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.

Second Annual Autism Conference; Atlanta, GA; 2008

CE by Type: PSY


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Invited Paper Session #4
CE Offered: PSY/BACB

Teaching the Social Dance: Using Script-Fading Procedures to Promote Conversation

Saturday, February 9, 2008
9:15 AM–10:15 AM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Patricia J. Krantz, Ph.D.
PATRICIA J. KRANTZ (Princeton Child Development Institute)
Patricia J. Krantz, Ph.D., is Executive Director Emeritus of the Princeton Child Development Institute. In 1999, the Society for the Advancement of Behavior Analysis chose the Princeton Child Development Institute as the recipient of the Award for Enduring Programmatic Contributions in Behavior Analysis. Dr. Krantz holds academic appointments at the University of Kansas and Queens College of the City University of New York. Her current research focuses on stimulus control procedures that increase spontaneous generative language. She has made many international contributions to autism intervention, including lectures at the British Institute of Mental Handicap; the Congress of the European Association of Behavior Therapy; the Dean’s Leading Edge Lecture at Deakin University, Victoria, Australia; at the Norwegian Association for Behavior Analysis; and keynote addresses at the first conferences on autism in the Soviet Union and in Poland. In 2000, she presented a paper at Congrès Européen pour l’Analyse Expérimentale du Comportement at Amiens, France. Dr. Krantz and her colleague, Lynn E. McClannahan, have published many research articles on activity schedules and script fading and have authored two books, Activity schedules for children with autism: Teaching independent behavior and Teaching conversation to children with autism: Scripts and script fading.
Abstract:

This presentation describes teaching procedures that help children with autism learn to engage in the give and take of ordinary, daily conversation with parents, teachers, and peers. Our research on these intervention strategies began in 1993, and continues today. Scripts and script fading are not procedures for teaching children to speak, but procedures for teaching them to interact. These strategies help young people with autism learn the nonverbal components of conversation (approaching and visually attending to another person), as well as the verbal components (initiating conversation, waiting quietly while others talk, and then responding to what they say). We will discuss some of the factors that interfere with the acquisition of social-interaction skills and will show videotapes that illustrate scripts and script-fading procedures. The goal of these intervention strategies is to teach children to engage in real conversation with us.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysis

Learning Objectives: N/a
 
 
Invited Paper Session #5
CE Offered: PSY/BACB

A Clear Picture: The Use and Benefits of PECS

Saturday, February 9, 2008
10:45 AM–11:45 AM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Andy Bondy, Ph.D.
ANDY BONDY (Pyramid Educational Consultants, Inc.)
Andy Bondy, Ph.D., has over 35 years of experience working with children and adults with autism and related developmental disabilities. He served as the Director of the Statewide Delaware Autistic Program for more than a dozen years. He and his wife, Lori Frost, pioneered the development of the Picture Exchange Communication System (PECS). This system is utilized around the world with remarkable success, as suggested by over 35 data-based publications and 11 descriptive publications regarding PECS and its impact. He has designed the Pyramid Approach to Education (with Beth Sulzer-Azaroff) as a comprehensive combination of broad-spectrum behavior analysis and effective communication strategies. The Pyramid Approach focuses on the development of functional activities and communication skills with an emphasis upon the systematic use of powerful reinforcement strategies. This approach has been cited as a model program for preschool and school-aged children within public and private school settings. He is the co-founder of Pyramid Educational Consultants, Inc., an internationally based team of specialists (with offices in 7 countries) from diverse fields providing guidance and services throughout the world. He has taught numerous college-level courses, has published extensively and has presented frequently at national and international conferences.
Abstract:

The Picture Exchange Communication System (PECS) was developed over 20 years ago by Andy Bondy and Lori Frost. PECS was founded on the principles of applied behavior analysis, especially the analysis provided by BF Skinners work on Verbal Behavior. Early descriptive reports indicated that PECS was highly effective with young children with autism and related disabilities in rapidly establishing functional communication. Ongoing work with PECS has demonstrated its effectiveness with children and adults with a wide array of communication deficits. Research from around the world continues to document the success of this program in terms of the speed of acquisition, and its positive impact upon behavior management issues, social skills, and the development and expansion of speech. Reports from recent reviews and international conference presentations indicate that PECS is extremely popular and has very high social validity ratings from parents and professionals. This talk will outline the key elements of the PECS protocol, how it can best be implemented at school, home and in the community, and common mistakes that may undermine the utility of the system.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #6
CE Offered: PSY/BACB

