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| Current Topics in Precision Teaching with Autism/Developmental Disabilities |
| Sunday, May 29, 2005 |
| 10:30 AM–11:50 AM |
| Stevens 2 (Lower Level) |
| Area: DDA; Domain: Service Delivery |
| Chair: Alison L. Moors (Fabrizio/Moors Consulting) |
| CE Instructor: Alison L. Moors, M.A. |
| Abstract: A rich body of literature now exists supporting the efficacy of implementing Precision Teaching methodologies within intervention practices for students with autism and related developmental disabilities. This symposium will highlight current and on-going research which uses Precision Teaching to document progress within specific educational programs |
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| Teaching Peers to Conduct Functional Assessments for Inappropriate Behavior in a Classroom Setting |
| HOLLY C. ALMON-MORRIS (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Kristin N. Schirmer (Fabrizio/Moors Consulting) |
| Abstract: This presentation illustrates the process of teaching peers of a child with autism to identify inappropriate behavior, conduct a quick assessment regarding the probable function of the inappropriate behavior, to label the inappropriate behavior for the child with autism, and to provide a more socially appropriate replacement behavior. A classroom of first through third graders were taught how to conduct this assessment, and measures were used to identify the effect of the treatment package on rate of specific feedback and replacement behaviors given by peers, in addition to the effect on the child with autism’s rate of inappropriate behavior. Generalization effects and social validity measures will also be discussed. |
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| Teaching and Measuring "Pre-Attending" Skills in a Pre-school Child with Autism |
| ALISON L. MOORS (Fabrizio/Moors Consulting), Holly C. Almon-Morris (Fabrizio/Moors Consulting) |
| Abstract: Clinicians working with children with developmental disabilities often experience a lack of progress in what is often consider the most basic of skills; ie, compliance, imitation, and “instructional control” (reinforcement effectiveness). This paper will highlight a sequence of component skills lying before those basic skills. Data and video clips will be presented to highlight the effectiveness of programming for these “pre-attending” skills for a single subject. |
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| Establishing Frequency Aims |
| KRISTIN N. SCHIRMER (Fabrizio/Moors Consulting), Sara Pahl (Fabrizio/Moors Consulting), Michael Fabrizio (Fabrizio/Moors Consulting), Alison L. Moors (Fabrizio/Moors Consulting) |
| Abstract: When building skills in learners with autism and related disabilities, certain outcomes are critical if the skills are to be useful to the learner. Those outcomes include skill retention, endurance, stability, and application. Given their importance, these outcomes can and should be measured before teaching ends. The application of measurement procedures from Precision Teaching allows clinicians to predict those outcomes by measuring learners’ performance rates and comparing them to frequency aims suggested within the extant literature. The current paper will document ongoing efforts to validate, through empirical testing, frequency aims used as performance benchmarks for children with autism. Data on the performance of more than 40 children and 350 individual student Standard Celeration Charts will be presented showing the frequency ranges of performance for each skill that predicted skill retention, endurance, stability, and application. |
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| Teaching Children with Autism Independent Play Skills Using Precision Teaching |
| KRISTA ZAMBOLIN (Fabrizio/Moors Consulting), Heidi Calverly (Fabrizio/Moors Consulting), Kelly J. Ferris (Fabrizio/Moors Consulting) |
| Abstract: This paper will demonstrate how play skills were taught to three preschoolers with autism using the Standard Celeration Chart. Data will show generalization of independent play skills into functional living as well as scope and sequences of teaching procedures. |
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