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| Precision Teaching with Very Challenging Learners: Case Studies in Benefits and Effects |
| Sunday, May 28, 2006 |
| 10:30 AM–11:50 AM |
| Regency V |
| Area: AUT; Domain: Service Delivery |
| Chair: Michael Fabrizio (Fabrizio/Moors Consulting) |
| Discussant: Michael Fabrizio (Fabrizio/Moors Consulting) |
| CE Instructor: Michael Fabrizio, M.A. |
| Abstract: Given the increased interest in the role that Precision Teaching can play in behavior analytic intervention for children with autism, our discipline has seen increased numbers of presentations and publications addressing the matter. Relatively few of these, however, have demonstrated the ways in which Precision Teaching may benefit intervention programs for children with very severe autism and very low skills. This symposium will present three data-based case studies that outline such applications. |
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| Precise Reading Instruction for Non-Vocal Students with Autism. |
| KELLY J. FERRIS (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Teaching non-vocal students with autism to read presents many challenges to teachers and instructional designers. No published program adequately teaches both decoding skills as well as comprehension skills appropriate for non-vocal students without adaptation. We have paired the effective teaching strategies of discrimination training, Direct Instruction curricula, and instructional design techniques to create a precise reading instructional program. We will present student data on progress in Direct Instruction curricula and timed practice data on the Standard Celeration Chart. We will include suggested scope and sequence diagrams of pre-requisite skills required for students to be successful in the program sequence. The paper will include example programs of the reading comprehension programs. |
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| Redefining Meaningful Outcomes: The Role of PT Data. |
| KRISTIN N. SCHIRMER (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: This paper will demonstrate how social validity and independence in daily living skills are important outcome measures. This pertains especially to teaching an older low skilled student with autism and mental retardation through Precision Teaching. Data will show component fine motor skills to composite functional living as well as social validity measures. |
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| Precision Teaching Functional Communication Skills to a Young, Low-skilled Child with Autism. |
| SHELLEY MCINNIS (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting), Krista Zambolin (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting) |
| Abstract: Simon is a 5-year-old boy with severe Autism. He started receiving Fluency based intervention in June 2003 and continued until July 2005. At the start of his program, he was non-verbal and used physical gestures when manding to obtain or escape varying activities. This created a lot of frustration for Simon, resulting in episodes of crying, yelling and physical aggression towards his caregivers when he was not able to communicate his needs appropriately. We did a functional assessment to determine the antecedents of his outbursts, which generated a list of specific mands that Simon needed to learn in order to communicate more effectively in his home environment. We taught him a list of 15 adapted signs, but his limited fine motor abilities prevented him from learning anything too complex. We introduced the Picture Exchange Communication System to increase his repotoire of mands in his environment. Once the targets were mastered in smaller teaching sets, data was collected on the number of times he used his signs and PECS symbols to communicate during his in-home program and family time. |
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