Association for Behavior Analysis International

Children with Autism often do not provide enough detail and information when engaged in conversation. Narrating private events, or describing situations and topics in detail so that others understand them is often challenging. Teaching a child to provide more information to his listener improves conversation skills and decreases the strain on the conversation partner. We used Fluency Based Instruction to increase the level of detail the learner provided to his teacher when describing a picture for his teacher to draw, while systematically increasing the level of detail he needed to provide to his teacher. This poster illustrates both the process and the outcomes.

Since the passage of NCLB mandating the use of evidence-based practices for individuals with disabilities, teachers are in need of effective interventions to teach students with Autism Spectrum Disorder (ASD). The purpose of this presentation will be to discuss whether or not activity schedules can be considered an evidence-based practice for teaching on-task and transition behaviors to students with ASD. For the purposes of this review, the authors considered activity schedules to be any sequence of visual cues used with a student. Overall, 27 articles retained for analysis that met the inclusion criteria (e.g., used a single subject design; published in a peer reviewed journal between the years of 1975 and 2011). Individual articles were coded according to (a) quality indicators according to Horner et al. (2005); (b) descriptive characteristics of the study (e.g., independent variable); and (c) evaluation of the composition of studies as providing an EBP according to Horner et al. Twelve of the original 27 studies met criteria for quality (Horner et al., 2005; NSTTAC, 2010). Presenters will discuss how these studies provide a moderate level of evidence. The impact of this presentation will be to provide recommendations for using activity schedules to teach students with ASD.

Symptoms of social impairment typically persist into adulthood for individuals with ASD (Wilkins & Matson, 2009). For two decades, video self-modeling (VSM) has been used to address a number of social skill deficits for individuals with ASD. However, research on social skills training using VSM for older individuals is limited. The demonstrated success of VSM in social skills training suggests that the model may hold promise for adolescents and adults diagnosed with ASD. This review provides a literature base for utilizing a VSM intervention in postsecondary educational setting for higher functioning individuals with ASD and explores the efficacy of such practice.

Social skills instruction is inherently difficult for children with autism, given the nature of the disorder. The ability to make significant gains with social skills in a group format adds additional challenge. Social skills groups must have clearly identified goals and well established methods to ensure successful skill acquisition for all of the group members (Stichter, et al., 2010). Effective social skills group instruction relies on the consistent delivery of planned instruction within a predictable group structure. This presentation describes several key components of a new social skills program. These components were developed on findings from the behavioral literature. Specifically there were four key assumptions. The first is the importance of establishing the purpose of the group. A clearly defined curriculum ensures that the group is adequately focused with measurable goals. Secondly, group formation is critical. Members of the group should have similar needs and abilities. A third factor is the group having well established methodologies. This ensures that those serving as instructors have a clear understanding of what instructional methods will be used during each session. Fourth, there should be a predictable structure to the group. Specifically, the group should have established themes and predictable sequence. These discriminative stimuli help to ensure that there is an expectation for learning. This promotes social skills learning versus unfocused social interactions such as those seen in simple experiential groups. This presentation describes each of the above components in detail. The ABA methods used in this new program are outlined, including clinical examples of programs. Outcomes are addressed, with detail on how data were collected and evaluated for each participant.

This poster will outline a single subject case study examining the effects of using an auditory trainer, the HearIt, on a five year old non-verbal girl diagnosed with autism spectrum disorder, verbal apraxia, recurring otitis media, and symptoms of auditory processing disorder, which were exacerbated during a time of identified conductive hearing loss. Performance on standardized language measures and the rate of skill acquisition for receptive language targets with and without the use of the system over a four month period will be presented. At the time of the study, the subject had been receiving intensive behavioral intervention in the Early Childhood program at the Cleveland Clinic Center for Autism for two years. This poster will demonstrate the positive effects of using the HearIt in the classroom setting during times of identified conductive hearing loss and when hearing was determined to be within normal limits as identified by an audiologist. Clinical implications will be discussed.

Pacific Child and Family Associates is an agency which provides Applied Behavior Analysis (ABA) services to clients with autism and related disorders. One part of the quality assurance procedures which are in place, are the conducting of Teacher Performance Rate and Accuracy (TPRA) observations on therapists providing direct ABA services to clients. The TPRA observations are conducted by supervisors on therapists, to ensure that programing is being implemented correctly. During the TPRA observations direct feedback is provided to the observed therapist on the quality of his or her antecedents and consequences surrounding interlocking three-term contingencies between the therapist and the client. These observations are also used to collect inter-observer agreement (IOA) data and identify areas in need of change in current programing. In this study, an intervention was put in place using individual goal setting and immediate feedback to increase the number of TPRA observations conducted monthly by supervisors. The study utilized a multiple baseline design across participants, to assess the effectiveness of the intervention. The value of goal setting interventions, the creation of contingency specifying stimuli, and the general application of behavior change strategies in an agency setting are all discussed.

