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Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.

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42nd Annual Convention; Downtown Chicago, IL; 2016

Event Details

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B. F. Skinner Lecture Series Paper Session #95
CE Offered: PSY/BACB
The Science of Applied Behavior Analysis: Broadening the Research Base to Answer Real Life Questions About Autism
Sunday, May 29, 2016
3:00 PM–3:50 PM
Grand Ballroom AB, Hyatt Regency, Gold East
Area: AUT
Instruction Level: Basic
CE Instructor: Jennifer Lynn Hammond, Ph.D.
Chair: Jennifer Lynn Hammond (Intercare Therapy, Inc.)
CATHERINE LORD (Center for Autism and the Developing Brain)
Catherine Lord, Ph.D., is the Director of the Center for Autism and the Developing Brain and a Professor of Psychology in Psychiatry and Pediatrics at Weill Cornell. She completed degrees in psychology at UCLA and Harvard, and a clinical internship at Division TEACCH at the University of North Carolina at Chapel Hill. Dr. Lord is a licensed clinical psychologist with specialties in diagnosis, social and communication development and intervention in autism spectrum disorders (ASD). She is renowned for her work in longitudinal studies of social and communicative development in ASD. She has also been involved in the development of standardized diagnostic instruments for ASD with colleagues from the United Kingdom and the United States (the Autism Diagnostic Observation Schedule (ADOS) an observational scale; and the Autism Diagnostic Interview – Revised (ADI-R) a parent interview), now considered the gold standard for research diagnoses all over the world. Dr. Lord was recently elected into the Institute of Medicine. She was the Chair of the National Research Council’s Committee on the Effectiveness of Early Intervention in Autism and was a member of the DSM5 Neurodevelopmental Disorders Committee. Her research at the Center for Autism and the Developing Brain involves continued longitudinal studies, diagnosis, and measuring change over time in children.
Abstract: The talk will focus on how to build upon the strengths of research in applied behavior analysis to address decisions that clinicians, educators, and families make about programming for children with autism. In the United States, we have a tremendous foundation of well-conducted single subject design studies that underlie almost all comprehensive autism early intervention and education programs. However, there is also now an increasing number of more traditional randomized controlled trials for autism interventions, which receive much greater attention from insurance and medically oriented reviews, as well as a wealth of descriptive information about developmental changes and longitudinal changes over time. Integrating all this information allows clinicians, caregivers, and educators to consider questions about how to match strategies and goals to the needs of individual children with autism, how to select the most effective approach for a particular family or within the context of a specific community or group, and how much data and what kinds of data need to be collected. These goals will be addressed using examples from clinical cases and recent research.
Target Audience: Professionals, clinicians, administrators, researchers and caregivers of children with autism spectrum disorders.
Learning Objectives: At the conclusion of the presentation, the participant will be able to: (1) identify the strengths and limits of behavioral, single subject designs within the autism literature; (2) identify several major findings related to autism intervention from randomized controlled and/or well-controlled group designs; (3) identify several major findings related to developmental trajectories in autism that have implications for intervention goals and strategies; (4) identify ways in which these literatures converge to help us as clinicians, educators and caregivers of children with autism to support more effective programs.
 

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