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| Teaching Children with Pervasive Developmental Disorders in Inclusive Settings |
| Tuesday, May 30, 2006 |
| 9:00 AM–10:20 AM |
| Regency VII |
| Area: AUT; Domain: Service Delivery |
| Chair: Brian Doyle (CEC - Behavioral Services) |
| Discussant: Mariela Vargas-Irwin (CEC - Behavioral Services) |
| CE Instructor: Brian Doyle, M.A. |
| Abstract: The education of children with autism in natural environments poses a unique set of challenges to the field of Applied Behavior Analysis. Rather than transporting children to environments that have specifically been designed to meet their needs, inclusion strives to both help children adapt to their community and to change these natural environments to meet their needs. This symposium examines different issues in the education of children with Autism Spectrum Disorders in the natural environment. |
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| How Do Kids with Autism Talk? Natural Language Samples of Children with Autism and Typically Developing Peers. |
| MARIELA VARGAS-IRWIN (CEC - Behavioral Services), Rafael Castro (CEC - Behavioral Services), Brian Doyle (CEC - Behavioral Services), Meehan Leila (CEC - Behavioral Services), Vangala Madhuri (CEC - Behavioral Services) |
| Abstract: Skinner's classification of verbal behavior in mands, tacts, echoics, and intraverbals was used to compare natural language samples of two third grade students with autism with samples of their typically developing peers’ language. When compared to natural language samples of children with Pervasive Developmental Disorders, typical children were found to have larger proportions of tacts and intraverbals. Implications for language pragmatic and social skills training are discussed. |
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| Ongoing Measurement of Social Behavior in Children with Pervasive Developmental Disorders. |
| MADHURI VANGALA (CEC - Behavioral Services), Rafael Castro (CEC - Behavioral Services), Brian Doyle (CEC - Behavioral Services), Leila Meehan (CEC - Behavioral Services), Mariela Vargas-Irwin (CEC - Behavioral Services) |
| Abstract: Proximity to children, receipt of social bids from other children, spontaneous verbalizations towards adults and children, and focus on toys have been identified as critical indicators of social skills in pre-school children with autism. This case presentation examines the data collected on the social behavior of three pre-school students with Pervasive Developmental Disorder integrated in a typical pre-school settings with the support of instructors trained in Applied Behavior Analysis. The advantages of ongoing measurement of social behavior are discussed. |
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| Late Intervention for Children with Pervasive Developmental Disorders. |
| LEILA MEEHAN (CEC - Behavioral Services), Rafael Castro (CEC - Behavioral Services), Brian Doyle (CEC - Behavioral Services), Mariela Vargas-Irwin (CEC - Behavioral Services) |
| Abstract: In the field of autism there is extensive empirical support for the importance of beginning intensive intervention immediately after diagnosis. However, intensive services are sometimes offered by local school districts only after strong parent advocacy. This case study presents pre and post intervention data for a child with Pervasive Developmental Disorder, Not Otherwise Specified who began receiving one-to-one instruction based on Applied Behavior Analysis at age eleven. The data documents the importance of advocating for behavioral education for older children. |
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