Association for Behavior Analysis International

The Association for Behavior Analysis InternationalĀ® (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.

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31st Annual Convention; Chicago, IL; 2005

Workshop Details


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Workshop #W34
CE Offered: PSY/BACB
ABA-Based Supported School Inclusion of Young Children with Autism
Friday, May 27, 2005
6:00 PM–9:00 PM
Williford C (3rd floor)
Area: AUT; Domain: Applied Research
CE Instructor: Joel P. Hundert, Ph.D.
JOEL P. HUNDERT (Behaviour Institute), NICOLE WALTON-ALLEN (Behaviour Institute)
Description: Much of the movement of the inclusion of children with autism in regular educational settings based on laudable principles that address why inclusion should occur. Not as much attention has been focused on developing and evaluating procedures to make inclusion for children with autism effective. Numerous studies have indicated that placement of children with disabilities with typically developing children in a regular educational setting, is insufficient by itself, to produce significant gains in social or academic adjustment. Skills and behaviors associated with success in an inclusive setting need to be purposely taught, using systematic interventions feasible to implement in a regular educational setting. This workshop will present ABA-based interventions associated with gains in children with autism in the following areas associated with survival skills for children with autism in inclusive educational settings: a) the ability to follow school routines independently; b) the ability to communicate independently; c) the ability to initiate and sustain reciprocal peer interaction; d) the ability to learn in group instruction; e) the ability to complete seatwork activities independently; and, f) the display of low levels of problem behaviours that interfere with learning (e.g., stereotypy, disruptive behavior, aggression).
Learning Objectives: At the conclusion of the workshop, the participant will be able to: - Describe key points of the outcome literature on supported inclusion with children with autism. - Apply a rating form to hypothetical case examples of children with autism in regular class environments. - Describe alternative strategies associated with having children with autism participate in group instruction and apply those strategies to hypothetical case examples. - Describe alternative strategies associated with teaching children with autism to interact with peers and apply those strategies to hypothetical case examples. - Describe alternative strategies associated with teaching children with autism to follow school routines independently and apply those strategies to hypothetical case examples. - Describe alternative strategies associated with teaching children with autism to communicate and apply those strategies to hypothetical case examples. - Describe alternative strategies associated with teaching children with autism to complete seatwork assignments independently and apply those strategies to hypothetical case examples. - Describe how to set-up a collaborative school-parent team.
Activities: Participants will receive written material and exercises on such interventions as prompting and reinforcement procedures of teacher assistants, priming of group participation, peer-based strategies of teaching social skill in regular schools, curriculum-embedded instruction, adapted incidental language instruction, and school-parent collaborative teams. Concepts and strategies of ABA-based supported inclusion will be presented using didactic instruction. Participants will clarify points raised in the workshop and apply the skills covered to exercises based on videotapes and case study information. Handouts will be provided on the content of the presentation.
Audience: This workshop is intended for individuals who work with children with autism in school settings, including teachers and psychologists. It would be particularly applicable to individual who consultant on children with autism and their inclusion in schools.
Content Area: Practice
Instruction Level: Intermediate

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