Association for Behavior Analysis International

We have initiated, replicated, and extended a programmatic line of behavior-analytic research to establish early pivotal social skills (e.g., visual regard, eye contact, vocalizations, echoics, joint attention, and social referencing). The first presenter will share results on the use of shaping technology to establish direct line of sight (i.e., visual regard) among three young children with autism spectrum disorder (ASD). The second presenter will describe the behavioral indicators of at-risk infants, overview the infant eye contact research, and the application of a synchronized reinforcement procedures to establish eye contact with typically developing infants and infants at-risk of autism spectrum disorder (ASD). The third presenter will discuss the applications of a brief ABA-based parent treatment model for promoting early infant vocalizations and emerging echoic responses using contingent reinforcement in both single and dual-language speaking families. The fourth presenter will examine the acquisition of joint attention and social referencing repertoires via an operant-learning paradigm among infants and young children at-risk of ASD and Fragile X syndrome. The discussant will comment on these ongoing behavior-analytic programs of research on early social skills, highlight methodological challenges for basic and applied research, and suggest future directions and implications of this research.

It is recommended that audience members will at minimum have: (1) completed a Bachelor's Degree in Applied Behavior Analysis, Psychology, Speech and Language Pathology, Occupational Therapy, Special Education, or another relevant social science focusing on applications to neurotypical and neurodiverse infants and children, OR (2) currently work and practice in the field of Applied Behavior Analysis, Psychology, Speech and Language Pathology, Occupational Therapy, Special Education, or another field with applications to neurotypical and neurodiverse infants and children.

The purpose of the study was to demonstrate the application of shaping technology to establish direct line of sight, “visual regard,” of others and objects as a propaedeutic participant in the non-linear development of attending/observational cusps. The participants were three boys classified with autism with ages ranging between three and five years old. All three learners attended an ABA-based special needs school for children with autism. A multiple probe design across participants was used to document the impact efficacy of the procedure, which consisted of several systematically applied steps, with some variations, per learner. Visual regard was observed in different settings and at different times to determine maintenance and generalization of the skill.

Deficits in social engagement are among the main developmental problems observed among children with autism spectrum disorders (ASD) Joint attention and social referencing skills are critical for the development of more complex communication and social interactions (Pelaez & Monlux, 2018) . The use of behavioral techniques and brief parent-infant or teacher-child engagement training has shown to be successful in promoting these social skills. We have explored different operant methodologies to teach joint attention and social referencing with particular attention to the contingent consequences maintaining the early learning of these skills (Monlux, et al., 2019). The current presentation reviews and extends previously published procedures for the training of joint attention and social referencing modeled after Pelaez and colleagues’ (2012) operant learning paradigm. Two different applications of the protocol are described, one in the natural environment using caregivers as therapists for children at risk of developing ASD and another using teachers and children with ASD in a classroom setting.