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| Intervention in the Natural Environment for Children with Developmental Disabilities and Autism Spectrum Disorders |
| Sunday, May 24, 2009 |
| 1:30 PM–2:50 PM |
| North 131 BC |
| Area: EDC/AUT; Domain: Applied Behavior Analysis |
| Chair: Mary D. Salmon (Columbus City Schools) |
| CE Instructor: Robert K.Ross, Ed.D. |
| Abstract: The search for effective intervention strategies for use in natural settings is at the core of much of our research in applied behavior analysis. This symposium offers four papers. Ben Zvi and colleagues will make recommendations for the design and implementation of behavioral interventions in natural settings for very young children with ASD. In the second paper, Jung and Sainato review the literature on instructional methods used to teach play skills to young children with autism spectrum disorders and provide implications for practice. Salmon will review the literature on "skills teacher value most" and provide implications for students as it relates to transitioning across the grade levels and promoting successful inclusion experiences for students receiving special education services. Sainato will present the results of their student on the development and evaluation of a comprehensive program for kindergarten age children with ASD. Each presenter will address future areas for research. |
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| Interventions for Very Young Children with Autism and Their Families |
| SENNY BEN-ZVI (Ohio State University), Diane M. Sainato (The Ohio State University), Howard Goldstein (Florida State University), Sunhwa Jung (Otterbein College) |
| Abstract: Researchers suggest that early intensive intervention is necessary to change the trajectory of development for a child diagnosed with autism spectrum disorder. Recent advances have led investigators to develop early diagnostic criteria and screening protocols validated for child at two years of age. Children in this age group often exhibit behaviors such as deficits in joint attention, failing to orient, poor visual orientation, prompted/delayed response to name, aversion to social touch, visual staring and fixation on objects (Matson, Wilkins & Gonzalez, 2008). However, in spite of the activity in the area of early identification of very young children with autism Rodgers and Vismara (2008) note that there have been no empirically supported treatments (other than case studies) for these children ages 2 and under. The purpose of this presentation is to review the existing literature that may hold promise for the development of interventions in the areas of language/communication, social behavior and intervention in the natural environment. Recommendations for the design and implementation of comprehensive interventions for the youngest children diagnosed with ASD will be presented. |
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| Teaching Play Skills to Young Children with Autism Spectrum Disorders |
| SUNHWA JUNG (Otterbein College), Diane M. Sainato (The Ohio State University) |
| Abstract: Most young children develop critical play, language and social skills by engaging with age appropriate materials and peers. However, children with autism spectrum disorders often engage in stereotypic behavior rather than typical play. As a result these children have limited experience developing a variety of skills during naturally occurring learning opportunities and when interacting with their peers during play. Research has shown that play skills should be explicitly taught to these children using a variety of behavioral methods (DTT, pivotal response training, self-management training, reciprocal imitation training, etc.) have been implemented (Ingersoll & Schreibman, 2002; Koegel et al., 1992; Newman et al., 2000; Nuzzolog-Gomez et al., 2002). The purpose of this paper is to review the literature on instructional methods used to teach play skills to young children with autism spectrum disorders, provide implications for practice, and suggestions for future research. |
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| The "Hidden Curriculum" and Its Implications for Students with Autism Spectrum Disorders |
| MARY D. SALMON (Columbus City Schools) |
| Abstract: Given the trend toward inclusive educational programming (Fuchs & Fuchs, 1994) students receiving special education services are required to meet the behavioral expectations of both special and general educators. Lane, Givner, & Pierson (2004) identified specific skills essential for success (follows directions, works independently, gets along with others, etc.) while Walker and colleagues (1992) identified specific behaviors (disturbs others, ignores teachers, and disrupts group instruction) likely to lead to social rejection, low social engagement and referral for more specialized placements. Knowledge of teacher expectations has important implications for students as it relates to transitioning across the grade levels and promoting successful inclusion experiences for students with ASD receiving special education services (Lane, Pierson, & Givner, 2003). The purpose of this paper is to review literature on teacher expectations of student behavior, provide implications for practice as it relates to children with ASD and suggestions for future research. |
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| Project TASK: A Comprehensive Intervention Model for Kindergarten Age Students with Autism Spectrum Disorders |
| DIANE M. SAINATO (The Ohio State University), Sunhwa Jung (Otterbein College), Judah Axe (Simmons College), Rebecca S. Morrison (Oakstone Academy) |
| Abstract: The purpose of Project TASK was to develop and evaluate a comprehensive program for kindergarten children with autism. Across the four years of the study a total of 42 children with autism from the model program and 21 students with autism recruited from four local school districts participated. Measures included standardized assessments for receptive and expressive language, cognitive functioning, social behavior, adaptive behavior and academic achievement. Direct observations of child and teacher behavior (i.e. engagement, social interaction, prompt level, etc.) were conducted once per month for six months for all children. Outcomes from Project TASK include an increase in scores on standardized assessments across all areas and improved levels of appropriate engagement in observed classroom activities as compared to the comparison subjects. This project may contribute to the establishment of more effective educational programs for children with autism spectrum disorders with reduction in the cost of services. |
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