|The Application of Behavior Analytic Methodologies at a Center for Children and Adolescents Diagnosed With Autism
|Monday, May 31, 2010
|1:30 PM–2:50 PM
|Area: AUT/VRB; Domain: Applied Behavior Analysis
|Chair: Patrick E. McGreevy (Patrick McGreevy, Ph.D., P.A.)
|Abstract: Four presentations will demonstrate the use of applied behavior analysis procedures across a variety of learners, all diagnosed with an Autism spectrum disorder and receiving services from The Applied Behavior Center for Autism in Indianapolis, Indiana. ABC is a full-service center that utilizes Applied Behavior Analysis to increase the independence of children with autism. Language, social and academic skills are shaped through applied verbal behavior procedures. This symposium offers a brief look at some of the evidence-based techniques used at The Applied Behavior Center. Techniques discussed will include using Precision Teaching across skills and learners, facilitating peer manding groups for children with different response forms, teaching covert behavior to children with social skill deficits and setting up a classroom for children on the autism spectrum. This symposium will demonstrate how a variety of behavior analytic methodologies coalesce to produce a full-service center for children with varying skill levels.
|Using Precision Teaching Across the Verbal Operants
|LAURA GRANT (Applied Behavior Center for Autism)
|Abstract: Precision teaching is a powerful behavioral technology that is useful across all learners and levels of skill. This presentation will provide an overview of Precision Teaching, an explanation of “channel sets” (Haughton, 1980), now commonly referred to as learning channels and their relation to the verbal operants and the application of the Precision Teaching methodologies to language, social and academic skills at the Applied Behavior Center for Autism. Descriptions of how Precision Teaching is currently in use at our center, video footage of fluency based instruction and data charted on the Standard Celeration Chart representing the variety of skills targeted using the methodologies will also be presented. Targeted skills for which data will be provided include requesting preferred items using sign language, articulation of speech sounds for children transitioning from a signer to a vocal speaker and academic skills of children in a classroom designed to prepare them to transition to a general education environment.
|Teaching Covert Verbal Behavior to Mediate Social Skills
|JANINE SHAPIRO (Applied Behavior Center for Autism)
|Abstract: Social deficits are a hallmark deficit of autism spectrum disorder (ASD). Initiation and maintenance of conversation between peers is a frequent target of intervention. Often times, behaviorists attempt to reinforce successful initiations and do not differentially reinforce the content of the initiation utterance and its appropriateness to the environment and conversation partner. This presentation will provide an overview of how social lessons focus on teaching students with ASD to use covert verbal behavior to prompt social initiations based on prior experience with the peer or knowledge about the peer at The Applied Behavior Center for Autism in Indianapolis, IN. Maintenance of conversation is targeted in a similar manner based upon the peer’s verbal responses during a conversational exchange. Instruction is provided in a group format with role-playing opportunities with an adult and then practiced with peers in a more natural setting. While a private event is taught, data is recorded according to overt demonstration of the target social skill.
|Creating a Transitional Classroom for Children on the Autism Spectrum
|KYLE M. MITCHELL QUINN (Applied Behavior Center for Autism)
|Abstract: Transitioning children diagnosed with Autism Spectrum Disorders into public school classrooms has been a challenge to both school systems and behavior analyst for many years. Several challenges have existed with the integration of Applied Behavior Analysis methodologies into these school classrooms. An overview of teaching the children within an ABA classroom using researched based ABA methodologies, including Precision Teaching, verbal operants, choral responding skills, and direct instruction skills will be reviewed as a packaged model that was used at The Applied Behavior Center for Autism. An overview of how these methodologies and principles were delivered and implemented to improve the successful integration of students into public school classrooms will be discussed, including video examples of actual classroom instruction. Included within these examples will be a review of material, including a phonetic reading program and a language curriculum, which was used, and integrated ABA methodologies and principles.
|Facilitating Peer Manding Sessions With Children With Different Response Forms
|ALISON ANDERSON (Applied Behavior Center for Autism)
|Abstract: Traditional mand training in verbal behavior programs typically targets increasing the manding repertoire during teaching sessions between an adult and a learner. The learner discovers that adults will grant them access to preferred items and events when language is used. However, when teaching sessions with similarly aged or skilled learners are not specifically targeted, the learner’s manding repertoire does not always generalize to use with other such learners. Consequently learners do not experience gaining access to reinforcement through their peers. Included in this presentation is a description of peer manding groups at the Applied Behavior Center. At ABC, peer manding groups are used to encourage the generalization of manding repertoires to other peers. Learners are carefully paired together based on skill level and targeted problem behaviors. Two children diagnosed with an autism spectrum disorder learn to mand for preferred items from each other with different response forms. One peer uses vocal responses to communicate, and the other peer uses signs to communicate. Peer manding groups teach learners that communicating with other learners benefits them and increases the likelihood that social interactions with other learners will occur in the future.