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 #415
Int'l Paper Session - Compliance Problems in Autism and Early Intervention
Tuesday, May 31, 2005
9:00 AM–10:20 AM
Stevens 5 (Lower Level)
Area: AUT
Chair: Tammy Hammond Natof (Effective Interventions, Inc.)
Addressing Compliance Problems in Children with Autistic-Spectrum Disorders
Domain: Applied Research
TAMMY HAMMOND NATOF (Effective Interventions, Inc.), Nicole Dibra (Effective Interventions, Inc.), Debora Harris (Effective Interventions, Inc.), Bobby Newman (AMAC)
Abstract: Many learners diagnosed with autistic-spectrum disorders display difficulties with compliance. Although lack of compliance is not part of the diagnostic criteria for autistic-spectrum disorders, it can interfere with the ability to acquire new skills in all areas of functioning. Compliance problems can be divided into two types: 1) failure to respond to instructions that are presented; and 2) problem behavior occurring after the presentation of an instruction. The current paper describes behavioral interventions targeting both types of compliance problems for three children diagnosed with autistic-spectrum disorders. Interventions were designed to improve compliance to instructions during intensive teaching and in the natural environment. Instructions were presented using errorless teaching methods to ensure that failure to respond did not result from lack of skills. The difficulty and duration of instructions were gradually increased over successive steps. For each learner, baseline and intervention data will be presented, as well as pretest and posttest measures using the Assessment for Basic Language and Learning Skills (ABLLS). Implications for designing and implementing interventions to improve compliance will be discussed.
Public School Commitment in Western Australia to Intensive Early Intervention for Children with ASD
Domain: Service Delivery
PATRICIA GRAY (Department of Education & Training, Western Australia), John Brigg (Department of Education & Training, Western Australia)
Abstract: The Department of Education and Training in Western Australia since 1999 has provided, at no additional cost to families, provision of intensive ABA programs for selected four and five year old children with ASD. Children participate in the program, on a mainstream campus, over two years, before entering the mainstream Year 1 program. Student/staff ratio is one to one. Every support and encouragement is given to parents to promote generalisation of skills in other environments. The program incorporates Discrete Trial Training,independent work and extensive group work.Extensive data on student performance is maintained adn analysed. Independent evaluation and follow up have found that children exiting the program make outstanding gains in language,behaviour and communicaton and maintain these gains when followed up 18 months later.
An Exploration of a Suitable Way to Deliver Behavior Analysis Programs to Children with Autism in China
Domain: Service Delivery
YANQING GUO (Institute of Mental Health, Peking University), Menglin Sun (Institute of Mental Health, Peking University), Yingchun Yang (Institute of Mental Health, Peking University), Meixiang Jia (Institute of Mental Health, Peking University)
Abstract: Behavioral analysis programs have been proved to be an effective method for early intervention for children with autism. However, such programs are still underdeveloped in China. China as a developing country, social wealthy system are very incomplete, the education and training burden for children with autism heavily depend on the family who take care of them. We try to establish two kinds of ABA programs for such children in China: paretal centered and professional centered. For parental centered programs, we will train parents as the tutors for children to perform their intervention plan for their children under the following-up directions of professionals. For the professional centered programs, professionals, mainly consitituted by teachers of special education, will be trained to perform ABA programs for institutionalized children with autism. The advantages and disadvantages of these two kinds of programs will be compared and discussed.



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