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.


32nd Annual Convention; Atlanta, GA; 2006

Event Details

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Panel #179
CE Offered: BACB
Including Young Children with Autism in Less Restrictive Settings: Are Readiness Criteria Relevant?
Sunday, May 28, 2006
1:30 PM–2:50 PM
Chicago A-F
Area: AUT/EDC; Domain: Service Delivery
CE Instructor: David A. Celiberti, Ph.D.
Chair: David A. Celiberti (Coyne & Associates, Inc.)
LEN LEVIN (Coyne & Associates, Inc.)
MARY ELLEN MCDONALD (Eden II Programs/The Genesis School)
AUDREY MEISSNER (New Haven Learning Centre)
MICHAEL J. MORRIER (Emory University School of Medicine)

The goal of intensive, ABA-based, early intervention services for young children with autism is admission to typical kindergarten or first grade. Often, the initial intervention consists of highly structured, 1:1 teaching interactions, either in a home-based or a segregated, center-based program. At some point during this intervention process, decisions are made by relevant individuals (e.g., senior clinical staff, parents, other service providers) regarding the learners readiness to make the transition to a small group preschool or inclusion environment. Many professionals refer to readiness criteria (e.g., Johnson, Mayer, & Taylor, 1996) to help guide that decision-making process. Other researchers and clinicians de-emphasize prerequisite criteria for inclusion and, instead, integrate young children with autism with typical peers right from the outset of intensive intervention. Empirical data to guide the decision-making process, to include or not to include, has been limited. The purpose of the panel is to present the range of views and practices regarding readiness criteria and inclusion of young children with autism, and will attempt to answer the ultimate question: Under what conditions should a young child with autism participate in a more typical pre-school setting?




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