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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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Ninth International Conference; Paris, France; 2017

Event Details

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Symposium #72
CANCELED: Evidence-based Practices for Children With Autism and Intellectual Disabilities
Wednesday, November 15, 2017
10:30 AM–11:20 AM
Forum Auditorium, Niveau 1
Area: DDA/PRA
Chair: Serife Yucesoy Ozkan (Anadolu University)
Abstract: In teaching various skills to children with autism and intellectual disabilities, some evidence-based practices are used by teachers and parents. There is a necessity on awareness of these evidence-based practices. Video-based treatments such as video modelling, video feedback, and video prompting and pivotal response treatment are two of these evidence-based practices. Various studies have demonstrated that both video prompting and pivotal response treatment are effective on teaching various skills in different developmental areas. The purpose of this symposium is to present three examples of evidence-based practices which are about video prompting and pivotal response treatment for children with autism and intellectual disabilities. The purpose of first study is to determine whether video prompting differs when provided on tablet compared with smartphone in terms of effectiveness and efficiency in teaching leisure skills to children with intellectual disabilities. The purpose of second study is to compare the effectiveness and efficiency of video prompting with and without voice-over narration on teaching preparing popcorn and fresh juice to students with autism. The purpose of third study is to assess the effects of using the motivational procedures of pivotal response treatment to increase question-asking initiations for four young children with autism.
Instruction Level: Intermediate
Keyword(s): Developmental disabilities, Evidence-based practices, PRT, Video prompting
CANCELED: Teaching Children With Intellectual Disabilities Through Video Prompting: Tablet Versus Smartphone
(Applied Research)
EMRAH GULBOY (Anadolu University), Serife Yucesoy Ozkan (Anadolu University), Feyat Kaya (Anadolu University)
Abstract: The current study aims to determine whether video prompting differs when provided on tablet compared with smartphone in terms of effectiveness and efficiency in teaching leisure skills to children with intellectual disabilities, which errors the participants demonstrate in the probe sessions, and the opinions of the mothers on the social validity of the study. Four children with mild to moderate intellectual disabilities, aged between 5 and 6 years old participated in the study. In order to compare the effectiveness of video prompting displayed by means of a tablet and smartphone in the study, an adapted alternating treatments design was used and replicated for all four children. The results indicate that video prompting was effective on both the tablet and smartphone at teaching leisure skills to children with intellectual disabilities, and that the acquired skills were maintained even after the end of the training. There was no significant difference between video prompting on the tablet and smartphone in terms of effectiveness and efficiency. In addition, the most common mistakes in probe sessions were sequence and duration errors, and the social validation findings of the study were positive. Implication for future research are discussed.
CANCELED: A Comparison of Video Prompting wWth and Without Voice-over Narration on Teaching Daily Life Skills to Students with Autism Spectrum Disorders
(Applied Research)
FEYAT KAYA (Anadolu University), Serife Yucesoy Ozkan (Anadolu University)
Abstract: In the study, the effectiveness and efficiency of video prompting with and without voice-over narration on teaching preparing popcorn and fresh juice to students with autism spectrum disorders (ASD) were compared. Moreover, in order to examine the social validity of study, the opinions of students participated in the study and the special education teachers working with students with ASD were examined about the video prompting and the study. Study was conducted with four male students with ASD. An adapted alternating treatments design was used in the study. The dependent variables of the study were preparing popcorn and fresh juice, and the independent variables of the study were video prompting with and without voice-over narration. Results show that both video prompting with voice-over narration and video prompting without voice-over narration are effective on teaching preparing popcorn and fresh juice to students with autism spectrum disorders. Data also show that there was minimum differences between two treatments in terms of efficiency. Maintenance data indicated that no difference between two treatments. Video prompting with and without voice-over narration resulted in higher level of generalization for all students. The social validity data of the study is positive.
CANCELED: Effects of Pivotal Response Treatment to Acquisition Question-asking Initiations in Young Children With Autism Spectrum Disorders
(Applied Research)
GULDEN BOZKUS GENC (Anadolu University), Serife Yucesoy Ozkan (Anadolu University)
Abstract: Social initiations have been suggested as a key variable in improving long-term outcomes. In particular, initiated questions are persistently and pervasively absent in young children with autism spectrum disorders (ASD). In the context of multiple baselines design across participants, purposed the effects of using the motivational procedures of Pivotal Response Treatment (PRT) to increase question-asking initiations for four young children with ASD were assessed. Intervention was implemented four times per week and took place for eight hour with each participant. Results indicated that participants initiated all targeted questions (what, where, who, what happened and whose) and generalized use of the question asking to new persons, settings, items, and times. Additionally, all children exhibited increases in initiation of untargeted questions during social interaction in outside of the intervention setting. In addition to these findings, collected following intervention data revealed collateral improvements in receptive and expressive language, and these improvements that also positively affected the other development areas such as cognitive and social-emotional development. Furthermore, these positive improvements supported by clinical observation and interviews with family. The results are discussed in the context of incorporating motivational strategies into intervention to improve social initiations in young children with ASD.
 

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