|Behavioral Profiles of Children With Autism: Determining Priorities for Intervention
|Saturday, May 29, 2010
|1:00 PM–2:20 PM
|Area: AUT/VRB; Domain: Applied Behavior Analysis
|Chair: Jessica Hetlinger Franco (University of Texas at Austin)
|Discussant: Jessica Hetlinger Franco (University of Texas at Austin)
|CE Instructor: Nancy Champlin, M.S.
|Abstract: Treatment of children with autism can be maximized by focusing on skills that will provide the greatest improvements in the child’s overall functioning in the shortest amount of time. However, it is often difficult to decipher what behaviors are going to be the most critical for the future success of the child. These studies investigated the results of developmental and behavioral assessments of children being evaluated for potential autism spectrum disorder. The results suggest that each assessment tool presents a unique profile of the behavioral characteristics associated with autism. Further analysis of the profiles offers suggestions about the most appropriate intervention priorities for these children.
|Using the VB-MAPP Barriers Assessment to Identify Language and Learning Barriers in Children
|LUPE CASTANEDA (Behavior Analytic Solutions, LLC)
|Abstract: The Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) Barriers Assessment (Sundberg, 2008) examines 24 different areas that are potential barriers to learning. The assessment includes areas that may be deficit, such as manding, and areas that may be in excess, such as self stimulation. Once barriers are identified, intervention can focus on the key areas inhibiting learning. In this study, the Barriers Assessment was administered to 80 young children with autism. Summary of the results and corresponding profiles are discussed.
|Using the Modified Checklist for Autism in Toddlers to Identify the Strongest Predictors of Autism
|JUSTIN GARCIA (Treehouse Pediatric Center)
|Abstract: The Modified Checklist for Autism in Toddlers (M-CHAT) is a screening tool used to identify children at risk for autism. In this study, the M-CHAT was administered to 150 children receiving an interdisciplinary autism evaluation. The number of children failing an autism screening using the M-CHAT was compared with the the number of children diagnosed with ASD. Specific items were analyzed to examine the predictive validity. Several items were identified that were consistently scored for children diagnosed with autism.
|The Importance of Developmental Quotients in the Diagnosis of Autism and Identification of Core Deficits
|AMIT NADKARNI (Autism Community Network)
|Abstract: A Developmental Quotient (DQ) is the resulting number when a child's developmental age is compared with his or her chronological age. For example, a DQ of 100 would suggest that the child is functioning developmentally at exactly his chronological age. Comparison of DQs across skill areas (motor, social, language) can aid in the diagnosis of autism as well as in treatment planning. Developmental quotients of children with autism are compared with children without autism. Results suggest that for children with autism, DQs for social and language skills will be significantly lower than DQs for cognitive, motor, and self-help skills.