Association for Behavior Analysis International

This symposium presents three papers that evaluate procedures to increase skill acquisition or independence for individuals with intellectual and developmental disabilities (IDD) across the life span. The first paper by Mandel et al. evaluated the effect of different stimulus modalities on the efficacy and efficiency of tact of actions acquisition in young participants diagnosed with Autism Spectrum Disorder (ASD). The second paper by Braren et al. evaluated the predictive validity of a brief error-correction assessment when using Discrete Trial Instruction to teach adult participants with IDD to build LEGO® structures. The third paper by Budge et al. evaluated the effects of staff proximity on the performance of adults with ASD in completing vocational tasks at job sites. Audiences can expect to learn more about current research targeting the improved efficacy and efficiency of skill acquisition procedures, as well as research on procedures to increase skill acquisition or independence in adults with IDD.

Attendees should have experience with DTT methodology; experience in implementing multi-component procedures with fidelity (e.g., model, error correction); experience with using multiple baseline, alternating treatments, multi-element designs; experience with verbal behavior.

As school-age students with autism spectrum disorder (ASD) transition into adult services, resources can diminish significantly. Adults with ASD may still require substantial supports and supervision to achieve successful outcomes. However, drastic reductions in financial resources upon turning 21 can have significant adverse effects on the ability to provide adequate staffing. While employment in the competitive workforce is the preferred outcome, lower levels of staff oversight may hinder the ability to procure employment for adults on the spectrum with significant support needs. Perceptions of potential employers on adult workers with ASD include a lack of productivity and the higher level of supervision that may be required (Morgan & Alexander, 2005). In order to be successful in an integrated work setting, adults with ASD must display the ability to perform work tasks thoroughly and independently. The purpose of the present study was to assess the role of staff proximity on the quality of vocational tasks in adults on the spectrum. Permanent products of completed tasks were measured at the employment setting of two participants. Assessment results indicated a negative correlation between staff proximity and task completion. The quality of work decreased as the instructor’s proximity from the participant increased. After achieving this outcome, intervention options will be examined to improve the quality of work performed in the absence of an instructor. Further, implications will be discussed for the importance of fading behavioral intervention plans as children age out of school-based placements.