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Now That We Know What to Do, How Do We Do It? Implementation Science and Applied Behavior Analysis |
| Sunday, February 8, 2009 |
| 8:00 AM–9:00 AM |
| Grand Ballroom |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Samuel L. Odom, Ph.D. |
| Chair: Jack Scott (Florida Atlantic University) |
| SAMUEL L. ODOM (University of North Carolina) |
 Dr. Samuel L. Odom is Director of Frank Porter Graham Child Development Institute at the University of North Carolina and Principal Investigator of the National Professional Development Center on Autism Spectrum Disorders. He is the author or co-author of many refereed journal articles and editor or co-editor of seven books on early childhood intervention and developmental disabilities. He was previously a member of the National Academy of Science Committee on Educating Children with Autism, which published a report on effective educational programs for young children with ASD (NRC, 2001). He also was a member of the committee that developed the 10 Year Roadmap for Autism Research coordinated by the National Institute on Mental Health and the Interagency Autism Research Committee. His recent articles with his doctoral students have addressed the efficacy of a variety of focused intervention approaches (e.g., peer-mediated interventions, sibling-mediated interventions, parent-child intervention to promote joint attention, independent work systems approach to promote learning) for children with ASD. In 2007, Dr. Odom received the Outstanding Research Award from the Council for Exceptional Children. |
| Abstract: The scientific literature on the efficacy of focused interventions and comprehensive treatment models provides a solid and expanding basis upon which to make decisions about instructional practices for children and youth with autism spectrum disorders (ASD) in inclusive settings. The next challenge for the field is to foster the implementation of such practices in school, home, and community settings. The application of applied behavior analysis principles to implementation science provides one basis for moving practice out of the laboratory or applied research context and into the lives of children and youth with ASD. In this presentation, I will first examine the processes for verifying the efficacy of scientifically-based practices, as well as describe the practices that researchers have identified across reviews. Next I will describe factors that influence practitioners' implementation of practices in classrooms and strategies for fostering implementation. The presentation will emphasize the selection of practices that may be most useful for promoting learning and inclusion in general education and community settings. |
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