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| From Instructional Control to Instructional Agreement: Data Based Methods for Increasing Child Participation in Early and Intensive Behavioral Interventions |
| Monday, May 26, 2008 |
| 9:00 AM–10:20 AM |
| Continental B |
| Area: AUT; Domain: Applied Research |
| Chair: Nicole Zeug (University of North Texas) |
| Discussant: Michael Fabrizio (Organization for Research and Learning) |
| Abstract: Over the past 30 years, behavior analysts have increasingly devoted attention to methods for quantifying complex but hard to measure events, such as happiness and preference. The purpose of this symposium is to explore conceptual and methodological issues in three areas of possible importance: increasing occurrence and response to functional communication, measuring and increasing the number of events that function as reinforcers, and measuring and increasing child preference for instructional activities and formats. Each of the papers includes examples of measures and data from children in Early and Intensive Behavioral Interventions (EIBI) programs and a discussion of how the methodological advancements can contribute to increases in quality of life and enhancement of EIBI progress. |
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| Listen to Me, Interventionist! |
| AMANDA C. BESNER (University of North Texas), Sarah E. Pinkelman (University of North Texas), Donna Dempsey (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: Are there particular contingencies and environments that produce discomfort for people? A review of the functional analysis (FA) literature would suggest there are several types of conditions that are likely to produce behavioral challenges. The purpose of this presentation is to review problematic contingencies identified in the FA literature, discuss the research on functional communication training and identify critical communication skills for children in EIBI programs. Furthermore, the importance of, and methods for teaching those skills and responding to communicative attempts and successes will be addressed. |
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| Lets Make this More Interesting, Interventionist! |
| NICOLE ZEUG (University of North Texas), Jessica Leslie Broome (University of North Texas), Jesus Rosales-ruiz (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas) |
| Abstract: Children with autism have restricted activities and interests and do not play like other children. Diverse and complex interests can contribute to quality of life and have the potential to increase opportunities to learn, can expand pools of reinforcing events, and can increase activity participation with other children. An example of a system for monitoring and potentially expanding the activities and interests of children with autism in EIBI programs is presented. Data were collected on the number of new items engaged with (and rejected) and the number of new items requested in a naturalistic teaching format. The expansion of interests should not only be considered, but also systematically monitored across time and activities. Hopefully, this will make the lives of the children we serve more interesting, increase their preference for our instruction and open avenues for expanded instructional opportunities based on their expanded interests. |
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| Good Job, Interventionist! |
| JESSICA LESLIE BROOME (University of North Texas), Amanda C. Besner (University of North Texas), Nicole Zeug (University of North Texas), Lashanna Brunson (University of North Texas), Robin M. Kuhn (University of North Texas), Sarah A. Ewing (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-ruiz (University of North Texas) |
| Abstract: As applied behavior analysts working in EIBI, our goal is to teach meaningful skills in an effective, efficient, and enjoyable manner. So how does a child with autism let us know if we are meeting those goals and that our teaching procedures are satisfactory? Through the measurement of child approaches to instructional activities, child approaches to social play, and indices of child happiness we have some idea of child preference for the instructional environment we are creating. This information is considered in the context of interventionist learn units and rate of skill acquisition. This paper will present a method and data-based examples of determining the extent to which we are doing a "good job". |
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