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| Online and Applied System for Intervention Skills Training for Providers and Parents of Young Children With Autism |
| Sunday, May 30, 2010 |
| 3:00 PM–4:20 PM |
| 203AB (CC) |
| Area: AUT; Domain: Applied Behavior Analysis |
| Chair: Linda S. Heitzman-Powell (University of Kansas Medical Center) |
| Discussant: Linda S. Heitzman-Powell (University of Kansas Medical Center) |
| CE Instructor: Mark Harvey, Ph.D. |
| Abstract: Early, intensive intervention for children with autism is essential for improving child outcomes. Parents and providers are critical intervention agents and require systematic training. This collection of studies presents two training programs, one of which includes results from a Spanish-speaking family. Training structures consisted of distance learning through web-based instruction and experiential training in clinical settings and at job sites. Content and experiences across programs were designed to teach characteristics of autism, basic screening information, applied behavior analysis, and adult/child
interaction strategies including intervention designed to address deficits and excesses across the three domains of autism: socialization, communication, and behavior. Outcomes varied across programs and included (1) pre to posttest mastery of skills, (2) data on fluency of parents and providers, and (3) child improvement in areas such as language and challenging behaviors. Implications for training and increasing the numbers of quality service providers for young children with autism will be discussed. |
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| Distance ABA Training for Parents of Children With Autism in Geographically Remote Areas |
| JAY FURMAN BUZHARDT (Juniper Gardens Children's Project), Linda S. Heitzman-Powell (University of Kansas Medical Center), Rachel L. White (University of Kansas), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: Training parents to implement ABA interventions can result in positive and sustainable outcomes for children with autism. However, limitations imposed by geographical location prohibit many families from accessing effective training. The Online and Applied System for Intervention Skills (OASIS) Training Program removes geographical location as a barrier to effective ABA training. The program combines interactive web-based training modules and assessments with live supervised sessions in which trainees practice ABA techniques with their children while receiving feedback from a trained clinician at a distant site via video-conferencing technology. Training effectiveness was evaluated using a multiple-baseline design across families with a young child (2-5 years old) diagnosed with an ASD within 12 months of participation. Evaluation data include parent outcomes on pre- to posttest skill mastery and knowledge assessments, and intra-training skill mastery and knowledge assessments; and child outcomes on the Autism Treatment Evaluation Checklist, Early Communication Indicator, Vineland, and parent-reported challenging behaviors. The implications of disseminating effective distance ABA training for families of newly diagnosed children in remote areas will be discussed |
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| Distance ABA Parent Training With a Spanish Speaking Family Living in a Geographically Remote Area |
| ELIZABETH C. RUSINKO (University of Kansas), Linda S. Heitzman-Powell (University of Kansas Medical Center), Jay Furman Buzhardt (Juniper Gardens Children's Project), Rachel L. White (University of Kansas), Sylvia Maack (University of Kansas) |
| Abstract: Geographical location prohibits many parents of children with autism from accessing effective ABA parent training. The Online and Applied System for Intervention Skills (OASIS) Training Program was designed to address this barrier to effective ABA training; however, other barriers remain. Based on the recent 58% increase in the Hispanic population and the fact that this population is now the largest ethnic minority group, language differences are now also becoming a barrier to services. The inclusion of a Spanish speaking family during the development of this program necessitated some accommodations to training such as the use of a translator during video-conferencing sessions. Training effectiveness for this family was evaluated in the same manner as other participants, via a pre-posttest design. Parent and child evaluation data were collected and evaluated in the same manner as all OASIS participants. The implications of disseminating effective distance ABA training for Spanish speaking families of newly diagnosed children in remote areas will be discussed. |
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| Online and Applied System for Intervention Skills: State-Wide Training for Autism Waiver Service Providers |
| JILL M. WHITE KOERTNER (University of Kansas Medical Center), Linda S. Heitzman-Powell (University of Kansas Medical Center), Debra M. Kamps (Juniper Gardens Children's Project), Elizabeth C. Rusinko (University of Kansas) |
| Abstract: The Kansas Center for Autism Research and Training (KCART) Autism Training Program provides training for service providers of children with autism whose families receive Autism Medicaid Waiver funding from the Kansas Social and Rehabilitation Services. The training structure consists of web-based instruction and independent assignments, classroom lecture, and experiential training in a clinical setting and at job sites that provide services to children with autism. Content and experiences are designed to teach an introduction to autism and behavioral treatment, defining and observing behavior, principles of behavior, stimulus control, effective teaching strategies, decreasing behaviors through antecedent and consequent control, functional behavioral assessment, function-based behavior intervention plans, and teaching social-communication skills with typical peers. Outcomes include (1) pre to posttest mastery of information from web-based modules (2) pre to posttest mastery of application of skills, (3) data on fluency of trainees during training sessions, and (4) generalization data from video recordings of trainees’ teaching sessions with clients in their home settings. Implications for training and increasing the numbers of quality service providers in rural areas for young children with autism will be discussed. |
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