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| Current Topics in Precision Teaching with Children with Autism |
| Monday, May 31, 2004 |
| 10:00 AM–11:20 AM |
| Back Bay B |
| Area: AUT/EDC; Domain: Applied Research |
| Chair: Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: Learning Objectives
Discuss the relationship that may be constructed between a verbal behavior analysis of language, Fluency-Based Instruction, and Precision Teaching
Describe component skills that may enhance the ability of children with autism to attend, and thus gain from, large group instruction
Discuss the application of Precision teaching measurements systems to the instruction of language skills developed on an augmentative communication device |
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| Teaching Children with Autism to Gain Skills from Large-Group Instruction: Using Precision Teaching to Measure Instruction of Skills Related to the Development of an Attending Repertoire |
| MICHAEL FABRIZIO (Fabrizio/Moors Consulting), Sara Pahl (Fabrizio/Moors Consulting) |
| Abstract: The rigorous measurement power that Precision Teaching can afford instructional programs for children with autism is not limited to teaching children component skills. That same measurement power may be brought to bear on the instruction of skills that will assist children in learning within larger group arrangements such as those found throughout most schools. The current paper will outline some of those important skills and present examples of how those skills were taught through Fluency-Based Instruction and measured through Precision Teaching. |
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| Using Precision Teaching to Measure Language Skills in Instruction Involving an Augmentative Communication Device |
| KELLY J. FERRIS (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: This paper will present a detailed case study of an elementary-aged child with severe autism and the combination of augmentative communication and Fluency-Based Instruction used to improve his language performance both within and outside formal instruction. The paper will present data showing how his language improved as well as discuss the component skills taught to fluent levels that supported his improved communicative ability. |
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| Shaping Speaker, Listener, and Speaker-Own-Listener Skills through Fluency-Based Instruction |
| KRISTIN N. SCHIRMER (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Sara Pahl (Fabrizio/Moors Consulting) |
| Abstract: By deriving instructional objectives through a verbal behavior analysis of language, and teaching those skills to fluent levels through Fluency-Based Instruction, clinicians can teach children very advanced language skills. The current paper will provide data-based examples of how such skills have been taught using Precision Teaching as a measurement paradigm, with particular emphasis on teaching various types of autoclitic behavior. |
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| Using the Standard Celeration Chart to Monitor Social Skills Programming for Learners with Autism |
| ALISON L. MOORS (Fabrizio/Moors Consulting), Krista Zambolin (University of British Columbia), Holly Almon (Fabrizio/Moors Consulting), Amy King (Fabrizio/Moors Consulting) |
| Abstract: Parents, teachers, and clinical service providers have long appreciated the demand and complexity involved with teaching social skills to students with autism. A "standard" or "normative" set of behaviors does not exist that constitute the full depth and breadth of necessary components for learners of any age to be successful in navigating their social surroundings. In addition, because most successful social skills instruction occurs in situ, data collection, performance monitoring, and data-based decision making concerning social skills pinpoints proves challenging. This paper presentation will focus on tracking social skills pinpoints on the Standard Celeration Chart (SCC). Data will be presented to illustrate multiple pinpoints along the continuum of social skills instruction as well as the subsequent comparisons to the student’s non-affected peers. |
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