Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


Fourth International Conference; Australia, 2007

Event Details

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Paper Session #83
International Paper Session - Behavioural Intervention for Autism: Language, Video-Modelling, and Social Validity
Tuesday, August 14, 2007
2:30 PM–3:20 PM
L2 Room 5
Area: AUT
Chair: Anna Dekker (University of Waikato)
Right Way/Wrong Way: Teaching Social Skills via Video Modelling to Children with Autism.
Domain: Applied Behavior Analysis
ANNA DEKKER (University of Waikato), Jo Thakker (University of Waikato), Catherine E. Sumpter (University of Waikato)
Abstract: The literature to date shows that children with autism can acquire social skills via video modelling. Research from the field of organizational psychology with adults shows that viewing positive and negative exemplars of a skill produces more success in generalization of the skill. Presently, there are no data suggesting whether or not the same is true for children with autism. Thus, the present study examined this. Children with autism spectrum disorder were taught social skills via video modelling. The social skills taught were not currently in their behavioural repertoires. A multiple-baseline design across children and within child across two conditions with equal time exposure (positive exemplar only, and positive and negative exemplars) and across tasks was used. Results will be presented and discussed
PECS and Oral Language Development: What is Being Learnt?
Domain: Applied Behavior Analysis
DENNIS W. MOORE (Monash University)
Abstract: An increasing body of empirical research attests to the effectiveness of the Picture Exchange Communication System (PECS) in developing non-verbal communication in children with autism and several studies have demonstrated concomitant gains in expressive oral language (initiations, mands, and total observed vocabulary). This paper presents data from a number of PECS intervention studies including three from our laboratories, with a particular focus on reported concomitant development of spoken language. The implications of these findings for our understanding of exactly what is being taught / learnt in the process are examined.



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