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| Methods for Teaching Soft and Social Skills to Individuals With Autism Spectrum Disorder |
| Monday, September 30, 2019 |
| 8:00 AM–9:20 AM |
| Stockholm Waterfront Congress Centre, Level 2, C4 |
| Area: AUT |
| Instruction Level: Intermediate |
| Chair: Laci Watkins (University of Alabama) |
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| Intervention Package to Increase Interaction Between Siblings With and Without Autism: A Replication and Extension |
| Domain: Applied Research |
| LACI WATKINS (University of Alabama; University of Alabama Autism Cluster), Mark O'Reilly (The University of Texas at Austin), Theodore Tomeny (University of Alabama; University of Alabama Autism Cluster), Katie Gurecki Sillis (Cultivate Behavioral Health & Education; The University of Texas at Austin), Claudia Zamora (The University of Texas at Austin) |
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| Abstract: Research suggests that including typically developing siblings in interventions for children with autism spectrum disorder (ASD) may be particularly advantageous. Despite support for sibling involvement, studies have reported limited evidence of generalizability of results, predominantly involved only participants with mild symptoms of ASD, and have not reported outcomes for the typically developing sibling as well as the child with ASD. The purpose of this series of experiments was to address these gaps in the literature by replicating and extending an intervention package to improve social interaction consisting of interest-based play activities, adult instruction and modeling, and response to child questions. A reversal design across two sibling dyads was used to demonstrate the effects of the intervention on the social interaction behaviors of the child with ASD and typically developing sibling. Social initiations and responses increased for both sibling dyads, and results generalized across setting. In addition, multiple measures indicated a high level of social validity. Recommendations for practitioners and caregivers working with children with ASD and potential areas of future research are discussed. |
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Bringing Applied Behavior Analysis to China: A Comprehensive Model for Treating Children With Autism |
| Domain: Service Delivery |
| EITAN ELDAR (Kibbutzim College, Israel) |
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| Abstract: A comprehensive program has been designed and implemented in Beijing since 2007. The program was offered by an organization supportive of children with Autism arriving from all over China. The clinical model is based on ABA principles and procedures. Students stay at the center with a parent for a minimal period of 3 months, during which they are provided with individual and social skill training. Parents take part in the process and receive guidance for future implementation. The individual curriculum is modular and tailored to the characteristics of the student and to the capability of the parents. The program is comprised of three core lessons followed by flexible integrative experiences that are continuously modified according to the student's progress. The model includes the following core components: Individual basic training, small group teaching and motor learning through which communication skills are promoted. Additional elective courses offered: ADL training, music, art, inclusion preparation for advanced students, parents training and more. This presentation will portray the clinical model with examples showing its various components and conclusions deriving from the author's involvement in its implementation for five years. |
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