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| The Effect of Precision Teaching with Frequency-Building of Component Skills on Application to Composite Skills |
| Sunday, May 28, 2006 |
| 9:00 AM–10:20 AM |
| Centennial Ballroom III |
| Area: AUT; Domain: Applied Research |
| Chair: Sandra L. Harris (Rutgers University) |
| Discussant: Carl V. Binder (Binder Riha Associates) |
| CE Instructor: Marlene Cohen, Ed.D. |
| Abstract: The Douglass Developmental Disabilities Center has been in the process of incorporating Precision Teaching with frequency building procedures over the past several years in an effort to answer a multitude of research questions regarding best practice for older learners with autism. The papers will address an overview of the research outcomes compiled over a one-year period utilizing a multiple probe across subjects design. The first paper will review the results of frequency building with an adult with autism and childhood hemiplegia. Data will be presented on the acquisition of a fluency target (free-grasp/place/release) and the generalized effects of this type of instruction on vocational performance. The second paper will focus on the implementation of frequency building procedures with an adult with autism and a genetic syndrome. The results of frequency-building of conversation topics (see-say topics, followed by free-say topics) and the generalized effects of instruction on spontaneous conversation throughout the work day. The third paper will discuss the results of fine motor skill frequency building (free-grasp/place/release) for an adult with autism and cerebral palsy. The effects of frequency building on the performance of activities of daily living will be discussed. The three subjects participated in a multiple probe design, with implementation of frequency-building procedures staggered in three-month periods. |
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| The Effect of Precision Teaching of Fine Motor Skills on Application to Vocational Skills in an Adult with Autism. |
| DONNA L. SLOAN (Douglass Developmental Disabilities Center), Marlene Cohen (Rutgers University) |
| Abstract: This paper will review the results of frequency building with an adult with autism and childhood hemiplegia. A multiple probe design was implemented. Data will be presented on the acquisition of a fluency target (free-grasp/place/release) and the generalized effects of this type of instruction on vocational performance (envelope stuffing, folder assembly and copying machine use). |
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| The Effect of Precision Teaching of Component Skills on the Application to Conversation Skills in an Adult with Autism. |
| DONNA L. SLOAN (Douglass Developmental Disabilities Center), Marlene Cohen (Rutgers University) |
| Abstract: This paper will focus on the implementation of frequency building procedures of see-say conversation topics with an adult with autism and a genetic syndrome. The results of frequency-building of conversation topics and the generalized effects of instruction on the number and content of conversation topics throughout the work day were examined. A multiple probe design was utilized. |
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| The Effect of Precision Teaching of Fine Motor Skills on the Performance of Activities of Daily Living in an Adult with Autism and Cerebral Palsy. |
| MARLENE COHEN (Rutgers University), Donna L. Sloan (Douglass Developmental Disabilities Center) |
| Abstract: This third paper will discuss the results of fine motor skill frequency building (free-grasp/place/release) for an adult with autism and cerebral palsy. The effects of frequency building on the performance of activities of daily living will be discussed. A multiple probe design was implemented. The effect of minimal opportunity to practice on application to composites was examined. |
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