Association for Behavior Analysis International

While engagement in adaptive and leisure activities have demonstrated numerous benefits for individuals with and without autism (e.g., stress reduction, increased inclusion/opportunities for social interaction, lower likelihood of challenging behavior, etc.), current research indicates many autistic individuals do not participate in these activities to the same extent as their neurotypical peers. Several characteristics of autism (e.g., communication/social deficits, difficulty learning through imitation, poor motor development/coordination, restricted interests, challenging behavior) are cited as barriers to developing these skills. Further, research indicates individuals with autism often have fewer opportunities to engage in leisure activities compared to their same-age peers, beginning in early childhood and continuing into adulthood. This symposium will offer two presentations for promoting the development of leisure, adaptive, and generative skills in two alternative learning environments: virtual gaming (Minecraft) and a maker space. Chantal Taluba’s presentation evaluated the effects of behavior analytic teaching strategies to improve vocational skills of autistic adults in a maker space environment. Scott Robinson’s presentation replicated Epstein's (1985, 1987) generativity studies using Minecraft and in doing so, evaluated Minecraft and auxiliary hardware and software apparatuses for semi-automated human operant research, teaching a generative repertoire of skills requiring a combination of component skills.

-Experience implementing behavior analytic instructional practices -Background understanding and experience conducting human operant research -Familiarity with research evaluating skill development in virtual and/or community-based settings

Adults with autism spectrum disorder (ASD) often demonstrate deficits in adaptive, leisure, and vocational skills, which can limit their opportunities to engage in community-based activities and develop their independence. While interventions informed by applied behavior analysis (ABA) have demonstrated positive results in teaching these skills to individuals with ASD in controlled settings, there is a gap in the literature informing best practices for teaching adults in uncontrolled, community-based settings. Employing multiple baseline across participants and activities designs, the present study evaluated the effects of ABA instructional strategies (behavioral chaining, task-specific activity schedules, reinforcement) to improve the independence of four adults with ASD in acquiring several vocational skills in a community-based makerspace environment. Findings of the present study demonstrate the acquisition and maintenance of vocational skills in community-based settings utilizing ABA instructional strategies for a majority of study participants. These findings support the use of behavior analytic principles for teaching adults with ASD in a makerspace environment, while also emphasizing the importance of individualizing behavior analytic approaches to incorporate the strengths and challenges of each individual when teaching vocational skills in community-based settings.