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| The Effects of Fluency-Based Training on Young Children with Autism |
| Tuesday, June 1, 2004 |
| 12:00 PM–1:20 PM |
| Back Bay D |
| Area: AUT/EAB; Domain: Applied Research |
| Chair: Helen Bloomer (Crossroads Center for Children) |
| Discussant: Laura Lynch (Crossroads Center for Children) |
| Abstract: . |
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| Effects of Fluency on the Retention of Speech Goals in a Child with Autism |
| MEGAN L. DAIGLE (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Fluency training has been shown to facilitate endurance, application, and retention. The purpose of this study was to assess the effects of fluency on the retention of speech goals. A preschool child with autism served as a subject. Using a multiple baseline over behaviors design, fluency procedures were implemented. Once the rate of responding stabilized, the goal was terminated and not targeted for one month. Then, retention and fluency speed was reassessed. |
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| Increasing Retention of Speech and Language Goals Using Fluency Procedures |
| MICHELLE GOLDMAN (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children), Megan L. Daigle (Crossroads Center for Children) |
| Abstract: Fluency procedures have the potential of maximizing generalization and retention of learned skills. In this study, a preschool child with autism was taught speech goals using fluency procedures. Once the rate of responding in fluency stabilized, the goals were terminated and not taught again for a period of one month. Then, the researchers tested for speed of responding on the goals. Findings showed that the subject demonstrated equal or better responding during fluency, with strong retention. |
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| The Effects of Fluency Procedures on Social Skills of Children with Autism |
| KELLY A. YOUNG (Crossroads Center for Children), Jillian Dennick (Crossroads Center for Children), Helen Bloomer (Crossroads Center for Children) |
| Abstract: Fluency procedures result in increased accuracy and speed of performing the targeted task. Such procedures have been used across various learners and tasks. The current study investigated the effect of fluency on the latency of answering social questions. Using a multiple baseline across subjects design, preschoolers with autism were first assessed as to how long (in seconds) it took to answer questions. Fluency training was then conducted to determine if the latency decreased. Results will be analyzed in terms of the effect of fluency and considerations for future research. |
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