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Association for Behavior Analysis International

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Ninth International Conference; Paris, France; 2017

Event Details

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Paper Session #8
Topics in Autism: Evidence Based Intervention
Tuesday, November 14, 2017
2:00 PM–3:50 PM
Forum GHIJ, Niveau 1
Area: AUT
Instruction Level: Intermediate
Keyword(s): Evidence Based
Chair: Smita Awasthi (Behavior Momentum India)
Emergence of Vocalization in Non Vocal Children With a Diagnoses of Autism: Building an Evidence Base for Interventions
Domain: Applied Research
SMITA AWASTHI (Queen's University Belfast), Sridhar Aravamudhan (Behavior Momentum India), Karola Dillenburger (Queen's University Belfast)
Abstract: Children with autism exhibit significant delays in speech production and most require highly specialized training (Tait et al, 2004). A variety of technologies such as echoic training, shaping, antecedent rapid motor imitation sequence, stimulus-stimulus pairing (Lovaas et al, 1973; Milliotis et al, 2012; Ross & Greer, 2003; Sundberg, et al.1996) have been used for inducing vocalizations in children with autism. Experiment 1 examined the effectiveness of sign-mand training paired with vocal stimuli in 5 non-vocal participants with autism aged 2.8 to 13.5 years. Experiment 2 included pairing a vocal during intraverbal training in phase two for 5 non-vocal participants aged 3 to 3.5 years. A multiple baseline design across both experiments demonstrated the effect of stimulus-stimulus pairing in evoking first instances of speech. In both experiments 4 of the 5 participants met the mastery criteria of vocalization. IOA was 100% for all children. Both technologies were effective in inducing first instances of speech and provides evidence for the effectiveness of pairing vocals under motivating operation.
 
Evidence-Based Practices and Autism Spectrum Disorders: A State-Wide Examination and District-Wide Training
Domain: Applied Research
SUMMER FERRERI (Michigan State University)
Abstract: This was a two-part investigation aimed at (1) examining the nature of strategies and interventions used in public schools by service providers of individuals with autism spectrum disorders (ASD) across the state and subsequently determining whether or not those practices were evidence-based, and (2) identifying areas of weakness in the use of evidence-based practices and developing and implementing evidence-based training protocols to service providers of individuals with ASD in classrooms across an urban, high-priority district. Specifically, research questions in Part 1 investigated (a) the type of training provided to educational service providers of students with ASD, (b) whether training procedures aligned with evidence-based practices, (c) what was the relation between reported training in evidence-based practices and use of evidence-based practices with students with ASD, and (d) how the results varied by school districts. A systematic sampling process was used to collect information from 194 school professionals from various socioeconomic backgrounds and geographical regions statewide. Part 2 of the investigation developed and implemented evidence-based training protocols to school professionals. Results and implications of these findings for research and practice will be presented.
 
Applied Behavior Analysis: The Scientific Basis for Addressing Public Health Concerns in France
Domain: Service Delivery
M'HAMMED SAJIDI (Vaincre l'Autisme), Paloma Trejo (Vaincre l'Autisme), Katerina Dounavi (Queen's University of Belfast)
Abstract: Behavior-analytic interventions are the basis of what is now considered medically necessary intervention for Autism Spectrum Disorders. International best practice includes early, intensive, behavior-analytic interventions individually tailored to suit each child's needs delivered by highly trained professionals in collaboration with parents and aiming to achieve meaningful inclusion in the natural environment. In France, numerous barriers built in the system, such a strong psychoanalytic tradition in the treatment of autism, block children's and professional's access to evidence-based effective education and prevent individuals with autism and their families from living a fulfilling life while enjoying inclusion in society. In this presentation, an innovative model based on ABA and best international practice will be presented as set in practice in Paris. The pathway to success since its inception in 2004 will be illustrated including details on the recent achievement of prolonged funding by the health regional agency for an additional 15 years. Current situation in France including the ongoing need for University-based education for professional training to support the dissemination of scientific methods for the treatment of autism will be discussed together with the way to move forward.
 
CANCELED: Evidence-Based Intervention Strategies for Young Children (0-8 years) With Autism Spectrum Disorder: European Educators Knowledge and Efficacy
Domain: Applied Research
JENNIFER MCMAHON (University of Limerick)
Abstract: Early educational intervention is of critical importance for young children with Autism Spectrum Disorder (ASD) and evidence indicates that focused intervention strategies, majority of which are derived from behaviour analysis, are the building blocks of comprehensive educational programmes (CEP's). Recently Odom and colleagues (Odom et al, 2015) have identified 27 focused intervention practices that meet the criteria for evidence based practice (EBP). However issues persist in the translation of evidence to practice, particularly in educational settings. This mixed methods cross sectional study examines European educators understanding of EBP's as they relate to young children with ASD as well as barriers and facilitators to adopting them. This is particularly important in a European context where treatment for the deficits and challenges of ASD is synonymous with education. Results indicate that educators have poor understanding of the key EBP's that optimise outcomes for young children with ASD and that a coordinated European approach is required in order to ensure successful educational experiences for all young children with ASD.
 
 
Keyword(s): Evidence Based
 

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