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| Ongoing Empirical Investigations of Precision Teaching with Students and Adults with Autism |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 124 B |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Donna L. Sloan (Rutgers University, Douglas Developmental Disabili) |
| Discussant: Charles T. Merbitz (Chicago School of Professional Psychology) |
| CE Instructor: Leigh Grannan, M.S. |
| Abstract: Precision Teaching with rate building procedures is one method that holds promise as an efficient and effective means of instruction for younger and older learners with autism. These papers represent pilot research that examines the effects of frequency building. This research also compares the effects of various procedural aspects of frequency-building procedures as well as begins to investigate the comparative effectiveness to other ABA techniques. |
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| A Comparison of Discrete Trial Instruction Plus Maintenance to Discrete Trial Instruction Plus Rate Building: A Pilot Study |
| MARLENE COHEN (Rutgers University - DDDC), Meredith Bamond (Rutgers University), Christopher Manente (Rutgers University, DDDC), Mary Jane Weiss (Rutgers University) |
| Abstract: The outcomes of precision teaching with rate building (stability, endurance, application and retention or SEAR) have been empirically validated. The question then becomes whether these outcomes are specific to rate building or if the outcomes can be empirically validated through typical maintenance procedures. This pilot study, will examine SEAR outcomes for two sets of spelling words taught to accuracy using discrete trial instruction. One set is kept on weekly maintenance while the other is taught to fluent rates. SEAR outcomes are compared and will be demonstrated. Direction for future research will also be discussed. |
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| The Effects of Precision teaching Frequency building of Language
Component skills on the Performance of Language composite Skills in Adolescents and Adults with Autism |
| MARY SENS AZARA (Rutgers University, DDDC), Marlene Cohen (Rutgers University - DDDC), Donna L. Sloan (Rutgers University, Douglas Developmental Disabili) |
| Abstract: Each year more and more learners are aging out of school programs and moving into adult programs. More needs to be done to provide least restrictive and quality services for these adults. Precision teaching with frequency building procedures is one method that holds promise as an efficient and effective means of instruction for older learners. This research is proposed as an attempt to extend previous clinical demonstrations of the profound impact of Precision Teaching with frequency building procedures on the functional use of fine motor skills, into the realm of language skill acquisition. Previously, pilot research in this area has indicated results similar to those of fine motor skill studies, when implementing frequency building of verbal language components. Preliminary results indicate the application to new, untaught skills has a cumulative effect of more rapid acquisition of related language skills. Using a multiple baseline design, this research continues to explore whether instruction of component language skills would end when minimum frequency aims are initially achieved, or if continuing instruction of component skills to higher frequencies enhances performance of language composite skills. The proposed research will examine the cumulative effect of frequency building of three component skills on performance of a single composite skill. |
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| The Academy for Precision Learning: Using Applied Behavior Analysis to enhance a private Elementary Inclusion Program. |
| ALISON L. MOORS (Academy for Precision Learning) |
| Abstract: This paper will present the results of the inaugural year for a private elementary program specializing in applying the teaching methodologies from the field of Applied Behavior Analysis to an inclusive education program. The Academy for Precision Learning is for students ages Kindergarten-5th grade whose cognitive abilities range from general education to learning disabled to moderately autistic. The presentation will focus on the educational model implemented as well as the necessary components for its success. Data will be presented to illustrate student progress on nationally normed achievement tests, curriculum based measurement probes and daily practice on individualized education plans. |
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