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| Building Rapport and Teaching Language |
| Monday, May 31, 2010 |
| 1:30 PM–2:50 PM |
| 205 (CC) |
| Area: AUT |
| Chair: Alyson Padgett (California State University, Fresno) |
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| Noncontingent Reinforcement as a Model for Building Rapport in Early Intervention for Children With Autism |
| Domain: Applied Behavior Analysis |
| ALYSON PADGETT (California State University, Fresno), Amanda N. Adams (California State University, Fresno) |
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| Abstract: Although it is commonly accepted that building "rapport" is important for success in intervention settings, behavior analysts have done little to explore the topic. One way of making the topic more palatable for behavior analysts is to consider rapport as a parallel to noncontingent reinforcement (NCR) and explore schedules as such. The current study will explore findings from a systematic evaluation of different schedules of NCR within an early intervention setting and its subsequent effects on the performance for children with autism in this setting. |
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| Teaching Spontaneous Commenting Across Three Children With Autism Spectrum Disorder |
| Domain: Applied Behavior Analysis |
| STEPHEN GALLAGHER (University of Ulster), Deborah Ging (University of Ulster) |
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| Abstract: A lack of spontaneous speech is a frequently observed deficit in children with autism spectrum disorders (ASD). The aim of this study was to investigate the effectiveness of a "modelling-test" procedure to teach spontaneous commenting across 3 children with ASD. Two of the participants communicated verbally whilst the third used PECS (Picture Exchange Communication System). The invervention consisted fo a morning "modelling" session during which the experimenter modelled the target behaviour (i.e., commenting on teaching materials) to the participant, and the afternoon "test" session during which the experimenter re-tested the same materials and recorded any spontaneous tacts emitted by the participants. Results indicated that the modelling-test procedure effectively increased each participant's level of sponteneous commenting. The behavious also maintained during the following up probe session, and generalisation was observed acrss materials in all participants and across people with one participant. This study raises important questions for further research in the areas of both vocal and non-vocal verbal behaviour. |
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| The Effectiveness of Video Modeling Versus Direct Instruction for Teaching Gestural Communication to Children With Autism Spectrum Disorder |
| Domain: Applied Behavior Analysis |
| ANDREA M. GRAVES (Cleveland Clinic Center for Autism), France Benton (Cleveland Clinic Center for Autism), James R Stacks (Texas A & M University - Commerce), Victoria Gamber (Cleveland Clinic Center for Autism), Leslie Sinclair (Cleveland Clinic Center for Autism), Julie Knapp (Cleveland Clinic Center for Autism) |
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| Abstract: This study examined the effectiveness of video modeling and direct instruction in teaching a protodeclarative point and headshake for refusal or protest to children with autism spectrum disorder. This is a quasi-experimental multiple baseline of behavior research study. There are two targeted gestures that were taught using these teaching methods; they are a protodeclarative point for a desired object and a headshake no for refusal/protest for a non-desired object. The results of the study indicated that there is a difference between the acquisition rates of a protodeclarative point and headshake for refusal/protest based on the instruction method used.
A total of 18 teaching sessions with 6 participants were conducted utilizing both direct instruction and video modeling. Participants were paired so that the number of teaching sessions required to reach criteria for acquisition were compared. Overall the results of the study indicated a significant difference between acquisition of a protodeclarative point and a headshake for refusal/protest when instructed by direct instruction versus video modeling. Along with a significant difference in the number of teaching sessions required to reach criteria for skill acquisition. The paper session includes detailed description of study methodology and outcome data analysis. |
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| The Effects of Self-Management Training on Social Communication Skills of a Junior High School Student With Autism |
| Domain: Applied Behavior Analysis |
| HUA FENG (National Changhua University of Education), Chia-yang Lu (National Chia-yi School for Mentally Retarded) |
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| Abstract: The study was to investigate the effect on social communication skills of a student with autism by giving self-management training. A seventh-grade junior high school student with autism participated in the study. A single-subject experimental design of multiple probes design across settings was used in this study. The independent variable of this study was self-management training. The dependent variables of this study were the percentage of correct social communication, maintained, and generalized outcomes of the DV. The results showed great improvement of the social communication skills across different settings. The results also displayed favor results in stimulus and response generalization, respectively. The study also provided suitable social validity from the perspectives of homeroom teacher, former elementary school teacher, and parents. The parents and teachers all highly agreed at the importance of self-management training and the treatment outcomes. |
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