Effective School-Based Programs for Children with Autism

Saturday, February 9, 2008
11:45 AM–12:45 PM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Ilene S. Schwartz, Ph.D.
ILENE S. SCHWARTZ (University of Washington)
Dr. Ilene S. Schwartz is a Professor and Chair of the Area of Special Education in the College of Education at the University of Washington. She earned her Ph.D. in child and developmental psychology at the University of Kansas. Dr. Schwartz has an extensive background working with young children with special needs, specifically with young children with autism and other severe disabilities. Currently, Dr. Schwartz is the faculty advisor of the integrated preschool and kindergarten programs at the Experimental Education Unit at UW. Dr. Schwartz maintains an active line of research and personnel preparation activities. She is the Principal Investigator of a model demonstration project to develop school-based services for young children with autism, a research project to assess the differential effectiveness of preschool programs for young children with autism, and of a personnel preparation to prepare early childhood teachers who work with children with severe disabilities in inclusive settings. Dr. Schwartz has published numerous chapters and articles about early childhood special education and social validity. She is on the Editorial Review Boards of the Journal of Early Intervention and Topics in Early Childhood Special Education. Dr. Schwartz is very involved early intervention issues at the local, state, and national level.
Abstract:

Public education is the one great entitlement that is designed to help every citizen in the United States achieve their potential. For students with disabilities, including students with ASD, the right to a free, appropriate public education (FAPE) is further guaranteed by federal law. There remains, however, much debate over what constitutes FAPE for students with ASD and even if these services can be provided in the context of public schools. The purpose of this presentation is to review the research on what constitutes a high quality preschool and elementary school program for students with ASD and describe how educators/teachers and parents can work together to ensure that all students with ASD receive the high quality education to which they are entitled.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #7
CE Offered: PSY/BACB

From DT to DI: Using Direct Instruction to Teach Students with ASD

Saturday, February 9, 2008
2:30 PM–3:30 PM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Cathy L. Watkins, Ph.D.
CATHY L. WATKINS (California State University)
Dr. Cathy L. Watkins received a doctorate from the University of Florida in 1987. She is a Professor of Special Education at California State University, Stanislaus and Co-Director of the Center for Direct Instruction. Dr. Watkins is a Board Certified Behavior Analyst and past president of the California Association for Behavior Analysis. Dr. Watkins serves on the editorial boards of the Journal of Direct Instruction and Education and Treatment of Children. She is a member of the Advisory Board of the Cambridge Center for Behavioral Studies and the Board of Directors of the Association for Direct Instruction. She is co-author of The Components of Direct Instruction in Introduction to Direct Instruction and consulting author of SRA’s Ravenscourt Books. Dr. Watkins has experience working with both general and special education students. She trains and supervises teachers at the university and in public schools. She has consulted with schools and other agencies including the National Institute for Direct Instruction (NIFDI) and the Effective Schools Model of Project Follow Through. Dr. Watkins was honored with the Association for Direct Instruction's Excellence in Education Award for College Teaching and Staff Development. Her primary interest is in helping children and their teachers to be successful.
Abstract:

The number of children diagnosed with Autism Spectrum Disorders (ASD) has increased substantially and many students with ASD are general education classrooms. The transition to a less restrictive educational placement presents special challenges for students with ASD whose early learning experiences have consisted primarily of structured 1:1 teaching. Teachers need effective instruction that can be integrated into typical classroom routines and activities. In addition, landmark legislation (IDEA and NCLB) requires the use of instructional methods that are based on scientific research. Direct Instruction can provide a practical and effective option. Direct Instruction programs are scientifically-based but, more importantly, they are empirically-validated. More than 30 years of research has shown Direct Instruction to be effective in addressing the needs of students ranging from those with severe disabilities to those identified as gifted, suggesting that the principles underlying effective instruction are more important in the process of learning than the special characteristics of any particular student population. Direct Instruction programs are based on two overarching beliefs: All children can be taught and all teachers can be successful when given effective materials and presentation techniques. In this session, Dr. Watkins will discuss how Direct Instruction programs can address the unique needs of learners with ASD while supporting the acquisition of academic skills. The presentation will provide an overview of Direct Instruction, present video examples of instructional programs, and describe features of instructional design and delivery methods of DI programs that make them effective and efficient tools to teach children with autism spectrum disorders.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #8
CE Offered: PSY/BACB

