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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Symposium #485
CE Offered: BACB
The Cutting Edge of Behavioral Treatment and Education of Young Children with Autism
Tuesday, May 30, 2006
12:30 PM–1:50 PM
Centennial Ballroom III
Area: AUT; Domain: Applied Research
Chair: Barbara A. Metzger (Winston-Salem/Forsyth County Schools)
Discussant: Barbara A. Metzger (Winston-Salem/Forsyth County Schools)
CE Instructor: Barbara A. Metzger, Ph.D.

Behavior Analysts have been extremely successful in teaching a wide variety of skills to young children with autism including language, academic, imitation and self-help. Especially important to the long-term success of a child with autism is the ability to develop functional communication and play skills. This symposium presents three innovative approaches to improving communication and play skills to children with autism. The first presentation presents a shaping methodology to teach a non-verbal child to use expressive communication. The second presentation addresses making play an essential component of an ABA program. It looks at how to teach new play skills and expand social play while at the same time keeping play fun. While the first two presentations are from the perspective of home-based programs, the third presentation takes ABA into the classroom. Successful replication of the key features of a home-based program into a group setting will increase the accessibility of ABA.

From Nothing to Words: A Shaping Procedure to Teach Verbal Skills.
VIRGINIA CAROLINE MINICOZZI (Western North Carolina Behavioral Education, Services and Treatment)
Abstract: This presentation will discuss how verbal behavior was shaped for a 2 year old with Autism who had no verbal skills initially. Tools used to determine what to teach and when to teach skills will be discussed.
Play: It’s Not Just Another Program.
ANGELA L. POLETTI (Winston-Salem/Forsyth County Schools), Sabrina Mong (Winston-Salem/Forsyth County Schools), Louise B. Southern (Winston-Salem/Forsyth County Schools)
Abstract: Autism is characterized by major deficits in play skills. We have developed an approach to teaching play which emphasizes the function, rather than the structure, of play. We will discuss the various aspects of play including: why we play; the hierarchy of play; kinds of play; assessing motivation during play; expanding play; incorporating language in play; and playing with peers. We will be presenting video footage of assorted types of play and showcasing individual students at varying levels of social play ranging from non-social to reciprocal social and beginning pretend play. We will also be sharing some of the benefits play has provided in the lives of young children with autism in home-based therapy programs.
Making ABA Work in the Classroom.
LIZA LINDENFELD (Johnston County Schools)
Abstract: The methodologies and curriculum commonly used in home-based early intervention programs were modified to be applied in a self-contained autism classroom with five students with mild to severe autism. Instruction was modified to meet the individual needs of each child. Goals were met using large group and small group instruction as well as using one-to-one instruction. One-to-one instruction was carried out during the day with the teacher and the classroom assistant. Play and communication skills for all children were focused on throughout the day in the classroom and during recess. Behavior management, a large part of making ABA work in a classroom setting, will also be discussed. Several methods of behavior management were used to ensure success for the students and to teach the students appropriate social skills in the classroom and on the playground. Video will be shown of the students during large group, small group and one to one instruction from the beginning, middle, and end of the school year.



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