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| An Evaluation of Clinical Procedures in Early Intensive Behavioral Intervention Programs for Children with Autism |
| Monday, May 29, 2006 |
| 1:30 PM–2:50 PM |
| Regency VII |
| Area: AUT; Domain: Applied Research |
| Chair: Janice K. Doney (University of Nevada, Reno) |
| Discussant: JiYeon H. Yoo (Center for Autism and Related Disorders) |
| CE Instructor: Janice K. Doney, M.A. |
| Abstract: This symposium addresses effects of clinical procedures that may be encountered in an early intensive behavioral intervention program for children with autism. The first paper is a discussion of an analysis on the effects of decreases in number of treatment hours per week on accuracy of performance on previously mastered tasks and problem behavior. The second paper is a discussion of an examination of whether vocal or non-vocal feedback following an incorrect response is more effective in teaching a child with autism a new skill. The third paper is a discussion of the comparison of retention of academic skills following fluency-based versus discrete trial instruction with children with autism. |
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| Analysis of the Effects of Decreases in Treatment Hours during Early Intervention for Children with Autism. |
| SIENNA GREENER-WOOTEN (Center for Autism and Related Disorders), Rachel S. F. Tarbox (Center for Autism and Related Disorders), Jonathan J. Tarbox (Center for Autism and Related Disorders), JiYeon H. Yoo (Center for Autism and Related Disorders), Doreen Granpeesheh (Center for Autism and Related Disorders) |
| Abstract: There is no consensus regarding the optimum number of hours per week of ABA based intervention for children diagnosed with autism. Previous authors have suggested that more than ten hours per week of ABA treatment is necessary to affect significant change (e.g. Lovaas, O.I., 1987; Smith et al, 1997), however, one study found no correlation between change in IQ scores and number of intervention hours per week (Sheinkopf & Siegel, 1998). There are a number of ways to interpret this finding (e.g. perhaps more impaired children received more intensive therapy), but no one has empirically evaluated this as of yet. Moreover, other previous investigators have suggested that 30 to 40 hours per week of therapy results in the greatest treatment gains (for a review see Smith 1999), however often times this recommended level of intervention is not met. Decrements in treatment hours resulting from circumstances such as decreases in funding for services or frequent or prolonged absences from treatment (i.e., for vacation or due to illness) often occur. However, the effects of such circumstances on treatment efficacy have yet to be evaluated. An analysis on the effects of decreases in number of treatment hours per week on accuracy of performance on previously mastered tasks and problem behavior will be presented. |
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| Effects of Vocal and Non-Vocal Feedback on Discrete Trial Instruction with Young Children with Autism. |
| AMY KENZER (University of Nevada, Reno), Ginger R. Wilson (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: Discrete trial instruction has been demonstrated to be very effective in the education of children with autism. However, it is unknown whether vocal or non-vocal feedback following an incorrect response is more effective in teaching a child a new skill. Due to deficits in language development, vocal feedback following an incorrect response (i.e., “No” or “Try again”) may be confused with vocal feedback following a correct response (i.e., “Yes” or “That’s right”). Thus, vocal feedback in general may be reinforcing and lead to continued incorrect responding. Non-vocal feedback following an incorrect response may be less likely confused with the consequence for a correct response. Unfortunately, very little documentation is available to demonstrate that either type of feedback following incorrect responses leads to faster acquisition of a new skill. This study compared vocal and non-vocal feedback on the rate of acquisition of a novel task using discrete trial instruction. |
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| A Comparison of Discrete Trial Instruction and Fluency Instruction on Retention of Academic Tasks with Young Children with Autism. |
| AMY KENZER (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| Abstract: The use of discrete trials procedures is currently viewed as the method of choice for educating individuals with disabilities. Fluency instruction, in contrast, is rarely implemented with children with autism. Further, investigations concerning potential beneficial outcomes of fluent performance have primarily included undergraduate students. Thus, the extent to which benefits of fluency instruction extends to individuals with developmental disabilities is not known. The retention of academic skills was assessed up to 21 weeks following fluency and discrete trial instruction with children with autism. |
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