Using ABA to Improve the Lives of Adults with Autism in Work, Community, and Residential Settings

Saturday, February 9, 2008
3:30 PM–4:30 PM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Gregory S. MacDuff, Ph.D.
GREGORY S. MACDUFF (Princeton Child Development Institute)
Gregory S. MacDuff, Ph.D., is the Director of Adult and Community-Living Programs at the Princeton Child Development Institute and Adjunct Professor at the University of Kansas and The College of New Jersey. He has authored articles and book chapters on incidental teaching, photographic activity schedules, staff training strategies, prompt- and prompt-fading procedures, behavioral intervention for adults with autism, and intervention models in residential settings. He has lectured nationally and internationally, and has provided consultation and training to a variety of public and private programs.
Abstract:

This presentation describes behavioral intervention programs that help adults with autism complete tasks in work, community, and residential settings. The presentation suggests that preparation for adulthood should begin in childhood, asserts that the curriculum should be as comprehensive and evaluation criteria as rigorous in programs for adults as in programs for children, and stresses the value of low client-teacher ratios. Our data suggest a number of skills that are key to adults successful transitions from education programs to supported employment and other community settings. These skills include remaining engaged without direct supervision, using delayed reward systems, completing assignments at criterion, following activity schedules, and exhibiting low levels of disruptive behavior. Discussion of keys skills will be supplemented by videotapes.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #9
CE Offered: PSY/BACB

"Evidence-Based Practice: Improvement or Illusion?

Saturday, February 9, 2008
5:00 PM–6:00 PM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Gina Green, Ph.D.
GINA GREEN (San Diego State University)
Dr. Gina Green received a Ph.D. in Psychology (Analysis of Behavior) from Utah State University in 1986, following undergraduate and master’s degree studies at Michigan State University. She has been a faculty member in Behavior Analysis and Therapy at Southern Illinois University; Director of Research at the New England Center for Children in Southborough, Massachusetts; Associate Scientist at the E.K. Shriver Center for Mental Retardation in Waltham, Massachusetts; and Research Associate Professor of Psychiatry and Pediatrics, University of Massachusetts Medical School. Dr. Green is currently in private practice in San Diego as a consultant and is on the faculty at San Diego State University and the University of North Texas. She has authored numerous publications on the treatment of individuals with developmental disabilities and brain injuries, as well as the experimental analysis of behavior. Dr. Green co-edited the books Behavioral Intervention for Young Children with Autism and Making a Difference: Behavioral Intervention for Autism. She serves or has served on the editorial boards of several professional journals in developmental disabilities and behavior analysis. Dr. Green also serves on the Board of Trustees and the Autism Advisory Group of the Cambridge Center for Behavioral Studies, the Board of Directors of the Behavior Analyst Certification Board, and the advisory boards of several autism programs and organizations. She is a Board Certified Behavior Analyst, former president of the Association for Behavior Analysis and the California Association for Behavior Analysis, and a Fellow of the American Psychological Association and the Council for Scientific Medicine and Mental Health. Psychology Today named her “Mental Health Professional of the Year” in 2000. In 2005 she received an honorary Doctor of Science degree from The Queen’s University of Belfast, Northern Ireland for her work in autism. Dr. Green lectures and consults widely on autism and related disorders, behavioral research, and effective interventions for people with disabilities.
Abstract:

