditions. |
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| Using Peer Tutoring to Increasing Social Skills in Generalized Settings |
| SUSAN LAPIDUS (Teachers College, Columbia University), R. Douglas Greer (Teachers College, Columbia University) |
| Abstract: A multiple baseline across subjects design was used to study the effect of peer tutoring on the academic and social behavior of tutors in a generalized setting. Specifically, the number of approvals and disapprovals of tutors toward peers was measured. Approvals included any positive statement toward another student. Disapprovals included any statement of reproach or reproof directed toward another student (Polirstok & Greer, 1992). Academic behaviors measured included the number of correct responses to academic assignments; the number of criterion met and the number of learn units to criterion. The participants included in the study were middle school students who were diagnosed with emotional disabilities. All participants attended self-contained special education classes. Peer tutoring took place in the classroom during regularly scheduled academic periods. During tutoring sessions academic subject matter alone was taught. Learn units (Greer, 2002) were used by tutors to deliver academic instruction to peers during tutoring sessions. Observations of social interactions were conducted in the cafeteria during lunch periods and in the student lounge (game room). |
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