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| Providing Services for Students with Autism |
| Saturday, May 29, 2004 |
| 4:00 PM–5:20 PM |
| Berkeley |
| Area: EDC |
| Chair: Caroline I. Magyar (University of Rochester Medical Center) |
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| Data-based Decision Making in Intensive Behavior Intervention Programs |
| Domain: Applied Research |
| JUDITH SYLVA (California State University, Fullerton), Cherie Ward (California State University, San Bernardino), Doreen J. Ferko (California State University, Fullerton) |
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| Abstract: So-called intensive behavior intervention programs for students with a diagnosis that falls under the umbrella of Autism Spectrum Disorders have been utilized extensively by individual families, school districts, and both profit and non-profit agencies. Programs that are operated under the theoretical, applied, and philosophical auspices of Applied Behavior Analysis commonly use explicit data collection targeting the acquisition of pre-determined responses. The traditional hierarchy of supervision of these programs includes parents, program supervisor and tutors as the decision-making team for determining mastery of responses and how the program will be adjusted to maximize mastery of skills. The current study addresses whether the decisions made by the program supervisor in three intensive behavior intervention programs for students between the ages of three and five were consistent with the analysis of the data collected on a number of target responses within the domains of language and communication, self-help skills, and academics. The data presented was collected over the course of one to two years to monitor each student’s progress. Issues with regard to whether field-based decision-making based on a superficial assessment of the data, are valid, reliable and lead to program development that promotes acquisition of relevant responses will be discussed. |
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| Delivering Behaviorally-based Services to Students with Autism in the Public School: An Initial Investigation |
| Domain: Applied Research |
| CAROLINE I. MAGYAR (University of Rochester) |
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| Abstract: This paper presents the results of a year long project that examined the ability of an interdisciplinary consultant team ad general education teachers to provide behaviorally-based supports to five students with autism participating in the general education setting. Student performance was measured pre-post across academic and behavioral domains. Treatment fidelity measures assessed personnel performance and integrity of the model. Social validity measures assessed staff and parent satisfaction. Results showed variable outcomes across students. Gains were noted for all students in adaptive behavior. Academically, 4 of 5 students continued to show good acquisition of discrete language and academic skills and progress on IEP goals. Several students improved on standardized academic testing. One student was removed from the generalized setting for high rates of aggression; two students showed slight decreases and 3 students showed slight increases in problematic behaviors. Personnel performance remained high throughout the year for the consultant team, but little to no improvement was noted in the general education teachers’ ability to acquire or apply behavioral teaching methods. Results indicate that the model was implemented with good integrity. All staff reported High rates of satisfaction with their jobs, and parents surveyed reported satisfaction with the educational program their child was receiving. |
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| A Report on an Inclusive Academic Summer Precision Teaching Program |
| Domain: Applied Research |
| ALISON L. MOORS (Fabrizio/Moors Consulting), Sara J. Pahl (Fabrizio/Moors Consulting), Amy King (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Kristin Schirmer (Fabrizio/Moors Consulting) |
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| Abstract: This paper will present the results of the second year for a summer academic program, which primarily utilized precision teaching methodologies for forty-three students raging in ages from 4-12 years. The participant’s cognitive abilities range from general education to learning disabled to severely autistic. The presentation will focus on the educational model implemented as well as the necessary components for its success. Data will be presented to illustrate student progress on nationally normed achievement tests, curriculum based measurement probes and daily practice on individualized education plans using a Standard Celeration Chart. |
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