|
| Verbal Behavior and Children with Autism |
| Sunday, May 29, 2005 |
| 9:00 AM–10:20 AM |
| Stevens 5 (Lower Level) |
| Area: AUT |
| Chair: Teresa A. Grimes (Whole Child Consulting, LLC) |
| |
| Combining a Verbal Behavior Approach with Other Methodologies Based upon Individual Needs and Team Preferences |
| Domain: Applied Research |
| TERESA A. GRIMES (Whole Child Consulting, LLC), Steven J. Ward (Whole Child Consulting, LLC) |
| |
| Abstract: There are many treatment approaches available for individuals with autism and other developmental disabilities. It is becoming increasingly evident that the autism spectrum includes individuals with disparate needs and treatment backgrounds. This paper will document two cases in which muliple treatment methodolgies are being simultaneously applied. The process of selecting the multiple treatments and the systhesis of the programs will be discussed. Attention will be given to recognizing potential incompatabilities between specific components of different treatment programs. |
| |
| Verbal behavior without Vocal Speech: Writing as Expressive Verbal Behavior |
| Domain: Applied Research |
| MARK ADAMS (B.E.S.T. Consulting, Inc.), Patricia R. Massoth (B.E.S.T. Consulting, Inc.), Sergio E. Pinto (B.E.S.T. Consulting, Inc.) |
| |
| Abstract: Children receiving intensive 1:1 discrete trial training often show deficits in developing vocal speech, while receptive language skills are strong. In addition, there is beginning to be support shown for developing alternative means of vocal speech (e.g., writing or typing or word exchange) as a substitute for vocal, expressive speech. The purpose of this address is to describe the training of expressive object labeling and other expressive language skills using writing, typing, and word exchange as a substitute for vocal speech response requirements. It is proposed that strengthening the “equivalence” properties of hearing vocal speech, seeing objects and constructing their corresponding written or typed words, might facilitate the use of language, regardless of the formal characteristics of the expressive response. |
| |
| Establishing an Autoclitic Repertoire in Children with Autism |
| Domain: Basic Research |
| ALLYSON MOORE (California State University & Therapeutic Pathways), Jane S. Howard (California State University & Therapeutic Pathways) |
| |
| Abstract: Skinner’s (1957) analysis of autoclitic verbal behavior has been examined in few studies, none using children with autism. Using a multiple baseline design, autoclitic responses were measured with three children with autism during mand training, autoclitic mand training and generalization test conditions. Trials consisted of placing a preferred item in one of two containers featuring generic and/or distorted examples of a concept and asking, “Which one do you want?” Participants were given the container with the preferred item following correct responses or the correction procedure. Two of 10 trials of each session consisted of probes with untrained concepts. Results showed participants learned to make autoclitic responses and generalized the use of these autoclitics during probe trials and the generalization test. |
| |
|
| |