|Fighting to Survive in a School for Children with Autism: A Data Presentation of Effective Tactics to Teach Students with Autism
|Monday, May 26, 2008
|10:30 AM–11:50 AM
|Area: AUT/VRB; Domain: Applied Research
|Chair: Jennifer G. Camblin (The Faison School for Autism)
|CE Instructor: Jennifer G. Camblin, M.Ed.
The Faison School is a publicly funded private school located in Richmond, Virginia and affiliated with Virginia Commonwealth University. The school provides educational services to students ranging in age from 2 to 22 years. The school employs CABAS components including the learn unit, TPRA, data decision protocol, and tactics to increase verbal behavior levels, academic literacy, and expanded communities of reinforcers. In the total school program, behavior analytic strategies are applied to all aspects of the school including student curriculum, teacher training, and assessments. The following presentations show data resulting from the implementation of tactics to: (1) develop curriculum to increase language; (2) to increase academic, social, and play skills;(3) to increase self-management and independence within the community; and (4) to develop and implement interventions to increase the habilitation of all students.
|Call in the Reinforcements! Effective Tactics to Increase the Verbal Behavior in Students.
|KATHERINE M. MATTHEWS (The Faison School for Autism)
|Abstract: Data will be presented on the implementation of several CABAS components including speaker immersion, echoic to tact/mand, and basic listener literacy for students attending The Faison School.
|In the Trenches: Effective Tactics to Teach Academic, Social, Play, and Daily Living Skills.
|ADAM S. WARMAN (The Faison School for Autism), Beth Braddock (Virginia Commonwealth University)
|Abstract: Data on tactics to teach academic literacy, social skill imitation, conditioning reinforcement to increase appropriate skills, and daily living skills to increase independence will be presented.
|Winning the Hearts and Minds: Effective Adaptations for Community Based Instruction.
|DANIEL J. IRWIN (Virginia Commonwealth University Autism Center), Adam S. Warman (The Faison School for Autism)
|Abstract: As students with autism transition into young adulthood, there is an increased effort to teach skills that address recreational, social, continued education, and supported employment goals in the community setting
|Fire in the Hole! Effective Assessment and Behavior Intervention Planning.
|ANNA M. YOUNG ZALESKA (The Faison School for Autism), Jennifer G. Camblin (The Faison School for Autism)
|Abstract: Quality programs spend most of their time trying to increase the skills of their students, but many students exhibit at least a few behaviors that are targeted for decrease. Having a variety of tactics that can teach appropriate skills while also decreasing the targeted interfering behaviors are demonstrated in this presentation.