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| Technological Tools for Working With Autism |
| Monday, October 7, 2013 |
| 8:30 AM–9:20 AM |
| Salon Celestun (Fiesta Americana) |
| Area: AUT |
| Chair: Angelika Anderson (Monash University) |
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CANCELED: The Effects of a Wii Game Consol on Engagement and Peer Interactions With Children With Autism Spectrum Disorder |
| Domain: Service Delivery |
| KERRY HILLIER (University of Washington) |
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| Abstract: The purpose of this study is to use the Wii Video Game Consol a tool to study engagement and peer interactions with children with Autism Spectrum Disorder (ASD). The questions being answered are: Do children playing the Wii have increased engagement during a subsequent free choice activity? And, do Children playing the Wii game have increased interaction with peer during a subsequent free choice activity? |
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| Video-modeling; is it modeling, or prompting, or priming? |
| Domain: Applied Behavior Analysis |
| ANGELIKA ANDERSON (Monash University), Dennis W. Moore (Monash University) |
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| Abstract: Video-modeling (VM) has shown promise as a strategy for teaching children with autism a range of pre-academic, social, and other daily living skills, but are these interventions always modeling? Existing behavioral definitions of modeling procedures are incompatible with many video-based interventions labelled video-modeling. Our aim is to move towards a better conceptualisation of video-based interventions, challenging the appropriateness of labelling such interventions video-modeling and suggesting that they are sometimes better thought of as prompting or priming procedures. A series of studies in which children were taught target skills including writing the letters of their name, numerals, social and communication skills, and self-help skill (eating using fork and knife, or preparing daily snacks, and appropriately going to the toilet) using video-based procedures are presented, data from these are considered in terms of (i) the presence of a model, (ii) the aim of the intervention (mimicry or emulation), and (iii) whether or not the target behavior was a novel topography for the participant or the aim was a more appropriate expression of a pre-existing behavior. In our discussion we challenge current conceptualisations of VM procedures and question the appropriateness of using this label to describe many such interventions. |
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| Using the iPad or iPod Touch; to Prompt and Develop Independent Communication in People With Autism While Reducing Frustration and Replacing Inappropriate Behaviour |
| Domain: Applied Behavior Analysis |
| LISA DOMICAN (Grace App) |
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| Abstract: Identify and understand subtle communicative acts and inappropriate behaviour and learn to replace them with prompted communication - The presentation will demonstrate that much of the inappropriate behaviour that people describe in people in with autism is actually communication that has been previously reinforced by consequences. They will learn to follow and record what is important to the individual and use that information to plan and prepare the Grace App to suit., ensuring that correct communication is always prompted and rewarded while inappropriate behaviour is ignored.?Participants will learn to prepare the device to be mobile, the importance of tailoring the individual vocabulary stored on the device to suit the user and ensure consistency between caregivers and therapists/educators.?Participants will learn the 6 steps to successfully implementing the Grace App as a requesting system but will also learn how it can enhance quality of life through other communication goals.?They will learn how to request help, explain a change in schedule and how to say: "No" Or "Wait" when a pupil makes a request. They will also learn ways to build opportunities for shared attention that help to reinforce the bond between care-givers and pupil.??Participants will also learn to introduce body awareness and to teach a pupil to say when they have a pain somewhere in order to have it treated in a timely fashion. |
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CANCELED: Extending the Reach of ABA Practitioner Training: Innovations in Online Distance Education |
| Domain: Service Delivery |
| RICHARD W. SERNA (University of Massachusetts Lowell), Harold E. Lobo (Praxis, Inc.), Cindy K. Fleming (Praxis, Inc.), Richard K. Fleming (University of Massachusetts Boston), Michelle M. Foran (University of Massachusetts Lowell), Caroline Cooke (University of Southern California), Charles Hamad (University of Massachucetts Medical School) |
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| Abstract: Given the empirically validated success of early behavioral interventions based on applied behavior analysis (ABA) for individuals with autism and other developmental disabilities, the demand for knowledgeable and skilled paraprofessional teaching staff is at an all-time high. Unfortunately, there currently exists a widely recognized shortage of such practitioners. What is needed is an efficient training curriculum that is specifically geared toward those at the paraprofessional level, one that does not require university enrollment. Such a training program must be easy to access, presented at a level that reaches anyone who may have little or no prior experience with ABA and be available anytime one chooses to access it. This paper will describe an innovative program of research and development aimed at training paraprofessionals through the use of online distance training. The focus of the program has been on teaching fundamental knowledge and skills in behavioral intervention methods by simulating typical live mentor/mentee training. To help build skills, the program makes use of unique simulation exercises, in which the user directly interacts with an onscreen child from a first-person perspective. Program evaluation data from multiple studies will be summarized that demonstrate both knowledge acquisition and transfer of computer-based skills to live performances. |
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