Association for Behavior Analysis International

Step By Step is a non-profit treatment center for children and adolescents with autism spectrum disorder and other developmental disabilities. The adolescent program, Stepping Forward, serves individuals between the ages of 12 and 22. This presentation explores two case studies showcasing the effectiveness of positive behavior supports in decreasing problematic self-stimulatory behavior and increasing vocational skills and vocational interests. The first case study demonstrates the impact positive behavior support had in decreasing finger mouthing behavior maintained by automatic reinforcement. The procedure utilized a behavioral contract explaining how "dollars" could be earned for preferred items such as small toys and access to the computer. In order to earn "dollars," the individual was required to keep her finger out of her mouth for the entire duration of a pre-determined interval of time. The second case study shows the effectiveness that positive reinforcement used within a backward chaining procedure had on increasing vocational skills development. The two skills targeted included washing windows and cleaning floors.

Reading comprehension is important to academic success and quality of life. However, evidence suggests that many students with autism spectrum disorders (ASD), even those who read accurately do not have well-developed reading comprehension skills. Collaborative Strategic Reading (CSR) is an evidence-based instructional approach to reading comprehension with a history of experimental and quasi-experimental validation. CSR combines strategy instruction with cooperative learning to improve reading comprehension of instructional level text. An antecedent-based intervention that involved modification of CSR (i.e., CSR-HS) was implemented with three high school students with ASD. The implemented strategies included previewing, clarifying parts of text that are difficult to comprehend, generating questions, and summarizing. Adaptations for students with ASD included the following behavioral techniques: priming, visual support (e.g., pictures, graphic organizers, checklists), and prompting. A delayed multiple-baseline design across three participants with ASD was employed to examine the effects of implementing CSR-HS. Challenging behaviors, social interactions, and performance on reading comprehension probes were measured during baseline, intervention, maintenance, and independent conditions. Results indicate an increase in reading comprehension performance, a decrease in challenging behavior, and improvement in social interaction in the three participants. Findings from this study suggest that evidence-based reading interventions (e.g., CSR) may be beneficial for students with ASD, when adapted to meet their unique needs. Implications for practitioners and future research are discussed.

The non-social features of autism are rather varied; and are less well understood and researched than the social impairments seen in autistic disorder.In recent years cognitive theories have been proposed and investigated in autism. One well-known theory of autism is executive function. Historically these functions have been linked to frontal structures of the brain, and to prefrontal cortex in particular. Studies to date have not been included an agreement on normal IQ-matched TD group with ASD to allow a fair comparison of EF profiles. We aimed to compare EF profiles in age- and IQ-matched ASD and TD groups. Second, we aimed to investigate whether non verbal tests make changes in EF differ across groups in comparison with other studies. Also we want to know if prefrontal proved dysfunction in autism have any link with executive dysfunction in autism. so we used CANTAB test.Analysis of results were done with SPSS17 and t-student. Significant group differences were found in performance on all subtests, with the autism group showing deficits in planning efficiency and extradimensional shifting and in inhibition of prepotent responses too, it was in relative to controls. These findings were found in despite of normal IQ and non-verbal tests.

Perseverative speech is the inability to adapt topics of conversation along with the social context and continuing with one topic even after it has ceased to be socially appropriate (Sandson & Albert, 1984). Perseverative speech has been studied in a variety of populations (i.e., aphasiacs, traumatic brain disorder, etc) and has been identified as a common problem in individuals with high-functioning autism (HFA; Volkmar et al., 2005). There is evidence to suggest that perseverative speech may have an operant function, therefore being amenable to interventions based on environmental manipulations (Allyon & Michael, 1959). Functional analysis (FA) is a common assessment of operant function and has been used for a variety of problem behaviors (Hanley et al., 2003). The current study extended the use of FA to identify the following, three aspects of perseverative speech of three, elementary-aged students with HFA: (a) whether there is a social function; (b) whether perseverative speech is a skill acquisition or performance deficit; and (c) whether peer or adult attention has differential effects on perseverative speech. Results indicate these FA procedures were able to identify these aspects of perseverative speech.

