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| Early Intervention for Young Children With Autism: Best Practices for Receptive Language Instruction |
| Friday, January 23, 2015 |
| 9:30 AM–12:30 PM |
| Grand Ballroom |
| Area: AUT; Domain: Basic Research |
| CE Instructor: Linda A. LeBlanc, Ph.D. |
| LINDA A. LEBLANC (Trumpet Behavioral Health) |
 Linda A. LeBlanc, Ph.D., BCBA-D, MI Licensed Psychologist, is the executive director of Research and Clinical Services at Trumpet Behavioral Health. She received her Ph.D. in child clinical psychology in 1996 from Louisiana State University and completed her postdoctoral fellowship at the Kennedy Krieger Institute and Johns Hopkins University School of Medicine. She previously served as a professor on the psychology faculties at Claremont McKenna College (1997-1999), Western Michigan University (1999-2008), and Auburn University (2009-2012). She has published more than 80 articles and book chapters on topics such as behavioral treatment of autism, technology-based behavioral interventions, behavioral gerontology, and system development in human services. She has served on the board of directors of the Association of Professional Behavior Analysts, the California Association for Behavior Analysts, the Alabama Association of Behavior Analysts, and several nonprofit agencies serving individuals with intellectual disabilities and autism spectrum disorders. She also has served on state and national task forces to establish best practice guidelines for the treatment of autism and for the development of services for older adults with intellectual disabilities. Dr. LeBlanc has served as associate editor for Education and Treatment of Children, The Analysis of Verbal Behavior, Journal of Applied Behavior Analysis, and Behavior Analysis in Practice. She also has served on the editorial boards of Research in Developmental Disabilities, Behavioral Interventions, Research in Autism Spectrum Disorders, and The Behavior Analyst. She joined Trumpet in 2012 and has focused on development of clinical standards and research efforts throughout the organization. |
| Description: Discrimination training is one of the most important components of early intensive behavioral intervention with children with autism spectrum disorders. In order to design effective discrimination training procedures, behavior analysts and teachers must understand the critical differences between simple and conditional discrimination procedures. This presentation will cover research findings that inform our understanding of stimulus control with a specific application to receptive language programming as described in Grow and LeBlanc (2012). Receptive language refers to responding appropriately to another person's spoken language (e.g., responding to your name, following directions, responding to names and features of objects). Thisworkshop will present five critical best practices for designing and implementing programming for receptive language. In addition, this presentation will describe the potential negative effects for deviating from these recommendations and strategies for troubleshooting and eliminating stimulus control problems that have been created by prior nonoptimal programming. |
| Learning Objectives: At the conclusion of the event, participants should be able to: (1) list the five best practices for receptive language programming; (2) identify the common practices that lead to the most common sources of faulty stimulus control; (3) describe how to arrange trials in order to minimize faulty stimulus control; and (4) identify inadvertent instructor cues that might lead to faulty stimulus control. |
| Activities: Forthcoming. |
| Audience: Psychologists, behavior analysts, practitioners, and graduate students. |
| Content Area: Practice |
| Instruction Level: Basic |
| Keyword(s): discrimination training , receptive language |