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| Autism Service Design for Verbal Behavior: Characteristics of Instructors, Instructional Feedback, and Student Performance |
| Sunday, May 25, 2008 |
| 10:30 AM–11:50 AM |
| International South |
| Area: AUT/VBC; Domain: Service Delivery |
| Chair: Michael Miklos (Pennsylvania Training and Technical Assistance Network) |
| CE Instructor: Michael Miklos, M.S. |
| Abstract: This session will review reports from the Pennsylvania Verbal Behavior Project. Included will be a discussion of project outcomes, perspectives on the role of consultants who are also parents of children with autism, instructional design for teaching spontaneous mands, and a method of providing direct feedback on instructional performance during discrete trial instruction of the verbal operants. |
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| The Pennsylvania Verbal Behavior Project: Overview and Outcomes from a Parent-Practitioner Perspective. |
| AMIRIS DIPUGLIA (ABACARD, LLC) |
| Abstract: Based on the literature that supports the use of basic principals of Applied Behavior Analysis (ABA) as the guide that leads to effective instruction for students with autism and other developmental disabilities, the Pennsylvania Verbal Behavior Project is committed to infusing ABA in the public school setting. During this session, the presenter will provide participants with a brief overview of the project as well as share her perspective and experience as both a consultant and a parent of a child with autism. |
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| Qualitative Research on the Experiences of Mothers of Children with Autism who Become Board Certified Behavior Analysts. |
| MARY LYNCH BARBERA (Pennsylvania Verbal Behavior Project) |
| Abstract: This presentation will provide an overview of a published phenomenology entitled: "The Experiences of 'Autism Mothers' who Become Behavior Analysts: A Qualitative Study" (Barbera, 2007). Ms. Barbera will also report on an expansion of that study comparing the experiences of "autism mother" BCBA's and "non-autism mother" BCBA's within the PA Verbal Behavior Project. |
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| Rolling Prompt Time Delay to Teach Manding for Tangibles without Item Present. |
| LORI L. CHAMBERLAIN (Pennsylvania Verbal Behavior Project) |
| Abstract: Designing verbal behavior programs for children diagnosed with autistic spectrum disorder involving establishing a mand repertoire that is functional without the item being present has been a major complexity. (Charlop,1985) A variety of time delay prompt protocols have been employed with some success to help overcome this obstacle. The present study will attempt to replicate a form of the rolling prompt procedure utilized by Sweeney-Kerwin, et al. 2007 and expand it to tangible leisure items. |
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| Instructional Performance Feedback and Intensive Teaching of the Verbal Operants. |
| MICHAEL MIKLOS (Pennsylvania Training and Technical Assistance Network) |
| Abstract: Model description for delivering performance based feedback on instructional fidelity for a mixed and varied model of discrete trial teaching of the verbal operants. Session will detail a method of transcribing teacher behavior based on specific verbal operants. Includes a brief review of coding procedures and implications for staff training including summary of outcome data. |
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