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| Evaluation and Comparison of Various Interventions for Children with Autism Receiving Intensive In-home ABA Therapy |
| Saturday, May 29, 2004 |
| 4:00 PM–5:20 PM |
| Back Bay D |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Colin Peeler (Florida State University) |
| Abstract: Learning Objectives
Be able to use socialization to teach abstract concepts.
Learn to assess a child's acquistion rate and implement appropriate methods.
Distinguish between the effectivenss of noncontingent and contingent sensory stimulation.
Be able to implement and fade socail scripts. |
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| Increasing Peer Initiation Using a Script Fading Procedure |
| VANESSA L. ARMANO (Florida State University), Matthew Joseph Zandecki (Florida State University), Colin Peeler (Florida State University) |
| Abstract: This study evaluated the effects of scripting to increase social comments with peers by 2 boys with Pervasive Developmental Disorder. The participants were 2 brothers, age 10 and 12, which enjoyed writing out and reading dialogue from movies. The boys were able to play several age-appropriate games, yet rarely made comments or requested information from peers during game play. Based on their ability to follow instructions and recite written statements, social scripts were created for use during activities with peers. Observations of scripted statements and novel statements towards peers were recorded during 10 minute observation periods and reported as frequency of occurrence. Baseline data suggests that the boys initiate conversation on average 1 time in a 10 minute session. Social scripts were consisted of comments and questions based on recent events, future events and on general hobbies. Scripts will be implemented by teaching the boys to first read the script, then fading the text on the script cards until the boys were making social comments in the absence of the textual cues. Results and discussion regarding the relative merits of scripting procedures as compared to traditional adult/therapist verbal prompting will be reviewed. |
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| A Comparison of Teaching Single Verbal Operants to Multiple Verbal Operants on Acquisition and Generalization |
| JAILYN A. CORREA (Florida State University, Panama City), Kate Masincup (Florida State University, Panama City), Cara L. Phillips (Florida State University, Panama City), Anne V. Tofte (Florida State University, Panama City), Lela Reynolds (Florida State University, Panama City), Colin Peeler (Florida State University, Panama City) |
| Abstract: The participant in this study was an eight-year-old boy diagnosed with Autism, who had been receiving approximately 10 to 15 hrs a week of in home therapy for the last 3 years. In home therapy that consisted of ABA procedures including Verbal Behavior Therapy and Discrete Trial Training. Although the child had made significant gains as measured by the ABLLS, there was a consistent lack of generalization of responses to novel stimuli, Sd’s or people. The purpose of this study was to compare the effectiveness of different teaching strategies on rate of acquisition and generalization. The teaching strategies used included (1) simultaneously teaching multiple targets receptively and expressively (2) teaching multiple targets receptively first and once mastered then expressively. The number of trials to mastery (time to acquisition) was assessed for each instructional procedure. Additionally, a generalization probe was performed with each target by having one of the parents present the Sd associated with the program. Results will be discussed in terms of the merits of each instructional procedure and the importance of establishing empirically the effectiveness of a procedure before claiming its effectiveness. |
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| The Effects of Contingent Versus Noncontingent Music on the Stereotypic Vocalizations of a Child with Autism |
| MOLLIE MILLS SHEPPARD (Florida State University, Panama City), Vanessa L. Armano (Florida State University, Panama City), Cristal Elwood (Florida State University, Panama City), Colin Peeler (Florida State University, Panama City) |
| Abstract: There are reports that sensory stimulation may be an effective treatment for the aberrant behaviors exhibited by many individuals with developmental delays. Supporters of this treatment recommend supplying the individuals with the stimulation caused by the aberrant behavior, thereby decreasing the behavior itself. There is limited empirical research supporting the long-term effects of this treatment, however. This investigation assesses the effects of noncontingent vs. contingent sensory stimulation on the automatically reinforced aberrant vocalizations and the rate of response of a child with autism. |
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| Teaching Color Discrimination to a Non-verbal Child with Autism Using a Socially Reinforcing Game |
| HEATHER R. MUMMAW (Florida State University, Panama City), Kimberly Nur (Florida State University, Panama City), Karen Brito (Florida State University, Panama City), Lela Cloer Reynolds (Florida State University, Panama City), Colin Peeler (Florida State University, Panama City) |
| Abstract: Research indicates that teaching color discrimination to non-verbal children with autism is difficult for a variety of reasons (e.g., stimulus over selectivity, prompt dependency). The goal of this study was to evaluate the effects of using an age appropriate social game (Red Light, Green Light) on receptive color discrimination. Specifically, we wanted to see if teaching colors informally within the context of a game would facilitate receptive color discrimination. The participant in this study was a non-verbal girl (9 years old) diagnosed as autistic who had been receiving intensive behavior therapy in her home for over 3 years. During baseline probe data on receptive identification of red and green, using color card, indicated level of performance was 36% of trails correct identification. During the intervention the participant was taught how to play “Red Light, Green Light” using peer models and social reinforcement. Throughout treatment and follow up data on the participant’s receptive color discrimination was collected. Reliability was taken across all conditions and therapists. Results and implications of using social games and natural settings to teach children with autism will be discussed. |
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