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| Development/Evaluation of Programs for Students with Exceptional Learning Needs |
| Sunday, May 25, 2008 |
| 10:30 AM–11:50 AM |
| Waldorf |
| Area: EDC |
| Chair: Ginger R. Wilson (The ABRITE Organization) |
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| Creating a Model Special Education Classroom Using Behavior Analysis Techniques. |
| Domain: Applied Research |
| JENNIFER S. PHILLIPS (The Learning Tree, Inc.), Heather Chandler (The Learning Tree, Inc.) |
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| Abstract: In January, 2006 the Learning Tree, Inc. began a project aimed at creating a model special education classroom for the State of Alabama. The project classroom contains 16 students, ages 15-21, with multiple disabilities including Cerebral Palsy, Down syndrome, Rubinstein-Taybi syndrome, and Mental Retardation. There are three paraprofessional staff members, one Certified Special Education Teacher, and two Board Certified Behavior Analysts who serve as Behavioral, Instructional and Vocational Support Specialists. The goal of this project is to transition staff training and monitoring, data collection and review, acquisition program development, employment development and support, student assessment, behavior plan development, and crisis management from the current BCBA’s to pertinent staff within the school district (to include a full time BCBA). This presentation will report on the improvement in classroom engagement, skill mastery, and problem behaviors in an Alabama Public High School Multi Needs Unit. |
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| Learning Side By Side an Inclusion Model for Children with Developmental Disabilities. |
| Domain: Applied Research |
| LINDAJEANNE SCHWARTZ (Child Development Center of the Hamptons), Janice Goldman (Child Development Center of the Hamptons) |
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| Abstract: The Child Development Center of the Hamptons was founded in 1997 to insure children and their families on the East End of Long Island would have an inclusive environment in which to learn, grow and receive support. CDCH provides services to children with special needs from birth to eighth grade. These students learn along side their typically developing peers.
CDCH provides related services in speech, occupational therapy, physical therapy, and applied behavior analysis with emphasis on verbal behavior, and counseling for children qualifying under New York state regulations. Each special needs student’s program is individually designed to provide intensive therapy throughout the day that’s inclusive of the natural environment setting within the classroom.
The CDCH Preschool model is that every class is taught by a special education teacher with expertise in early childhood learning, a teacher’s assistant, teacher’s aide and 3 one-to-one aides. Each classroom is made up of 16 children: 8 typically developing and 8 learning disabled. Only 3 of the 8 students with a LD are on the autism spectrum and are
paired with a one-to-one aide, making the ratio 6:16.
When warranted, related services are delivered as “push in” to maximize the inclusion environment, increasing skill acquisition, socialization and play skills with peers. |
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| A Preliminary Analysis of Outcomes of ABA Based Early Intervention. |
| Domain: Applied Research |
| GINGER R. WILSON (The ABRITE Organization), Janice K. Doney (The ABRITE Organization), Jennifer Woo (The ABRITE Organization), Marlena Jacobson (The ABRITE Organization), Boe Roberts (The ABRITE Organization) |
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| Abstract: In the State of California early intervention is provided to infants and toddlers, birth to 36 months of age whom qualify for services based on evidence of risk factors associated with developmental delays within at least one of the five developmental domains (i.e., adaptive, social/emotional, speech and language, motor and cognitive skill domains). These children receive early intervention services with the aim of minimization, or optimally elimination, of any developmental discrepancies between the children who qualify for services and that of their typically developing peers. Despite purports of efficacy, there is variability in the type of early intervention and many differing learners, from the child with a speech and language delay to a child on the autism spectrum. Early intervention is said to be effective, yet examination of type and intensity related to the specific learner is needed. This paper will present on the effects of varying intensities of early intervention (i.e., 1-20 hours per week) for learners presenting with delays ranging from one to all of the five developmental domains. This paper will present outcome measures for numerous learners contacting varying intensities of behavior analytic instruction. The results will be discussed in terms of the efficacy of early intervention. |
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