|
| Services to Students With Autism in South Texas |
| Sunday, May 24, 2020 |
| 4:00 PM–4:50 PM |
| Walter E. Washington Convention Center, Level 1, Salon H |
| Area: AUT/EDC; Domain: Service Delivery |
| Chair: Alonzo Alfredo Andrews (University of Texas at San Antonio) |
| Discussant: Lee L Mason (Cook Children's Health Care System) |
| CE Instructor: Lee L Mason, M.A. |
| Abstract: or the 2019-2020 academic year, nine San Antonio area school districts were funded by the Texas Education Agency to provide early intensive verbal behavior intervention for students with autism. At the start of the year students were assessed using the Verbal Behavior Stimulus Control Ratio Equation (VB-SCoRE) to determine the extent to which mands, echoics, tacts, and sequelics exerted disproportionate levels of control over their verbal behavior. The results of the VB-SCoRE were then used to develop individualized verbal behavior intervention plans for each student. Teachers and paraprofessionals were trained to implement referent-based verbal behavior instruction to transfer control across these four primary verbal operants. In addition to providing direct classroom-based services for students with autism, the project included parent trainings conducted by district behavior analysts. At the end of the year, students were re-assessed with the VB-SCoRE to analyze verbal behavior gains. This symposium presents data from the project, highlighting results from participating districts along with a description of how the project was contextualized to fit the diverse student populations they serve. |
| Instruction Level: Basic |
| Keyword(s): classroom-based intervention, early childhood, public school, verbal behavior |
| Target Audience: School-based practitioners |
| Learning Objectives: Attendees will be able to: - Discriminate between mand, tact, echoic, and sequelic operants - Describe the stimulus control ratio equation (SCoRE) assessment as a pre/post measure - Derive behavioral objectives based on strength hierarchy |
| |
| Services to Students With Autism in San Antonio Independent School District |
| SONYA CASAS (SAISD), Kelsey L Cody (San Antonio ISD) |
| Abstract: San Antonio Independent School District serves a diverse urban population in Downtown San Antonio. Through the TEA Services to Student with Autism grant in the 2019-2020 school year, participating students received interventions focused on using the principles of Applied Behavior Analysis to increase language and communication. The focus on teaching verbal behavior was based on the premise that communication deficits are a principal characteristics of Autism which impedes successful inclusion into the General Education setting. The focus on early childhood ages targeted the need for early intervention in teaching language. In addition to direct services to students, the grant also provided participating teachers and parents with training on Autism and principles of Applied Behavior Analysis. Because SAISD serves a high percentage of Spanish speakers, parent trainings were provided in both English and Spanish. This paper will review demographic information as well as pre-and post-test data from the students and parents served through this grant in the 2019-2020 school year. |
| |
| Services to Students With Autism in Military School Districts |
| GUADALUPE CASTANEDA (Fort Sam Houston ISD) |
| Abstract: Fort Sam Houston ISD, Lackland ISD, and Randolph Field ISD in collaboration with 6 other school districts in the San Antonio, Texas area partnered with Region 20 Education Service Center to provide training and services based on applied verbal behavior (AVB). The military school districts are unique in that they are public schools housed onsite at three different military bases around the city. A SCoRE (Stimulus Control Ratio Equation) assessment was conducted for each of the student participants to determine the balance of verbal operants (i.e., mands, tacts, echoics, sequelics) in their language repertoire. Teachers, instructional assistants, and speech language pathologists who worked with the grant participants were trained to utilize AVB techniques in the natural school environments. Parents were provided training in ABA/AVB principles and techniques throughout the grant period. The training and services provided to the military ISDs and collaborating school districts addressed the needs of a growing population of individuals with autism and related disorders, especially in school systems where most of these individuals will receive services for up to 18 years. |
|
| |