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| Stimulus Control in Autism: Translational Research and Practice |
| Sunday, May 24, 2009 |
| 9:00 AM–10:20 AM |
| North 120 BC |
| Area: AUT/EAB; Domain: Applied Behavior Analysis |
| Chair: Travis Thompson (University of Minnesota) |
| Discussant: Travis Thompson (University of Minnesota) |
| Abstract: This symposium bridges laboratory research on stimulus control in autism spectrum disorders and animal models, to language intervention to generalization of skills of children with autism in natural environements. McIlvane’s presentation reviews recent translational research directed at such challenges of autism spectrum disorders as excessively narrow stimulus control. It will in part draw on animal models describing a unique approach especially relevant for effective intervention strategies for persons with autism and related disorders. Sundberg builds on Skinner’s analysis of verbal behavior to provide an empirical foundation for distinctions between motivating operations (MOs) and stimulus control (SD). Such analyses may reveal a targeted response, such as a mand for information, may actually be under the control of an SDs (tact). Such an analysis can lead to more effective language assessment and intervention for persons with autism. Robert Koegel will discuss failure to respond to relevant cues during discrimination training. Koegel et. al. study examined the role of individualized orienting cues that gain the child’s attention in facilitating first-word acquisition among children with autism. Using orienting cues increased correct responding to verbal models and subsequent word acquisition.. This symposium is co-sponsored by the Practice and Science ABAI Boards. |
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| Translational Behavior Analysis: From Laboratory Research to Intervention for Persons with Autism Spectrum Disorders |
| WILLIAM J. MCILVANE (University of Massachusetts Medical School) |
| Abstract: Laboratory research on basic learning processes with nonhuman and human populations has led to principles that have been applied with success in developing interventions for persons with autism and related neurodevelopmental disorders. Processes in the domains of stimulus control have been especially relevant, supplementing longstanding strength in behavior analytic analyses of reinforcement processes. As behavioral research continues to evolve, so do opportunities for translating resulting knowledge for intervention purposes. To take advantage of such opportunities, the challenge is to render the evolving knowledge accessible to clinicians, educators, and others involved directly in intervention. With this goal in mind, this presentation will review recent translational behavioral research directed at challenges of autism spectrum disorders and related neurodevelopmental disorders. I will focus on certain promising conceptual and empirical advances that have not as yet exerted strong influence on intervention practice. I will consider also how animal models can be used to accelerate translational research efforts, describing a unique approach to modeling that may be especially relevant for translation into effective intervention strategies for persons with autism and related disorders. |
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| Verbal Behavior: A bridge between the conceptual, experimental, and applied areas of behavior analysis |
| MARK L. SUNDBERG (Sundberg and Associates) |
| Abstract: Skinner’s (1957) conceptual analysis of verbal behavior guides our understanding of complex human behavior (e.g., thinking, memory, epistemology, language acquisition). The experimental analysis of behavior provides an empirical foundation for many of the basic concepts presented by Skinner, such as the distinction between motivating operations (MOs) and stimulus control (SD). These conceptual and experimental analyses have lead to practical applications, as predicted by Skinner when he wrote, “the formulation is inherently practical and suggests immediate technological applications at almost every step” (1957, p. 12). The current paper will suggest that these components of behavior analysis work together well with verbal behavior. For example, a common problem faced by many individuals with autism is the establishment of unwanted sources of stimulus control. Often these sources of control are revealed in rote or defective verbal responses that can impede verbal development. A functional analysis conducted in the manner suggested by Skinner (1957) may reveal that a targeted response such as a mand for information, which should be under the control of MOs, may actually be under the control of SDs. An experimental analysis of the sources of control can separate the independent variables, thus leading to more effective language assessment and intervention for persons with autism. |
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| Using Motivational Orienting Cues to Facilitate First-Word Acquisition in
Non-Responders with Autism |
| ROBERT L. KOEGEL (University of California, Santa Barbara), Larisa Shirotova (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Research has documented that 10- 25% of children with autism fail to develop speech, even with the most effective interventions. One area that may inhibit acquisition of first words in this subgroup is a failure to respond to relevant cues during discrimination training. Using a multiple baseline design, this study examined whether identifying individualized orienting cues that gain the child’s attention would facilitate first-word acquisition in such children. The results showed that using orienting cues increased both correct responding to verbal models and subsequent word acquisition. Theoretical and applied implications of child attention as they relate to expressive verbal communication are discussed. Implications of generalization of verbal skills taught to children with autism spectrum disorders to natural environments will be discussed. Theoretical interpretations will be explored. |
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