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We Can Teach You That Too! Using Behavior Analysis to Teach Reading, Maths, and Writing to Children With Autism |
| Monday, May 29, 2017 |
| 3:00 PM–3:50 PM |
| Convention Center Four Seasons Ballroom 1 |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Corinna F. Grindle, Ph.D. |
| Chair: Jessica L. Thomason-Sassi (New England Center for Children) |
| CORINNA F. GRINDLE (Bangor University) |
 Corinna Grindle, Ph.D., has over 20 years of experience working with children with autism and related developmental disabilities. She obtained her undergraduate degree at the University of Warwick, and her Ph.D. at the University of Southampton, in 2004. She is a director of the Centre for Behaviour Solutions, a not-for-profit social enterprise that offers evidence-based specialist support for children and young people whose challenging behaviour is impacting negatively on their quality of life. Corinna has been a lecturer on the MSc in ABA at Bangor University since 2004 and taught numerous university courses for behaviour analysts and specialists regarding autism, behaviour analysis, curriculum design and effective instruction. She is currently also an associate research fellow at the Centre for Educational Development Appraisal and Research, University of Warwick. She has been invited to present at national and international conferences regarding educational, behavioural and communicative issues relating to children and young people with autism. Corinna’s research interests include early intervention, challenging behaviour, and fostering academic learning for students with moderate and severe learning disabilities. Her research has been published in journals including the Journal of Applied Behavior Analysis, Behavior Modification, Behavioral Interventions, the Journal of Autism and Developmental Disabilities, and Research in Developmental Disabilities. |
| Abstract: There has been considerable interest in the use of Applied Behaviour Analysis methods as a comprehensive intervention model for children with autism in home and centre-based or school-based settings. Recent systematic reviews and meta-analyses suggest positive outcome data, especially for cognitive, language, and adaptive skills. In addition to a focus on social, language and other adaptive skills, ameliorating academic skill deï¬cits (in reading, writing and maths) is often a component of these programs. However, within the research literature on interventions for children with autism, investigating the best methods of teaching academics has received limited attention. In this presentation I will describe an approach for extending what we know about the psychology of learning to the teaching of academic skills to more fully account for the full range of skills that may be lacking in children with autism. I will describe three distinct strands of research that have effectively taught reading, maths and handwriting skills to children with autism. This talk will provide a new framework for developing and evaluating academic programs for children with autism. |
| Target Audience: PENDING |
| Learning Objectives: PENDING |
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