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| 2004 Tutorial: The Application of Precision Teaching with Children with Autism: Perceived Problems and Possible Solutions |
| Monday, May 31, 2004 |
| 1:30 PM–2:20 PM |
| Grand Ballroom |
| Area: AUT; Domain: Applied Research |
| None CE Offered. CE Instructor: Jack Scott, Psy.D. |
| Chair: Jack Scott (Florida Atlantic University) |
| Presenting Authors: : MICHAEL FABRIZIO (Fabrizio/Moors Consulting) |
| Abstract: Over the course of our recent past, behavior analysts and the consumers of their services have demonstrated increased interest in applying principles from Precision Teaching to the intervention programs of children with autism. Unfortunately, the addition of this highly effective, powerful, and efficient measurement system to childrens programs has sometimes been hampered, because of what some may view as barriers to the use of Precision Teaching in such programs. This tutorial will introduce audience members to the principles that form the foundation of Precision Teaching and will address and suggest solutions for some of the most commonly held concerns that surround the use of Precision Teaching with children with autism. Specifically, the tutorial will address concerns related to: errors students may make during instruction; the use of frequency as a measure of behavior and change in frequency as a measure of learning; the frequency aims used as criteria for mastery in Precision Teaching programs; and the use of the Standard Celeration Chart to depict human performance in meaningful ways. |
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| MICHAEL FABRIZIO (Fabrizio/Moors Consulting) |
 Michael Fabrizio received his Bachelor’s Degree in Psychology and Master’s Degree in Educational Psychology/Applied Behavior Analysis from West Virginia University. He is a Board Certified Behavior Analyst and a fourth-year Doctoral student in Special Education at the University of Washington, where he is specializing in behavior analysis, autism, and instructional design. Michael has worked with children with autism and other special needs throughout his more than ten-year career, serving as a Senior Educational Specialist for the West Virginia Autism Training Center at Marshall University; a Clinical Specialist for the Spectrum Center for Educational and Behavioral Development in Berkeley, California; Head Teacher for Morningside Academy in Seattle, Washington; and Lead Trainer for Morningside Academy’s Public School Improvement Project. Michael currently resides in Seattle, Washington, where he is a full partner in Fabrizio/Moors Consulting, an educational and behavioral consulting private practice specializing in fluency-based instruction for learners with autism. Michael has presented his applied research work with children with disabilities at a range of state, regional, and national professional conferences including the Autism Society of America, the West Coast Special Education Conference, the Association for Behavior Analysis, the Association for the Severely Handicapped, the Association for Science in Autism Treatment, and the International Precision Teaching Conference. He has published his work in the Behavior Analysis Digest and the Journal of Precision Teaching and Celeration. Michael is a Sustaining Member of the Cambridge Center for Behavioral Studies, a Supporting Member of the Association for Behavior Analysis, and a Sustaining Member of the Standard Celeration Society. Michael received the 2000 New Contributions Award presented by the Standard Celeration Society for his work in fluency-based instruction. He is a Contributing Editor for the Journal of Precision Teaching and Celeration, an affiliated faculty member in the Department of Behavior Analysis at the University of North Texas, and a member of the Organization for Autism Research’s Scientific Advisory Council. |
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