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| Positive Practices and Teaching Strategies |
| Tuesday, October 8, 2013 |
| 8:30 AM–8:50 AM |
| Gran Salon II (Presidente Intercontinental) |
| Area: AUT |
| Chair: Stephanie Mounger (aba) |
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| The use of Visual Barrier Blinders to reduce off-task Behavior Maintained by Sensory Reinforcement |
| Domain: Applied Behavior Analysis |
| STEPHANIE MOUNGER (aba) |
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| Abstract: Distraction and mind wandering is a difficult-to-manage behavior problem for individuals with cognitive impairment that can jeopardize education and classroom instruction for themselves and others. This study investigates the effects of a visual barrier to improve concentration and focus as well as distractibility in off task behavior in a classroom setting. The visual barriers reduced off task behavior and had high treatment acceptability. |
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CANCELED: Teaching Intraverbal Behavior to Children With Autism: A Comparison of Echoic and Textual Transfer of Stimulus Control Procedures |
| Domain: Applied Behavior Analysis |
| JENNY LEANN PAGAN (Quest Kids), Ada C. Harvey (Florida Institute of Technology), Elbert Q. Blakely (Florida Institute of Technology) |
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| Abstract: Children with autism often have delays in language, resulting in lack of functional language needed for them to excel by the normed standards of their typical peers. Skinner's Verbal Behavior has been used to train language skills in these children, filling in the gaps of deficits. Few published research articles are available relating to prompting procedures to train intraverbal behavior in children with autism and other developmental disabilities. The purpose of the current study was to investigate the differences in rates of acquisition of target intraverbal questions using echoic and textual transfer of stimulus control methods. This study also replicated and extended previous studies that asserted that textual prompts were more efficient in training intraverbal responses to children with autism. Results of the present study indicated that for the three participants chosen, there were not many differences in the rate of acquisition of the target intraverbal questions. The results show that both prompting procedures may be equally efficient for training intraverbal behavior in children with autism. |
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