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| Models of Intervention for Children with Autism |
| Monday, May 31, 2004 |
| 1:30 PM–2:50 PM |
| Back Bay B |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Lillian V. Pelios (Elwyn, Inc.) |
| Discussant: Saul Axelrod (Temple University) |
| Abstract: . |
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| Home-Based ABA Services for School Age Children |
| KIM STUNKARD (Council Rock School District) |
| Abstract: The effectiveness of Applied Behavior Analysis techniques can be jeopardized when professionals are not properly trained. Additionally, caregivers who are unaware of the antecedent events that precipitate or maintain problem behavior may impede development. Further, if the procedures utilized are not consistent behavior change is unlikely to occur. Finally, in order for behavioral change to be effective, skills must transfer to authentic contexts. Thus, it is paramount that the instruction occurs in both intensive teaching structures and in the natural environment to ensure generality of the concepts acquired. Coordination between home and school programs is necessary to ensure consistency across environments. A dichotomy between the home and school programs cultivates an eccentricity of sorts, devoid of the opportunity to foster an environment conductive to promoting learning. The purpose of this paper is to describe the specially designed home-based programmatic techniques that are used in a Pennsylvania school district so that this forum may serve as a model to other school districts and service providers. |
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| A School-Based Model for ABA / Autistic Support |
| MARIA L. AGNEW (Bucks County Intermediate Unit 22), Kelly McElrath (Bucks County Intermediate Unit 22) |
| Abstract: Traditionally, children diagnosed with developmental disabilities who exhibit challenging behaviors have been served within the private school systems. These systems have successfully offered specialized programs that include discrete trial instruction, functional assessment, verbal behavior and other interventions based in applied behavior analysis methodology, which remain popular with families of children who are diagnosed with autism spectrum disorders. In general, however, private schools can be selective in the children they choose to serve, therefore making it necessary for public school systems to support children who require these programs to be successful. In addition, private school placements can be costly compared to public education, and are limited in their ability to provide opportunities for inclusion for students. The purpose of this paper is to describe the model used by the Bucks County Schools Intermediate Unit #22 in providing specialized programming and FAPE to children diagnosed with autism spectrum disorders within the public school system. |
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| Consultative Models for Serving Children with Autism |
| NINA C. WILDE (Bucks County Intermediate Unit 22), Kelly Savage (Bancroft NeuroHealth), Sarah E. DiMarino (Bucks County Intermediate Unit 22) |
| Abstract: Interventions based upon the principles of applied behavior analysis are supported by the literature in serving children with autism and related disorders. Many public school systems are aware of ABA-based models, but lack the clinical expertise to implement such programs within their settings. In order to provide a Free and Appropriate Public Education (FAPE) to students served in a public school setting, schools often seek assistance from individuals with specific training in behavior analysis. This paper will describe a consultative service and training model for the provision of ABA-based service within a public school setting. In addition, this paper will cover some of the benefits as well as the challenges of this type of model. |
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