|Oops! Learning From the Mistakes of Others: Implications for Observational Learning and Children with Autism|
|Monday, May 26, 2014|
|2:00 PM–2:50 PM |
|W180 (McCormick Place Convention Center)|
|Area: CBM; Domain: Applied Research|
|PSY/BACB CE Offered. CE Instructor: Jennifer Lynn Hammond, Ph.D.|
|Chair: Jennifer Lynn Hammond (Trumpet Behavioral Health)|
|Presenting Author: BRIDGET A. TAYLOR (Alpine Learning Group)|
Some children with autism can learn to imitate a wide variety of functional responses. For example, many can be taught to imitate actions with objects, the play behavior of peers, and the social responses of others. Less well documented are strategies that teach children with autism under which conditions imitation is advantageous, and under which conditions it is not. In order for a child with autism to learn through observation, he must learn how to discriminate the contingencies applied to modeled responses. This presentation will outline an assessment protocol to identify prerequisites for observational learning and research directives to teach children with autism to selectively imitate by discriminating the consequences applied to another's responses. Video-taped examples will illustrate components of the assessment, and preliminary outcome data on several children with autism will be presented.
|Instruction Level: Basic|
|Target Audience: |
Psychologists, behavior analysts, graduate students, and anyone interested in the autism field.
|Learning Objectives: At the conclusion of the presentation, participants should be able to (1) Define observational learning; (2) Define selective imitation and discuss why it is an important component response of observational learning; and (3) Identify components of a proposed assessment for observational learning.|
|BRIDGET A. TAYLOR (Alpine Learning Group)|
|Dr. Bridget A. Taylor is co-founder and executive director of Alpine Learning Group and is senior clinical adviser for Rethink. Dr. Taylor has specialized in the education and treatment of children with autism for the past 25 years. She holds a doctorate of psychology from Rutgers University and received her master's degree in early childhood special education from Columbia University. She is a Board Certified Behavior Analyst and a licensed psychologist. She is an associate editor for the Journal of Applied Behavior Analysis and serves on the editorial board of Behavioral Interventions. She is a member of the Behavior Analyst Certification Board and a board member of the Association for Science in Autism Treatment. She serves on the Autism Advisory Group for the Cambridge Center for Behavioral Studies and the Professional Advisory Board for the Association of Professional Behavior Analysts. Dr. Taylor is active in the autism research community and has published numerous articles and book chapters on effective interventions for autism. Her recent research interest is in identifying effective strategies to promote observational learning in children with autism.|