Approximately 40% of children with Autism Spectrum Disorder (ASD) have limited to no verbal behavior. Of the 60% who do speak, they may demonstrate behavior which interferes with their ability to learn language, limiting acquisition of new skills. One example of an interfering behavior is echolalia. Echolalia is the mechanical repetition of words and/or phrases uttered by another individual and can be immediate or delayed. It is often a symptom of a neurological or developmental disorder such as Autism. In the present study the effectiveness of response blocking and differential reinforcement of alternative behavior (DRA) on immediate echolalia was assessed using a multiple baseline design across subjects. Response blocking and DRA were assessed with two children diagnosed with autism spectrum disorder. Each child was taught to make an alternative, non-echolalic verbal response (i,e., I don't know) to an echoed statement or question. Preliminary analysis of data shows an 89% decrease in frequency of immediate echolalia with Participant 1 after implementation of the intervention. This procedure is efficient in that it produced rapid results and can be easily implemented across various environments.

Analogue functional analysis (FA) has been used as the fundamental experiment to identify the functional relationship between problem behavior and the environmental variables. As much as it is used extensively, the FA procedure has been conducted with variations adapted to particular characteristics of individuals with developmental disabilities. However such variations adopted in FA conditions may introduce confounds to the results of FA (Carter, Devlin, Doggett, Harber, & Barr, 2004). As an example, during the attention condition, the child manipulates tangible objects (e.g., toys) while the implementer pretends to do work. During a control play condition, the child plays with the tangible objects freely. At that time, depending on whether or not the child can access the tangible object to engage in the target behavior (S/R), the results can be different. The presence of tangible objects across FA conditions may cause especially undifferentiated results. This study reviewed previous studies in which analogue FA was conducted for participants whose target behavior was stereotypy/repetitive behavior with tangible items published in the Journal of Applied Behavior Analysis from 1994 to 2011. This review provides a summary related to the exact conditions of the FA described in the literature and the relevant FA results. A total of 15 studies were identified from the inclusion criteria. Most studies did not provide a detailed description about which tangible items were used to engage in stereotypy/repetitive behavior or whether the items were present in the FA conditions (i.e., attention, play, and alone). Most studies also did not provide a specific criterion regarding tangible item presence or absence in the alone condition for the participants with these characteristics. Usually, during the alone condition, the tangibles were absent and false negatives are suspected. Based on the results, this study discusses and provides some suggestions regarding systematic experimental control of functional analysis for this population.

The highly preferred items selected through preference assessment are provided as a reinforcer during educational intervention. Children with autism and other developmental disabilities are more likely to engage in inappropriate behavior (e.g., stereotypy/repetitive behavior) than appropriate play with the preferred items given as a reinforcer. Unfortunately, reinforcers may unintentionally encourage the problem behavior (i.e., stereotypy/repetitive behavior) that the intervention is trying to reduce. It is important to select a reinforcer based on the object data; however, considering the above situation, it is necessary to look at not only the data, but also the whole picture when making reinforcement decisions. An alternative reinforcer that is still acceptably effective and encourages children to engage in less problem behavior may need to be identified. In this respect, the present study evaluates a possible alternative reinforcer: social interaction. The purpose of this study is to compare the effectiveness between the first preferred item and the social interaction (e.g., verbal praise, high five etc.) given as a reinforcer during the instruction period. The participants were three children, aged 3 to 5 years old, with developmental disabilities. This study had two phases: In the first phase, preference assessment was conducted to identify the most highly preferred items. The information about social interaction that the child preferred was obtained from their teachers. In the second phase, two different reinforcer conditions were compared in terms of skill acquisition, task engagement, and stereotypy/repetitive behavior. For this comparison, alternating treatment design was used and the type of reinforcer condition used in each session was randomly determined. The result suggests that social interaction would be an effective reinforcer to teach skills without promoting stereotyped behavior. Based on the results, this study discussed making an efficient reinforcement decision.

We tested the effects of Multiple Exemplar Instruction (MEI) across production and selection responses for spelling –ing words and words ending in -s, on the emergence of untaught spelling responses for 6 elementary school students. The independent variable was the MEI procedure. MEI was conducted across production and selection responses across 3 or 4 rules for spelling –ing words or words ending in –s. The dependent variables were the percentages of correct untaught spelling responses to –ing words/words ending in -s emitted by the participants during pre- and post-MEI probe sessions. Abstraction responses to –ed words following the same rules were also studied for words ending in –s. Experimenters utilized a multiple probe design across behaviors (rules for –ing words and rules for words ending in –s). The results demonstrated the number of correct untaught spelling responses increased for all participants across both sets of rules (rules for –ing words and rules for words ending in –s), following MEI. Abstraction responses to –ed words for words ending in –s also increased following MEI for 3 participants.