Evidence-based practice has become a popular buzz-phrase recently. Several groups have developed autism practice guidelines that are described as evidence-based, and that phrase is being used to market many interventions. Some laws and policies even mandate that practices be evidence-based. This would seem to be a good thing for behavior analysts and consumers of ABA services. But is it? Although evidence-based practice originally referred to practices that have proved effective in scientific studies, developers of some autism practice guidelines have defined evidence to include information that is not scientific at all. A number of others have defined science in a way that excluded most behavior analytic research. And some interventions that are being promoted as evidence-based have not been tested directly in anything resembling scientific studies. In light of these multiple, confusing usages, how are parents and practitioners to know whether they can have confidence in recommendations that are said to be evidence-based? Which of the many autism practice guidelines are grounded in real science? Why has the science of behavior analysis been ignored by so many guidelines developers, and what can be done about that? What is the best available scientific evidence about various interventions for autism? This presentation offers some answers to these questions, and some suggestions for using genuine scientific evidence to improve the practice of behavior analysis.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #11
CE Offered: PSY/BACB

Developing Active Learner Participation by Children with Autism: Capturing the Motivational Variables

Sunday, February 10, 2008
8:30 AM–9:30 AM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: James W. Partington, Ph.D.
JAMES W. PARTINGTON (Behavior Analysts, Inc.)
Dr. Partington is the director of Behavior Analysts, Inc., in Pleasant Hill, California. He is a licensed psychologist and a board certified behavior analyst (B.C.B.A.), and has 35 years of experience working with children with developmental disabilities. His expertise is in language-based intervention with children who are experiencing language delays as a result of autism and other related developmental disorders. Dr. Partington is the co-founder of a school that specializes in language-based instruction for children with autism (STARS School) and has helped several public school systems establish similar classrooms within their own districts. He has been a faculty member of several universities including West Virginia University, University of San Francisco and St. Mary’s College. Dr. Partington is a former President of the Northern California Association for Behavior Analysis and has served as a member of the Behavior Analyst Certification Board. Dr. Partington has received several professional awards including the Public Service Award for the Advancement of Behavior Analysis in Florida, presented by the Florida Association for Behavior Analysis and the Award for Effective Presentation of Behavior Analysis in the Mass Media that was presented by the Society for the Advancement of Behavior Analysis. He has served on the editorial review boards of the Analysis of Verbal Behavior, Education and Treatment of Children, Behavioral Interventions, Behavior Analysis in Practice, and has served as a guest reviewer for the Journal of Applied Behavior Analysis. Dr. Partington has published several papers on teaching strategies for children with disabilities. Additionally, he has co-authored with Dr. Mark L. Sundberg the book, Teaching Language to Children with Autism or Other Developmental Disabilities. He is the author of The Assessment of Basic Language and Learning Skills-Revised (The ABLLS-R): An assessment, Curriculum Guide, and Skills Tracking System for Children with Autism or Other Developmental Disabilities. He has also produced an instructional video, Teaching Verbal Behavior: An Introduction to Parents Teaching Language.
Abstract:

Two of the major defining characteristics of an autism spectrum disorder are qualitative impairments in language and in social interaction. Behavioral teaching strategies have been documented to be effective in helping children diagnosed with an autism spectrum disorder to develop many critical skills. There is a considerable amount of information available regarding a variety of issues related to the selection of learning objectives and specific strategies to teach skills. However, parents and professionals often find it difficult to motivate a child to participate in learning activities to acquire those skills, to initiate social interactions, and to spontaneously use the skills in their everyday activities and interactions. Some of the most important concerns of those who interact with these children relate to the motivation to participate in learning activities and spontaneously use newly acquired skills outside of specific training sessions. Parents and professionals must address issues involving the evaluation and development of effective social reinforcers that will directly impact the motivation of the child to spontaneously interact with others. Why should a child want to participate in learning activities, to interact with us, or to tell us about something important to them? Answers to these questions are related to the issue of effective reinforcement. There are multiple sources of reinforcers readily available to children, many of which do not require their interaction with others, and can often be obtained with very little effort on the childs part. This presentation will provide an analysis of motivational factors that are involved in both structured teaching sessions and in everyday activities. Methods will be presented to help identify and capture effective motivational factors that influence the childs willingness to participation in structured learning sessions and lead to the child running to rather than running from those who are involved in instruction. Techniques for helping to create motivational conditions that will lead to increased spontaneous language and other social interactions will be reviewed. Additionally, methods will be presented to help praise, smiles and other subtle forms of social feedback from parents and instructors acquire reinforcing properties.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #12
CE Offered: PSY/BACB

