|Learners With Autism Spectrum Disorders: Refining Our Approaches to Teaching and Predicting Success|
|Tuesday, May 31, 2016|
|11:00 AM–11:50 AM |
|Columbus Hall GH, Hyatt Regency, Gold East|
|Chair: Kathy Fox (Haugland Learning Center)|
Success and Challenges in Achieving Academic Growth in Students With Autism With the Morningside Model of Generative Instruction
|Domain: Service Delivery|
|KATHY FOX (Haugland Learning Center), Jason Guild (Haugland Learning Center)|
In our 6th year of collaboration with Morningside Academy, Haugland Learning Center recognizes that the Morningside Model of Generative Instruction, which focuses on systematic programming and quality instruction is effective in a setting where all students have a diagnosis of Autism Spectrum Disorder. Using an assessment system based on the one used at Morningside Academy, Haugland Learning Center has demonstrated that using the Morningside Model of Generative Instruction with students with ASD leads to generative outcomes and academic growth. Past presentations have shown initial success with the Morningside Model of Generative Instruction and explored how writing instruction can lead to generative outcomes. This presentation will focus on assessment data in all academic areas and how Haugland Learning Center uses it to make programming decisions that will continue to lead to academic success for our students.
Applying Developmental Patterns to Behaviour Intervention: Using ABLLS-R® Normative Scores to Develop Individual Learning Trajectories
|Domain: Applied Research|
|TOBY L. STAHLSCHMIDT-KAH (Private Practice), Sophia M. Catania (Private Practice)|
The current study extends previous research on developmental trajectories in autism, and examines whether the use of The Assessment of Basic Language and Learning Skills® Revised (ABLLS®-R) can be used to build learning trajectories that provide similar information as those developed using standardized assessments. ABLLS®-R assessment results from 15 individual learners with autism spectrum disorder (ASD) between 1 and 5 years of age, were converted to trajectories using normative scores. Results show similar findings to research conducted by Szatmari et al. (2015) in that those children with less severe autistic symptomology had improving trajectories, whereas those children with moderate to serve autistic symptoms had stable or worsening trajectories. For behaviour analytic practitioners, attention is drawn to how development impacts learning, how normative scores can help guide behaviour intervention, how progress can he measured more effectively, and how to communicate with families regarding their child's development.