Association for Behavior Analysis International

Each study will touch on challenges relating to Autism and related interventions. Including training staff, improving intervention, and social skills for individuals with Autism and Aspergers childhood to Adulthood.

There is an increasing need for therapists who can provide effective evidenced-based therapy for individuals with autism, who often have significant delays and require additional support. In order to improve therapist implementation of evidenced-based practices, effective training techniques are needed. One training method that is emerging is a system of self-monitoring. The literature suggests that allowing therapists to examine their own performance and provide self-initiated feedback may be an effective training method. The current study examines the effects of video self-monitoring procedures used to teach therapists to implement multi-element therapy with a high level of accuracy. Specifically, the intervention included self-monitoring forms used to self-assess therapists implementation of Pivotal Response Treatment. In addition, this study examines the use of performance-based feedback and in-vivo coaching to improve implementation of treatment. A multiple baseline across three participants was used to assess variables of interventionist performance. Results indicate that using a self-monitoring procedure within a training package yields dramatic and immediate results in helping the therapist meet fidelity of implementation that generalizes to other children and environments.

ndividuals with Autism Spectrum Disorder (ASD) display a marked impairment in social interaction and often exhibit difficulty in maintaining social conversations with peers. These deficiencies can manifest in low levels of question-asking initiations and inappropriate pragmatics in social conversation that persist throughout the developmental lifespan. The purpose of this study is to assess whether or not young adults with ASD can increase their use of question-asking initiations in social conversation and measure possible immediate collateral gains in targeting the pivotal area of initiations in young adults with ASD. Using a multiple-baseline across-participants research design, this study examines whether video feedback will be successful in teaching question-asking initiations in social conversation for each of 3 college student participants with ASD, measures generalization across peers and settings during social conversation, and assesses collateral gains. Data suggest that the video feedback intervention for question-asking initiations results in gains in appropriate question-asking initiations, ability to maintain fluid conversation, the participants interest/affect and perceived confidence in maintaining social conversation, overall pragmatic ratings, and a decrease in perseveration on restricted topics of interest.

Difficulties engaging in social activities are considered to be a core symptom of individuals with Autism Spectrum Disorder (ASD). Both the literature and our clinical observations suggest that most individuals with ASD have a desire to engage in social activities, but social skill deficits make social interaction challenging, and in turn can lead to feelings of loneliness and isolation. Currently there are few resources to support adult students with ASD in forming friendships and involvement in the college community. Using a multiple baseline design over a 33 week period, this study evaluated the effectiveness of structured social planning for college students with ASD. Intervention included weekly sessions that included providing step-by-step social planning related to their interests, and feedback regarding their participation in social activities. In addition, training in specific organizational skills was implemented, such as determining activities, using a planner to ensure participation in the activities, inviting peers to activities, arranging for transportation, and so on. Results demonstrated that participants were not attending any social events throughout the baseline period. Following intervention, all participants increased the number of social events attended per week. Further, quality of life and satisfaction questionnaires all reported a higher satisfaction with their college experience and peer interactions following intervention. Finally, improvements were seen in other untargeted areas, including increases in non-structured social interactions, improvements in grade point averages, and employment. Results are discussed in regards to a creating a social support program for college students with ASD.