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| Intensive Early Intervention: Basic Expressive, Receptive, and Operant Language Programming |
| Friday, May 28, 2004 |
| 6:00 PM–9:00 PM |
| Independence East |
| Area: PRA; Domain: Applied Research |
| CE Instructor: Eric V. Larsson, M.D. |
| ERIC V. LARSSON (LIFE Midwest), KARA L. RIEDESEL (LIFE Midwest), MELISSA J. GARD (University of Kansas), CHARRYSE M. FOUQUETTE (St. Cloud State University) |
| Description: In intensive early intervention with young children with autism, a great number of language skills are often taught. Such skills can be developed in a coherent conceptual framework, enabling productive treatment planning and program evaluation. In the case of language skills, a four-dimensional matrix of skills can be used to design an overall generative process of language development. The matrix of skills is addressed across generalization modalities, syntax forms, conditional discriminations, and functional communicative relationships. After receptive and expressive skills are developed, the matrix naturally flows into auditory comprehension and production skills. The organization of the language curriculum can be used to control the pacing of related social skills in a systematic manner. Data obtained from children in intensive early intervention will be presented to demonstrate how the generative curriculum can improve the progress of children with severely challenging language disorders. This is part one of a two part workshop. This workshop will present the basic skills programming during the first 18 months of intervention, which sets the stage for advanced comprehension and social language skills. |
| Learning Objectives: At the end of the workshop, participants will be able to: Detail information necessary to plan and program children�s language curriculums into a coherent whole. State how to develop generative language skills rather than rote language skills. Implement conditions that promote the production and comprehension of generative language learning. Program across generalization modalities, syntax forms, conditional discriminations, and functional communication relationships. |
| Activities: Participants will participate in didactic presentations, discussions, and interactive exercises. Participants will obtain specific program sheets provided by the instructors. |
| Audience: Parents, lead therapists, line therapists, consultants, and students. Participants should have a basic understanding of behavioral terms used in intensive early intervention. At least one-months experience with intensive early intervention is preferable. |
| Content Area: Practice |
| Instruction Level: Basic |