|Current Topics in Autism Intervention
|Monday, May 26, 2008
|3:00 PM–4:20 PM
|Area: AUT/EDC; Domain: Service Delivery
|Chair: Michael Fabrizio (Organization for Research and Learning)
|CE Instructor: Kelly J. Ferris, M.Ed.
This symposium will cover topics in autism intervention in both center-based and home-based programming for a range of skills. Papers will include designing instruction for advanced pragmatic skills, programming for teens, generalization tracking across home and school instruction, and a case study on student outcomes after years of Precision Teaching based instruction.
|Precision Teaching Intervention Related to Theory of Mind and Perspective Taking Skills.
|HEIDI CALVERLEY (Organization for Research and Learning), Krista Zambolin (Organization for Research and Learning), Michael Fabrizio (Organization for Research and Learning)
|Abstract: The complex component skills that encompass perspective taking are ones that are often deficient in individuals with autism. These deficiencies can play a significant role in the proper development of Theory of Mind in individuals with autism. Being able to understand the relationship between beliefs and behavior, to interpret and predict the perspectives of other people, and to “put yourself in someone else’s shoes” are all important skills in developing Theory of Mind, and consequently more complex social relationships. This symposium will show the steps taken to successfully teach perspective taking skills to a 4-year-old boy with high functioning autism. It will also show how improvement was seen on Theory of Mind tasks involving “false-beliefs”. Data were collected daily using Precision Teaching methods and all data were graphed on Standard Celeration Charts.
|Transition Programming for Adolescents with Autism.
|ANDREW M. SYVERTSEN (The Chicago School of Professional Psychology and FEAT of Washington), Michael Fabrizio (Organization for Research and Learning), Sara J. Pahl (Fabrizio/Moors Consulting), Shane D. Isley (FEAT of Washington)
|Abstract: Families for Effective Autism Treatment (FEAT) of Washington provides clinical services to adolescents with autism through their Transitions for Teens program. Transitions for Teens utilizes three instructional arrangements (Community Based Instruction, Group Instruction and Component Skill Instruction) to address performance objectives for adolescents across ten critical repertoire areas (self-advocacy, self-management, communication, academics, production, navigation, safety, leisure, social, and hygiene). This presentation will focus on providing (1) example objectives from each repertoire area across a range of abilities, (2) student data from the different repertoire areas, and (3) examples of how data from the three different instructional arrangements are used to make data-based decisions within the repertoire areas.
|Coordinating Home-School Consultation across Behavior Analytic Programs.
|KATHLEEN S. LAINO (Organization for Research and Learning), Rebecca E. Phillips (FEAT of Washington), Kelly J. Ferris (Organization for Research and Learning)
|Abstract: When building skills in learners with autism and related disabilities, obtaining certain outcomes can predict if skills are likely to be useful to the learner outside of the instructional setting. For example, it is well recognized that measuring retention, endurance, stability, and application of skills is not only important, but results in empirically validating skill fluency. However, such outcome measurement often occurs following a long period of instruction on a given skill, not necessarily throughout the many phases of instruction. The ongoing usability of target skills requires measurement outside of the teaching environment on a regular and frequent basis and may require careful collaboration and planning between multiple existing programs. The current paper will document ongoing efforts of collaboration between a school and home-based behavior analytic program for a young child with autism. Data will be presented on Standard Celeration Charts showing daily frequency-building at home and generalization of skills across environments, instructional arrangements, and teachers. Data will be presented across multiple skills. Discussion on data-based changes to the definitions and procedures to achieve the desired outcomes will be shared.
|Student Learning Outcomes from Precision Teaching Based Instrucitonal Programs: Four Data-based Case Studies.
|KELLY J. FERRIS (Organization for Research and Learning), Holly Almon (Organization for Research and Learning), Michael Fabrizio (Organization for Research and Learning)
|Abstract: The field of Precision Teaching has been sharing data on student learning outcomes for years. Data on empirically validating student outcomes for learners with autism have been presented. This paper will take a close look at four case studies of children with autism receiving Precision Teaching based instruction. Meta level and Macro level data will be presented on student intervention profiles and norm referenced assessment data throughout the course of intervention.