Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


31st Annual Convention; Chicago, IL; 2005

Program by Continuing Education Events: Monday, May 30, 2005

Manage My Personal Schedule


Invited Tutorial #216
CE Offered: BACB
2005 ABA Tutorial: The Importance of Understanding and "Extending" Skinner's Extended Tacts for Behavior Analysis Applications
Monday, May 30, 2005
9:00 AM–9:50 AM
International North (2nd floor)
Area: VRB; Domain: Theory
BACB CE Offered. CE Instructor: T. V. Joe Layng, Ph.D.
Chair: Janet S. Twyman (Headsprout)
Presenting Authors: : T. V. JOE LAYNG (Headsprout)

Some have maintained that the investigation and teaching of higher cognitive function is outside the domain of behavior analysis or at least Skinners treatment of Verbal Behavior. In contrast, this presentation will argue that Skinners treatment provides the foundation for understanding a range of complex verbal phenomena important to behavior analysts or anyone interested in higher cognitive function. This is particularly true for those who build programs to teach verbal behavior skills. Building on Skinners analysis, this talk offers a heuristic that may be useful for those who design Verbal Behavior programs. This heuristic helps delineate a hierarchy of repertoires and the contingencies that define them. These extended relations include: Basic units or sameness relations, which include concepts and simple equivalence relations; linked units or ordered relations, which include principles and more complex equivalencelike relations; and combined units or generative repertoires, which include reasoning, problem solving, and the use of metaphor. Generative repertoires are of particular importance for they provide the learner with the means for more autonomous learning. Accordingly, this category will be emphasized, drawing heavily from the work of Joanne K. Robbins (and others) and her analysis of how to teach the various types of intelligence.

T. V. JOE LAYNG (Headsprout)
Joe Layng co-founded Headsprout, and serves as the company's Senior Scientist where he led the scientific team that developed Headsprout’s patented Generative Learning Technology. This technology forms the basis of the company’s Headsprout Early Reading program, for which Joe was the chief architect. Joe has over 25 years of experience in the experimental analysis of behavior and the learning sciences both in the laboratory and in applied settings. Joe earned a Ph.D. in Behavioral Science (Biopsychology) from The University of Chicago, where he conducted basic research on animal models of psychopathology. Specifically, he, in collaboration with P. T. Andronis and I. Goldiamond, investigated the recurrence of chronic, un-reinforced, self-injurious behavior (SIB – head-banging by pigeons) as a function of past selection contingencies for SIB, and current selection contingencies which maintained a different class of behavior (key-pecking). He also collaborated with P. T. Andronis and I. Goldiamond on research investigating the adduction of untrained complex symbolic social-behavior, which led to the key elements upon which the Headsprout Generative Learning Technology is based. Other work has included Signal Detection Theory experiments on the discrimination of ambiguous stimuli, particularly those of social consequence, in collaboration with J. K. Robbins, H. Karp, and M. Mauldin while at the University of Houston–Clear Lake. From 1991 to 1996, Joe was the Director of the Academic Support Center, and then Dean of Public Agency and Special Training Programs at Malcolm X College in Chicago. While at Malcolm X College Joe founded the Personalized Curriculum Institute (PCI), which rapidly equips under-prepared students with the skills needed for college success, and worked with the Chicago Public Schools and the Chicago White Sox Charities to bring research-based instruction to Chicago's schools.
Invited Paper Session #286
CE Offered: BACB

Is Autism on the Rise? Issues of Prevalence and Early Risk Factors

Monday, May 30, 2005
9:00 AM–9:50 AM
Continental B (1st floor)
Area: AUT; Domain: Service Delivery
CE Instructor: Marygrace Yale Kaiser, Ph.D.
Chair: Jack Scott (Florida Atlantic University)
MARYGRACE YALE KAISER (University of Miami), Keith Scott (University of Miami)
Marygrace Yale Kaiser is a Research Assistant Professor and Assistant Director of the Autism and Developmental Disabilities Monitoring Project at the University of Miami. Her work and that of her colleague Keith Scott, has focused on prevalence of serious disabilities in children with special attention to the epidemiology of autism. Dr Kaiser received her doctorate in psychology from the University of Miami where she coordinated the Early Social Communication Project. This project examined the development of joint attention and other forms or early social interaction in children with autism. Her current research puts her in a unique position to build on her background in autism and now to apply the tools of developmental epidemiology to account for the increasing rates of autism and related disabilities.

