|Passport Pedagogy: Applied Behavior Analysis for International School Students With Special Education Needs|
|Sunday, May 24, 2020|
|8:00 AM–8:50 AM |
|Marriott Marquis, Level M4, Independence D|
|Area: EDC/AUT; Domain: Translational|
|Chair: Jeremy H. Greenberg (The Children's Institute of Hong Kong)|
|CE Instructor: Jeremy H. Greenberg, Ph.D.|
The benefits of Applied Behavior Analyst for International School Students has been on the increase. In this symposium, three papers will illustrate these benefits for a range of primary and middle school learners. The first paper will report on how our science can be used to gather social validity measures to benefit inclusion of students with special education needs and their peers. The second paper will show how techniques from our science can improve and replace stereotypy and the third paper will show how video modelling can be used to teach drawing in middle school students with autism spectrum disorder.
|Instruction Level: Intermediate|
|Keyword(s): autism, international school, social validity, video modeling|
|Target Audience: |
Supervisors, Behavior Analysts, and Special Educators
All For One And One For All: Establishing Social Validity Measures for Inclusion
|Jeremy Greenberg (The Children's Institute of Hong Kong), HIU CHING CHEUNG (The Children's Institute of Hong Kong)|
Applied Behavior Analysis is increasingly effective at improving the inclusion of students with special education needs. Techniques from our science have been used to successfully include students and benefit all students in the primary school classroom. Using direct observation techniques and social validity measures we have discovered how well typical students attend to the teacher in group instruction in a variety of conditions and primary age ranges. This information can be used to develop criteria for inclusion of students with special education needs successfully.
Using Functional Behavior Assessment and Conditioning Procedures to Replace Stereotypy in an International School Student With Autism
|JEREMY H. GREENBERG (The Children's Institute of Hong Kong), Jamie So (The Children's Institute of Hong Kong)|
The present study used functional behavior assessment and a treatment package including conditioning of toy play with a student with autism in an international primary school. The functional behavior assessment confirmed that the behaviors were being maintained through automatic reinforcement. The procedure was a partial replication from research conducted with adults and preschool students. Our student was 11 years old and had a long history of stereotypy behaviors and a limited community of reinforcers. This study tested for the external validity of the treatment package.
Using Video Modelling to Teach Drawing Skills in Middle School and High School Students With Autism
|PHOEBE KIT YING LAU (The Children's Institute of Hong Kong), Hoi Ting Daryl Cheung (The Children's Institute of Hong Kong)|
Video Modelling has been found to be effective to teach a wide range of b behaviors with greater efficiency than direct instruction. Using this antecedent based strategy, we taught drawing to two students with autism in an international school classroom setting. Both the middle school and high school student improved their drawing based on the video modelling treatment package.