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| Intrinsic Program Coherence: An Integral Component of Curriculum Analysis and Development In Autism Intervention |
| Tuesday, June 1, 2004 |
| 9:00 AM–10:20 AM |
| Back Bay D |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Lillian V. Pelios (Elwyn, Inc.) |
| Discussant: John C. Barnard (Burlington County Special Services) |
| Abstract: . |
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| The Concept of Intrinsic Program Coherence |
| STEIN LUND (Contigency Analysis/Perspective Corporation) |
| Abstract: Early intensive behavioral intervention (EIBI) for children with autism is a comprehensive and sophisticated endeavor in which complex and dynamic behavioral repertoires are constructed gradually by integrating smaller, less versatile behavioral units (e.g., programs). An important consideration is to develop curricula so that each individual program is extended and incorporated into an evolving program nexus. This constructional process warrants considerable attention to the internal structure and dynamics of the curriculum. A curriculum must entail descriptions of the structure and order of individual programs (i.e., hierarchy) and the contingencies that engender integration and formation of increasingly more dynamic behavior. The term “intrinsic program coherence” has been suggested as a general term pertaining to the many considerations involved in systematic curriculum development. This paper offers a discussion of some dimensions of intrinsic program coherence. |
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| Say/Do Discrimination: A Structural Analysis of Responses and their Relationship to Complex Conditional Discrimination |
| JEFFERY D. BEVAN (Bancroft NeuroHealth), Kimberly M. Ring (Bancroft NeuroHealth) |
| Abstract: This presentation will evaluate the effectiveness of an alternate strategy for teaching Say/Do discrimination to a five-year-old boy with autism. A consideration of pre-requisite skills will be provided, as well as a detailed deconstruction of the components of the relevant responses. The concept of Intrinsic Program Coherence, as introduced by Lund (2001), will be offered as an analytical framework for understanding the relationships among a variety of behavioral repertoires. In addition, Say/Do discrimination itself will be discussed as a “tool” skill in the development of more complex forms of conditional discrimination. |
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| Joint Attention and its Relational Dependency to Adjunct Behaviors in Curriculum Development |
| BOBBI KAEPPLER (Bancroft NeuroHealth), John Gardiner (Bancroft NeuroHealth), Megan DePalma-Riley (Elwyn Inc.) |
| Abstract: This presentation examines the nature of joint attention and its relational dependency to adjunct behaviors in curriculum development for three children with Autism. Joint attention will be discussed at a basic behavioral level (i.e., mutual eye gaze toward a referent object) and elaborated upon as a continuum of behavioral components that are essential for the formation of more complex behavioral repertoires (i.e., social behavior/conversation). Consequently, a framework of analysis will be provided in curricular network models that adhere to principles of intrinsic program coherence (IPC). Finally, the timing and sequencing for teaching joint attention using the concept of IPC will be evaluated. |
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