Comprehensive ABA Programming: Matching Learner Needs with Instructional Strategies

Sunday, February 10, 2008
9:30 AM–10:30 AM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Mary Jane Weiss, Ph.D.
MARY JANE WEISS (Rutgers University)
Mary Jane Weiss received her Ph.D. in Clinical Psychology from Rutgers University in 1990. She became a Board Certified Behavior Analyst in 2000. She is an Associate Research Professor at Rutgers University, and she is the Director of Research and Training at the Douglass Developmental Disabilities Center at Rutgers University. Her clinical and research interests center on defining best practice ABA techniques, on identifying the specific utilities of various instructional methodologies within ABA, on evaluating the impact of ABA in learners with autism, and in maximizing family members’ expertise and adaptation. She has written numerous articles and three books on autism, Right from the start: Behavioral Intervention for young children with autism (co-authored with Sandra Harris, 2nd edition 2007), Reaching out, joining in: Teaching social skills to young children with autism (co-authored with Sandra Harris, 2001), and Sibling stories: Reflections on life with a brother or sister on the autism spectrum (co-authored with Lynne Stern Feiges, 2004). She is also a regular presenter at regional, national, and international conferences on topics relevant to ABA and autism. She is currently the President of the Autism Special Interest Group of the Association for Behavior Analysis.
Abstract:

In recent years, there has been a proliferation of instructional techniques for teaching students with autism. Even within ABA, there are many different instructional approaches which can be used effectively to teach skills to students. Educators and parents can be confused with the array of options, and can have difficulty deciding on which approach to use in a given educational context. This presentation will summarize different ABA approaches for teaching skills, and will highlight the potential relevance and utility of each approach. Specifically, well-documented methods which will be covered include discrete trial instruction, incidental teaching, and other naturalistic strategies. In addition, some promising directions which have become clinically prevalent in recent years will also be discussed, including the use of the Verbal Behavior classification system and rate-building to achieve fluency. The presentation will highlight the unique applications and specific advantages of each approach. It will also summarize how the use of multiple methods of instruction results in a more comprehensive program, thereby meeting the needs of learners in more complete and efficient ways.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 
 
Invited Paper Session #13
CE Offered: PSY/BACB

One Size Does Not Fit All: Developing Individualized Treatment Protocols for Children with Autism

Sunday, February 10, 2008
10:30 AM–11:30 AM
Regency Ballroom
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Laura Schreibman, Ph.D.
LAURA SCHREIBMAN (University of California, San Diego)
Laura Schreibman is Distinguished Professor of Psychology at the University of California, San Diego where she has been on the faculty since 1984. She earned her Ph.D. at UCLA where she focused on the field of behavior analysis and treatment of children with autism. Her research since her degree has continued in the same vein and she currently directs a federally-funded research program focusing on the experimental analysis and treatment of autism. Her general research interests have included the analysis of speech and attentional deficits, generalization of behavior change, parent training, self-management, peer training, and issues of assessment. Her current lines of funded research involve evaluation of pictorial versus verbal communication teaching strategies for very young children with autism (funded by NIMH), development of classroom Pivotal Response Training strategies (funded by the Department of Education), and the development of individualized treatments for children with autism and their families. She also heads a new research program to assess brain correlates to treatment outcome for infants with autism (a Core of an Autism Center of Excellence Award funded by the NIH). She is the author of over 120 research articles and book chapters as well as three books. Her latest book, The Science and Fiction of Autism, published by Harvard University Press, was released in November of 2005.
Abstract:

Treatment outcome research consistently shows a great deal of variability in outcome for children receiving even the best of behavioral interventions. What is needed is a methodology for identifying which behavioral intervention would lead to the best outcome for a specific child. Thus how do we tailor our treatments to the needs of the individual child? Given the importance of early intervention, how can we make sure we choose the best treatment initially in order to take advantage of this early window of opportunity? This presentation will describe recent research looking at specific child characteristics that may suggest particular treatment strategies.

Target Audience:

Licensed Psychologists and/or Certified Behavior Analysts

Learning Objectives: N/a
 

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