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.


31st Annual Convention; Chicago, IL; 2005

Event Details

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Paper Session #176
Optimal Learning Environments for Children with Autism
Sunday, May 29, 2005
10:30 AM–11:50 AM
Stevens 4 (Lower Level)
Area: AUT
Chair: Patricia Oliver (Florida Atlantic University)
A Comparison of Program Quality Indicators for Self-Contained Structured Environments and Naturalistic Inclusive Environments for Students with Autism
Domain: Service Delivery
PATRICIA OLIVER (Florida Atlantic University), Charles Dukes (Florida Atlantic University)
Abstract: Many students with autism receive education services in highly structured self-contained environments, while others have access to less structured naturalistic environments. The continued debate concerning service delivery models for students with autism often results in confusion about the most effective programs for students. This study investigates the presence of quality indicators in both environments. The Autism Program Quality Indicator (APQI) was developed by investigators at the New York State Education Department. The APQI is intended to be used as an evaluation tool for programs serving students with autism. In this presentation, the results of a program comparison of two large South Florida school districts will be discussed. The presenters will share demographic information about the school sites and results from data analysis from the APQI.
Translating Research into Practice for Learners with Autism Spectrum Disorders
Domain: Service Delivery
KIRSTEN K. YURICH (The Vista School), Kendra Lauren Peacock (The Vista School), Peter F. Gerhardt (Private practice), Richard M. Kubina Jr. (Pennsylvania State University)
Abstract: Applied Behavior Analysis has, as a core characteristic, the requirement that interventions derived from its principles are to not simply result in measurable and socially valid outcomes, they must also be replicable. While several factors may impact the replicability of a particular, published intervention (e.g., cost, staff training, etc.) a potentially controllable variable may be professional willingness to integrate new interventions into their existing repertoire of intervention options. The panel presentation will discuss organizational challenges associated with the integration of new technology into both individual and programmatic repertoires and present case study data as to the impact of these “system changes” on development of increasing diverse skill sets with learners with autism spectrum disorders.
A Comprehensive Examination of the Benefits of a Teacher/Prompter Model in an ABA Classroom for Children with Autism
Domain: Applied Research
TRAVIS HAYCOOK (Cleveland Clinic Center for Autism), Francine Dimitriou (Cleveland Clinic Center for Autism), Leslie Sinclair (Cleveland Clinic Center for Autism)
Abstract: This presentation will outline the processes in establishing and assessing a teacher/prompter model for individuals with autism in a school-based, applied behavior analysis program. Eight students, at varying academic levels of proficiency, participated in teacher directed activities utilizing the principles of applied behavior analysis. The rate of skill acquisition will be presented, including data summary and explanation of learning rate for each skill.The Cleveland Clinic Center for Autism has developed a transitional classroom, to assist in the reintegration of its students into a less restrictive environment; within their public school setting. The students involved in the program received daily instruction in a teacher/prompter model. The program examined the areas of skill acquisition of the students, when participating in individual and small group instruction designs, and compared the results with rate of skill acquisition during a teacher/prompter design over time. The average rate of skill acquisition was determined by previous data collected during individual and small group instruction. The students were then taught comparable material in a teacher/prompter design. Upon the completion of thirty academic sessions, the rates were evaluated in comparison to initial baseline rates. Data will be presented and discussed within the presentation.



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