This poster presentation will provide results of a series of studies will be in which researchers used single subject research designs to evaluate the effects of the Book Builder program on the acquisition of vocabulary and comprehension of science content by middle school students with various disabilities (MSD, ASD). In the first study, three phases of the study included: (a) Book Builder with comprehension supports as recommended by CAST; (b) Book Builder with explicit instruction (i.e., use of model, lead, test, and examples and non-example), and (c) Book Builder with explicit instruction (including a referral to the definition). Visual inspection of the graphed data showed the strongest functional relation was between the intervention that used explicit instruction including a referral to the definition and the number correct on the probes. Another study using a multiple probe across participants design replicated the previous study using the most effective phase (e.g., Book Builder with explicit instruction including a referral to the definition) as the intervention. Findings from this study show that all students made progress on the comprehension probes. Finally, presenters will discuss the limitations of the studies, practical implications for teachers, and future research.

Multiple-stimulus-without-replacement (MSWO) preference assessment is one type of assessment teachers can utilize to identify preferred and effective reinforcers for use during instruction with individuals with developmental disabilities. Previous research has shown that single session training is able to produce mastery level performance in staff members (Roscoe & Fisher, 2008). In the current study, teachers were trained using a single session training format in an AB design and evaluated to determine if teachers could be taught to conduct an MSWO preference assessment with a high level of procedural integrity with students with severe to profound intellectual and developmental disabilities. After the teachers demonstrated mastery levels of performance with trainers, they were assessed with students in their classroom. Follow-up data were collected to measure teacher performance one and three months after training. We hypothesized teachers would be able to conduct, and maintain over time, a high degree of procedural integrity with MSWO preference assessments following a single session training with students with severe to profound intellectual and developmental disabilities.

We tested the effects of the Comprehensive Application of Behavior Analysis to Schooling or CABAS Training package on the acquisition of effective teaching practices in one adult. A district-employed teacher, who did not have in CABAS training repertoire, participated in the experiment. The dependent variables were the accuracy of delivered learn units, the accuracy of graphic decisions, and the accuracy of the rates of approvals and disapprovals. The independent variable consisted of the CABAS Training package which included formal instruction in the learn unit, formal instruction in the decision analysis protocol, and formal instruction in the uses of approvals and disapprovals. A single-subject delayed multiple probe design across behaviors was used, where probe sessions were conducted prior to the start of each intervention and following each of the instruction conditions. The results thus far showed that the participant mastered the delivery of accurate learn units, mastery of the decision analysis protocol, and mastery over tacting approvals and disapprovals.

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Peel Behavioural Services and the Paediatric Outpatient Services at Trillium Health Centre have created a model where a multidisciplinary team comprised of a Psychologist, Behaviour Therapist, Occupational Therapist and Speech Language Pathologist coordinate efforts to assess/treat children with Autism Spectrum disorder. Dawson et al (2010) conducted the first randomized, controlled trial which demonstrated the efficiency of a comprehensive developmental behavioural intervention for toddlers with ASD for improving cognitive function, adaptive behaviour and severity of the ASD diagnosis. Children in the Early Start Denver Model showed significant improvement when compared to a group of children receiving only community intervention. This model elaborates on these findings. Joint assessment, comprehensive planning, parent training, behavioural intervention, speech language intervention, and occupational therapy are implemented by one team in a coordinated effort. Treatment occurs both in centre and in the home setting. This allows for multiple intervention opportunities, consistent communication with the family and a simplified treatment approach. It is cost effective in that existing resources are utilized in a more efficient coordinated manner. The poster will present both the model and an initial case study which examines implementation and effectiveness.

The Picture Exchange Communication System (PECS) is widely used in teaching individuals with autism spectrum disorders to initiate communication with other people (Bondy and Frost, 1994). According to the PECS teaching protocol (Bondy and Frost, 1994), phase 1 requires two teachers working with the student simultaneously; the first teacher serves as the Communicative Partner, while the second teacher is the Physical Prompter. Having two trained teachers present during all PECS training sessions is not always practical. For this reason, researchers have raised the question of whether it may be possible to effectively teach phase 1 of PECS with only 1 teacher present (Ross and Lavallee, 2009). The current study compared the number o f trials to acquisition of an independent mand in the two conditions (1 trainer and two trainers). The order of treatments (1 teacher or 2 teachers) was randomly assigned, interobserver agreement data as well as procedural fidelity data were collected. Results suggest variability across students and that some students may acquire the independent mand more rapidly in the single trainer condition.

