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| Incorporating Fluency Based Instruction into ABA Intervention for Learners with Autism: Evolution of a Model |
| Monday, May 31, 2004 |
| 3:00 PM–4:20 PM |
| Back Bay D |
| Area: AUT/EDC; Domain: Applied Research |
| Chair: Sandra L. Harris (Rutgers University) |
| Discussant: Mary Jane Weiss (Rutgers University) |
| Abstract: Learning Objectives
The participant will be able to identify how FBI can impact upon challenging behaviors in learners with autism, particularly when component skill deficits are an issue.
The participant will be able to identify core areas of assessment for treatment integrity checks in staff performance of FBI.
The participant will identify strategies for the assessment of generalization of the effects of FBI in conversational skills into naturalistic, social contexts. |
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| The Effect of Fluency-based Instruction of Fine Motor Skills on Challenging Behaviors and the Adduction of Composite Skills |
| MARLENE J. COHEN (Rutgers University), Donna L. Sloan (Rutgers University), Jackie Wright (Rutgers University) |
| Abstract: Many learners with developmental disabilities may demonstrate challenging behavior in a number of contexts. Challenging behavior that occurs during the completion of tasks may significantly impact the independence of an adult with autism. As part of a comprehensive program to build job skills and activities of daily living with an adult with autism, prerequisite skills for a variety of work settings were examined. Poor motor performance was a presenting problem. It was hypothesized that decreasing the response effort of performing simple fine motor movements would decrease challenging behaviors that were exhibited during work activities. Fluency-Based Instruction was implemented with an adult with autism in order to build fluency of specific fine motor skills. Data will be presented regarding the performance rate of these skills in fluency timings as well as adduction to job skills and activities of daily living. In addition, rates of self-injury, aggression and/or dropping out of seat during fluency sessions will be presented. Inter-rater reliability will be collected on 20% of the sessions and the results of treatment integrity checks on implementation of timed practice will be reported. |
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| Evolution of Training and Supervision in Fluency-Based Instruction in a Center Based Program |
| RITA F. GORDON (Rutgers University), Marlene Brown (Rutgers University), Joelle Lugo (Rutgers University) |
| Abstract: The value of fluency-based training programs for educational staff with learners with autism continues to be investigated. The literature on fluency-based instruction has broad application in education, training and supervision (Binder and Bloom, 1989; Johnson and Layng, 1992). The current study assessed whether fluency-based instruction is an effective strategy to train educational staff in a center-based programming serving learners ages 4- 9.Initially, educational staff were trained didactically and given written material on teaching strategies. A pencil and paper test was administered to test skills and fluent performance was required to demonstrate mastery. In addition, we identified criterion based performance standards for staff and conducted daily timings until performance standards were reached. The Instruction Evaluation Form developed by Fabrizio and Moors (1999) was used to conduct treatment integrity checks on staff using fluency-based instruction. Inter-rater reliability was collected on 20% of evaluations, and the results of treatment integrity checks on implementation of strategies and timed practice will be reported. |
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| The Generalized Effects of Fluency: Assessment in Preschoolers with Autism |
| MARIA S. ARNOLD (Rutgers University), Barbara L. Kristoff (Rutgers University), Dania L. Matthews (Rutgers University), Tara Sheerin (Rutgers University), Rena Contessa (Rutgers University), Jackie Wright (Rutgers University) |
| Abstract: A basic tenet of Applied Behavior Analysis is that intervention must have social significance for the participant, leading to greater opportunities to contact reinforcement. The current study assessed whether fluency-based instruction has a generalized effect across the curriculum. We examined the adduction or generalization of pragmatic language skills to the natural environment. Specifically, we looked at intraverbals trained to fluent rates in two preschoolers with PDD. In order to answer our questions regarding our teaching choices we examined four different measures. 1. Acquired skills (performance level at or above criterion) before Fluency-Based Instruction, 2. Acquired skills after Fluency-Based Instruction, 3. The rate at which students responded to intraverbals with peers in the natural environment prior to the implementation of FBI, and 4. The rate at which students responded to intraverbals with peers in the natural environment after the implementation of FBI. Inter-rater reliability will be collected on 20% of trials and the results of treatment integrity checks on implementation of timed practice will be reported. |
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