Recently, issues concerning Autism and Autism Spectrum Disorders (ASDs) have received a great deal of attention. Comparisons of epidemiological data from the last 30 years suggest that there has been a significant increase in the prevalence of the disorder. However, the meaning of this increase is currently poorly understood and few population-based studies have been conducted with large U.S. samples. This talk will detail past and present efforts to document the prevalence of autism, as well as discuss implications of the apparent increase in the number of individuals affected by the spectrum of disorders. In addition, characteristics that may increase the risk for developing autism will also be discussed. The few studies that have explored possible association have mostly involved analyses of small, ethnically similar samples which may make results more difficult to generalize. Data from two investigations of large ethnically diverse populations will be highlighted and areas of future investigation will be presented.

Symposium #316
CE Offered: BACB
Achieving Fluent Responding in Young Children with Disabilities
Monday, May 30, 2005
10:30 AM–11:50 AM
Stevens 1 (Lower Level)
Area: DDA; Domain: Service Delivery
Chair: Brian Doyle (HMEA)
Discussant: Brian Doyle (HMEA)
CE Instructor: Robyn E. Stewart, M.Ed.

Teachers often encounter students who present with both academic deficits and social-behavioral difficulties. Deficiencies in basic academic skills can eventually lead students to be excluded from general education classrooms, while a lack of appropriate social skills affects not only their development of advanced communicative abilities, but also further exacerbates their isolation from peers. Both of these deficit areas are strong predictors of later problems in life. Fluency training, with its emphasis on ?the student knows best? approach, offers alternate strategies for addressing these issues. Fluency training has been found to increase acquisition and retention of both component and composite skills. This presentation examines how fluency training in combination with other treatments can improve a basic academic skill (i.e., oral reading and comprehension) and social skills in young children with developmental disabilities. Results will be discussed with respect to the retention, endurance, and application of these skills in classroom settings.

Increasing Sight Word Fluency Through Audio Taped Recordings
KARA MUIRHEAD (HMEA), Michael J. Cameron (Simmons College), Michele D. Mayer (HMEA)
Abstract: Research that focuses on sight word acquisition and its relation to reading fluency and comprehension have yielded mixed results. One group of studies has demonstrated support for within context teaching to increase reading fluency and comprehension through repeated readings, peer-mediated instruction and previewing. Other studies, however, have shown that within context instruction does not necessarily increase reading fluency and comprehension when compared to out of context strategies. This study seeks to increase the fluency of sight word recognition using audio tape recordings of a student diagnosed with Kleinfelter’s Syndrome, Developmental Delay and ADHD. This subject was chosen due to the desire of his TEAM to increase his time in the general education classroom and the gap between his instructional reading level in comparison to his peers. A changing criterion design demonstrated the effectiveness of increasing sight word recognition. A correlation is made between the increased fluency in sight word recognition during out of context instruction and the fluency of in context reading and comprehension.
Increasing Oral Reading Fluency Through Video Modeling and Sight Word Training
Abstract: Educators indicate that literacy skills are among the most necessary skills for functional living in today’s society. Additionally, students who read well are more likely to achieve success in school. Students with learning disabilities often struggle to read fluently which teachers suggest later leads to difficulty with reading comprehension skills. A variety of interventions including repeated readings, tutoring, phonological training programs, sight word training, and video self-monitoring have yielded mixed results. These intervention approaches have identified a variety of challenges as children attempt to generalize these skills to novel reading materials. For example, in some studies an increase in a child’s ability to identify sight words did not correlate to an increase in oral reading fluency. This study sought to increase oral reading fluency through fluency training for sight word identification, utilizing a matching to sample procedure, and then additionally following a video modeling procedure. Results indicate that the treatment package of sight word training in addition to video modeling, was successful in increasing oral reading fluency for a learner with PDD-NOS.
A Classroom Approach to Increasing Social Interactions Among Preverbal Pre-school Children with Autism
HEATHER LYNN LEWIS (Autism Education and Support Services)
Abstract: Intensive behaviorally-based classrooms provide quality research-based programs that allow for the implementation of dynamic and comprehensive therapy packages. The resources and expertise of a quality program aides in the development of many children on the autism spectrum. In a pre-school setting, an optimal environment to teach social skills, research is limited in the area of pre-school-based interventions, particularly with pre-verbal children. Using a multiple baseline design, six pre-verbal children between 36-60 months diagnosed with Autism Spectrum Disorders participated in a variety of treatment combinations in a classroom setting to determine effective classroom strategies for increasing social interactions. Results indicate establishing operations and targeting highly preferred activities vs. those pre-determined by an adult increase peer interactions between non-verbal children. Targeting these skills also indicated increased fluency of peer-initiated interactions as compared to adult directed play interactions. The results of this study provide specific socialization strategies that will aide classroom teachers with behaviorally-based pre-school classrooms.



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