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.


11th International Conference; Dublin, Ireland; 2022

Event Details

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Paper Session #79
Targeting Social Play and Reading in Children With Autism
Saturday, September 3, 2022
8:00 AM–8:50 AM
Meeting Level 1; Liffey Meeting 3
Area: AUT
Chair: Dag Strömberg (Stockholm University)

Teaching Eye Contact to Children With Autism Spectrum Disorder Through Parent Training via Telehealth: Using Shaping Without Prompting in Social Play

Domain: Applied Research
DAG STRÖMBERG (Stockholm University), Smita Awasthi (Behavior Momentum India), Lise Renat Roll-Pettersson (Stockholm University)

Deficits in eye contact are a common feature of autism spectrum disorder (ASD) and has been found to negatively affect learning opportunities. Previous research has shown shaping without prompting to be effective in teaching eye contact to children diagnosed with ASD (Fonger & Malott, 2019). The current collaborative study between Behavioral Momentum, India, and Stockholm University, Sweden, conducted during the COVID-19 pandemic, evaluated the effects of a shaping procedure, implemented by parents trained and supervised via telehealth, to teach two preschool-aged children with ASD to make eye contact in naturalistic social play interactions. A changing criterion design across settings was used. For each child, eye contact was taught in three different child-preferred play settings where the parent was a necessary component. The target behavior was divided into five successive shaping phases. Both children acquired eye contact for a duration of 1 to 2 seconds across several settings. Results suggested a high degree of social validity, as measured by the participating parents' self-reports as well as individualized indices of happiness observed in the two children. Furthermore, this study confirms that when cultural aspects are taken into consideration, telehealth can be used to train and supervise parents across geographical regions.


Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency in Children With Autism

Domain: Applied Research
CATHERINE STOREY (Queen's University Belfast), Rachael Egarr (Queens University Belfast )

Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to obtain the opinions of the participants on the teaching methods used.




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