The Institute for Child Development (IWRD) in Gdansk is a non-profit organization offering a comprehensive science-based program of therapy for children with autism. The Institute for Child Development is the first replica in Europe and the only one in Poland of the Princeton Child Development Institute located in the USA. The following programs operate within IWRD: -- Special Kindergarten for Children with Autism -- Psychology and Education Clinic -- Teacher Training Center -- Single-grade Integrational Kindergarten The main method incorporates the principles of applied behavior analysis as well as basic teaching standards. The IWRD educational program is based on the Princeton Child Development Institute model. A special education kindergarten for children with autism offers a program of early development intervention consisting of therapy for children that begins with the moment of the initial diagnosis and continues until they reach school age. Children work according to individualized educational and therapeutic programs under the guidance of highly qualified therapists at the Institute. They also implement the programs at family homes under the supervision of IWRD specialists. Each task in the program is recorded once a week and the data are plotted onto a graph. All changes in behavior (i.e. students progress) are analyzed. The main objective of the therapy is gradual and systematic introduction of the child into his or her peer group at mainstream kindergartens and schools. The Institute for Child Development also conducts a research and development program designed to conduct scientific studies and publish books and articles as well as popularize knowledge about the latest methods of diagnosis and therapy of small children with autism and related disorders. We have initiated joint programs with the University of Gdansk and other scientific research centers in Poland and abroad. We share our experience and knowledge by holding training sessions and internships designed for teachers, psychologists and students.

Children with Autism display deficits in social skills in areas of communication and social interactions. This leads to difficulties in the ability to self-advocate for themselves. There are many different strategies used to teach social skills (DiGennaro, Reed, Hyman, Hirst, 2011). This poster explores whether Multiple Exemplar Instruction (MEI) can be used to effectively teach social skills. This model is traditionally used to teach language (Greer, Yaun, & Gautreaux, 2005 & 2008). MEI procedures teach using the exemplars of tact, intraverbal, and match. We created scenarios that were used to target these areas. We also added Natural Environment to record whether the skill was generalizing. This model was used with 3 students to teach the difference between being Rude, a Self Advocate, and Being Taken Advantage of. We used several types of scenerios and varied the type of exemplars in each condition. Data was recorded on each exemplar and graphed separately. The studies indicated that teaching only MEI without natural environment did not generalize the behavior. MEI including natural environment applications created a mastery of the material in the natural environment.

This multiple baseline study investigated the effectiveness of a behavioral skills training (BST) package in teaching three instructional assistants to implement mand training teaching components to a 13 year old student with autism. During baseline, the experimenter provided the assistants with a mand training checklist and instructed them to follow the steps to the best of their ability during a 5-mintes session with the student. Behavioral skills training consisted of a 5-minute session in which the experimenter provided each assistant with the training package (i.e., instructions, modeling, rehearsal, and feedback) followed by a 5-minute uninterrupted session in which performance was measured. Immediately following achievement of the mastery criteria of BST, 5-minute post-training sessions evaluated each assistants ability to independently implement the teaching components in the absence of the prior BST session. Results revealed that the percentage of correct implementation of mand training teaching components increased significantly across all three assistants during BST sessions and maintained at high levels during the post-training phase.

Caregivers of children with autism will likely meet with many school professionals once their children become school-aged. These meetings can be intimidating for caregivers who are unfamiliar with special education terminology and protocol, and caregivers may feel ineffective when communicating with school personnel. The purpose of this poster is to describe a training curriculum to teach caregivers ways in which to communicate during meetings with school professionals, including the kinds of questions to ask/statements to make and when to ask or make them. An overview of the training procedures, the participants, and the outcomes are described here. Preliminary data suggest the training produced increases in communication skills and that caregivers found the training effective and useful.

In the era of evidence-based practices, practitioners need to know which methods are the most effective and efficient for certain populations of students. This poster session will provide results of a study that compared the use of task analytic instruction to scripted lesson plans on comprehension of science concepts during an inquiry lesson for elementary students with MSD. In this presentation, results of a study in which researchers used a multiple probe across lesson type counterbalanced across students to compare the effects of task analytic instruction versus scripted lessons on the comprehension of science content by elementary school students with MSD will be discussed. Four teachers and eleven students participated in the study. Although both interventions were beneficial, visual inspection of the graphed data showed the most effective and efficient intervention for all students was the task analytic instruction. The social validity measures taken by the special education teachers and the students suggest the program was beneficial; however, teachers showed a clear preference for the task analytic instruction over the scripted lessons. Finally, presenters will discuss the limitations, practical implications for teachers, and future research. Participants will learn which approach was more effective and efficient for student acquisition.

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