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| Using Pivotal Responses to Change Symptoms of Autism |
| Tuesday, May 31, 2005 |
| 12:00 PM–1:20 PM |
| Continental A (1st floor) |
| Area: AUT; Domain: Service Delivery |
| Chair: Daniel Openden (University of California, Santa Barbara) |
| Discussant: Daniel Openden (University of California, Santa Barbara) |
| Abstract: The purpose of this symposium is to address issues and present data that are relevant to Pivotal Response Interventions for children with autism and their families. Topics will include a discussion of the following emerging themes: application of pivotal response techniques to complete homework assignments and facilitate homework performance among children with autism; a model for training paraprofessionals to facilitate social interactions between children with autism and their peers in an inclusive summer camp setting; and procedures used in systematic desensitization to treat hypersensitivity to auditory stimuli. The relevance of each of these topic areas will be discussed within the context of naturalistic teaching strategies and the developing trends in comprehensive behavioral interventions for children with autism. |
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| Applying Pivotal Response Training to School Assigned Homework for Children with Autism to Improve Performance |
| QUY TRAN (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Amanda P. Mossman (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Many children with autism struggle with completing their homework. The present study examined the effects of specifically applying pivotal response techniques to complete homework assignments and facilitate homework performance among children with autism. A multiple baseline design was used to assess the effects of applying PRT through a parent-training model with three school-aged children with autism. Results indicate that using the procedural components from PRT improve child’s performance and attitude toward homework by decreasing disruptive behaviors, increasing child’s affect and positive statements surrounding homework, while facilitating homework completion. These findings support the training of parents in PRT and its specific application toward homework to improve the nature of interaction between parent and child and the performance of children with autism on school assigned work. |
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| Training Paraprofessionals to Facilitate Social Interactions Between Children with Autism and Their Peers in an Inclusive Summer Camp Setting |
| EILEEN KLEIN (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara), Mendy Boettcher Minjarez (University of California, Santa Barbara), Lauren I. Brookman-Frazee (University of California, Santa Barbara), Daniel Openden (University of California, Santa Barbara) |
| Abstract: The literature suggests that paraprofessional support personnel frequently engage in hovering behavior, which is impeding the social development of children with autism in inclusive settings. Therefore, the purpose of the study was to assess, within a multiple baseline design, whether paraprofessionals could be trained to facilitate social interactions between children with autism and their typically developing peers. The results showed: a) at baseline, the paraprofessionals engaged in high levels of hovering and low levels of social facilitation; b) at baseline, the campers with autism engaged in low levels of social behaviors; c) the paraprofessionals could easily learn to decrease hovering behavior and increase their social facilitation behaviors; d) concurrent with the change in the paraprofessionals’ support behaviors, the social behavior of the children with autism with their nondisabled peers increased. Generalization measures indicate that the paraprofessionals continued to use their skills when they worked with new children. The results are discussed in relation to their implication for social development for children with autism and a model for training paraprofessionals in inclusive settings. |
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| A Systematic Desensitization Paradigm to Treat Hypersensitivity to Auditory Stimuli in Children with Autism in Family Contexts |
| DANIEL OPENDEN (University of California, Santa Barbara), Robert L. Koegel (University of California, Santa Barbara), Lynn Kern Koegel (University of California, Santa Barbara) |
| Abstract: Many children with autism display reactions to auditory stimuli that seem as if the stimuli were painful or otherwise extremely aversive. This article describes how procedures of systematic desensitization can be used to treat hypersensitivity to auditory stimuli, including the sound from a vacuum cleaner, blender, hand-mixer, toilet flushing, and specific animal sounds from musical toys in three young children with autism. A changing criterion design was employed and data were collected on: (a) the number of hierarchical steps completed as comfortable with the stimulus per week; and (b) the mean level of anxiety per probe. A clinical replication was implemented using a direct replication of the desensitization procedures for three children and he results of a systematic replication across stimuli for one child is presented. The data show that the children’s responses could be modified to the point where they were comfortable with these noises. The discussion suggests that the extreme reactions to auditory stimuli many children with autism exhibit may be related to a phobia rather than pain associated with a stimulus. |
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