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.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #511
CE Offered: BACB
Behavioral Consultation and Inclusion of Students with Asperger's Syndrome
Tuesday, May 26, 2009
9:00 AM–10:20 AM
North 124 A
Area: AUT/EDC; Domain: Service Delivery
Chair: Joseph M. Vedora (BEACON Services)
Discussant: Robert K. Ross (BEACON Services)
CE Instructor: Ralph L. Olson, Ph.D., BCBA, Ph.D.
Abstract: Many high functioning children with Aspergers Syndrome are in regular education settings with typically developing peers. However, children with Aspergers may demonstrate a variety of problematic behavior that interferes with both their learning and their classmates’ learning. Additionally, they may demonstrate difficulty with social situations or interactions with peers. This symposium presents three case studies that illustrate the effective implementation of behavioral interventions that decreased aberrant behavior and increase adaptive behaviors within the context of public school classrooms. The presentations will also discuss the role of behavior analysts in the development of effective services within this setting as well as the critical importance of careful and supportive collaboration with public school staff.
Asperger's Syndrome and Inclusion: Interventions That Succeed In Public Schools
Abstract: Recent years have seen a dramatic increase in the inclusive practices for children on the Autism Spectrum in public schools. The U.S. Department of Education statistics show the number of children diagnosed with autism being served under the Individuals with Disabilities Education Act growing more than fivefold since the 1990s (Dybvik 2004). Within these statistics exists children with Aspergers Syndrome whose deficits in social, behavioral and non-verbal areas, among others, make their inclusion into regular education classrooms complicated. Though students with Aspergers Syndrome are often capable cognitively of grasping classroom material, they frequently require high levels of support or even 1:1 attention from paraprofessionals. The present study highlights the use of behavioral interventions, within an inclusive classroom, to decrease aberrant behavior and increase pro-social and independent behavior for student with Aspergers Syndrome.
Decreasing Disruptive Behavior and Increasing On Task Behavior of a Student with Asperger's Syndrome in an Inclusion Setting
Abstract: Students with Aspergers Syndrome may engage in disruptive behaviors that limit their access to inclusive settings. The present research reviews a case study for a 3rd grader with Aspergers in a regular education classroom. Prior to treatment the student engaged in high rates of tantrum and screaming behavior that impacted the learning of his classmates and often necessitated removal from the classroom. A functional assessment indicated that problem behaviors were maintained by escape or avoidance of non-preferred academic tasks. A multiple component treatment package comprised of functional communication training, escape extinction, and positive reinforcement was implemented. Results indicated a substantial decrease in disruptive behavior and an increase in on task behavior and task completion. The role of behavior analysts in the program development for students with Aspergers is discussed.
Public School Consulting: Using the Behavior Analytic Tool Box to Design Interventions in Separate Classrooms in Public Schools
DAVID M. CORCORAN (Beacon Services), Stephanie Beard (BEACON Services)
Abstract: This paper looks at the use of the tools derived out of behavior analytic technologies to design and implement instruction for students with a variety of disabilities in two public school “learning center” settings. These tools include teaching special educators, para-professionals and specialists (e.g. speech OT, PT) to employ errorless teaching procedures and prompt-level data recording and analysis, Discrete Trial Teaching procedures, a Direct Instruction curriculum, Incidental Teaching and, Photographic Activity Schedules to provide instruction to students with substantial “pull out” time as part of their Individual Education Plans. Data will be presented on the use of prompt level data recording to measure progress and make instructional decisions for students who previously had been found to “not make progress”. Data will be presented on the use of Direct Instruction curricula (e.g. Reading Mastery, Language for Thinking, Connecting Math Concepts etc). Data will be presented on the application of Activity Schedules (MacDuff, Krantz & McClanahan) as part of the regular academic schedule in the substantial separate classroom. Training, consulting and supervision issues will also be presented.



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