Evaluation of the Behavioral Language-Acquisition Model for Children With Autism Spectrum Disorder Abstract Evaluation of the Behavioral Language-Acquisition Model for Children With Autism Spectrum Disorder. Dixie D. Riepl, 2012: Applied Dissertation, Nova Southeastern University, Abraham S. Fischler School of Education. ERIC Descriptors: Autism, Autism Spectrum Disorders, Verbal Communication, Nonverbal Communication, Language Acquisition This study involved a summative program evaluation of the behavior language-acquisition model (BLAM). The purpose of the study was to evaluate evidence that would determine the effectiveness of the BLAM program as a treatment for participants with autism spectrum disorder (ASD). The following research questions were established to guide the evaluation: 1. What do the results of the student assessment data suggest about the strengths of the BLAM program? 2. What do the results of the student assessment data suggest about the deficiencies of the BLAM program? 3. Is the BLAM program effective in the remediation of verbal or nonverbal communication deficits for young participants with ASD? Twenty-five participants who had either received treatment or were receiving treatment were assessed. The results of the baseline and next 6-month interval assessments were collected. The participant treatment data for a 6-month period were calculated. The baseline and the 6-month posttreatment assessment data provided the evidence to evaluate the effectiveness of the BLAM program for participants with ASD. The results evaluated for this study indicated that the BLAM program is a treatment plan that provides benefits to those participants with ASD who have a verbal or nonverbal communication deficit. The use of applied behavior analysis principles and strategies such as discrete trial training and verbal behavior intervention, which have been scientifically validated, were applied in the BLAM program of treatment. The results of this study add to the knowledge base on the topic of ASD and the use of applied behavior analysis principles to mitigate the deficits associated with it. A study that considers how many children are able to generalize the skills in other settings could provide additional evidence of the level of success of the BLAM program. An additional study consideration would be the number of times that the participant attended the therapy sessions versus the level of achievement overall. In any future study, the researcher

Stalking behavior among some individuals with Autism Spectrum Disorders is of concern both for the individual being stalked as well as the person with Autism Spectrum Disorders. This poster reviews effective interventions based upon functional assessment and appropriate positive behavior supports. Specific interventions for addressing stalking behavior by students with Autism Spectrum Disorders are analyzed and evaluated with suggestions for best practice for instructional procedures. Interventions covered include social skills groups, video modeling and video feedback, self-management, visual supports, counseling, and psychopharmacology. Also discussed is reducing the amount of isolating interests and activities while increasing more opportunities for integration. Recommendations for future research are provided.

Use of the Early Start Denver Model (ESDM) in children with autism suggests that the rate of skill acquisition increases with the progression of treatment. The participant in this study was a three year old male diagnosed with Pervasive Developmental Disorder Not Otherwise Specified. At the onset of treatment there was a total absence of language skills and social reciprocation. Treatment consisted of daily implementation of the ESDM in his home. The program also included weekly parent training. Parents were taught about ESDM methodologies and feedback was provided about their program implementation. This training occurred on weekly basis. Initially language and social skills developed slowly. As the child made gains in the various domains, he began to progress more efficiently. Results indicate that as the child progressed through treatment there was a decrease in the number of sessions to goal mastery per developmental domain. Results indicate that the parent training paired with ESDM methodologies contributed to the decrease in therapy required to obtain mastery of goals. Future studies may want to contrast this learning model with other types of early interventions.

An overview of services provided through a waiver based program including behavior supports, residential services, and community integration. This presentation outlines case studdies of various behaior support plans and data across individuals being served. Focuss on challenges and limitations from a behavior support perspective due to budget decreases/increases, and state and federal regulations. The individual case studies will be profiled from the time services were first stated to date.

Responding to joint attention is one of the deficieny areas of children with autism spectrum disorders (ASD). Therefore, a systematic teaching is needed. This study was designed to examine the effects of least to most prompting strategy in teaching responding to joint attention skill to preschool age children with ASD during acquisition, maintenance and generalization levels. A multiple probe design across participants was used. The study was consisted of baseline, intervention, maintenance, and generalization sessions. Maintenance sessions was planned to be conducted 4 and 6 weeks after the intervention. Furthermore, pre-post generalization sessions were planned across persons and settings too. Both maintenance and generalization sessions were planned as baseline sessions. A pilot study was conducted and last form of intervention plan was formed. The results of the pilot study was promising. This research study is still in progress, the data collected so far is promising as well. Social validity analysis will be conducted in the study. The opinions of the parents towards the intervention will be obtained though semi-structured intervention. In addition to that social comparison will be used to compare the level of responding to joint attention skills of the participants with their peers.

Children with autism spectrum disorders need to learn safety skills for their independence. Therefore, teachers, researchers and/or practitioners should seek possible ways of teaching safety skills to them. This study aims to investigate the effects of social stories on teaching children with autism to protect themselves from sexual abuse. Furthermore, it is also aimed in this study to teach them to protect themselves in different settings and from different types of sexual abuse. Multiple exemplar approach has been used to promote generalization. Multiple probes with probe trails across participants design was used in the study. Four students whose ages are between 8 and 18 are the participants of the study. Types of lures for sexual abuse have been identified with the parents. Baseline, intermittent probe and intervention sessions will be conducted in the study. All sessions has been conducting either at participants home or at Research Institute for the Handicapped in Anadolu University. This study is an ongoing study, so far a pilot study was conducted, and the results will be shared with the audience during presentation. However, the results of the pilot study was promising in terms of the effectiveness of social stories.

Self-Review and Guided Evaluations as a method to improve evidence-based programming in classrooms that serve students with ASD and related disorders. A three year project between the Diagnostic Center Central - California Department of Education (DCC) and San Luis Obispo County Office of Education (SLOCOE) to develop evidence-based programs resulted in significant positive changes, according to teacher and staff self-evaluation. Using a published rating scale to measure pre and post program review of instructional and environmental components, participants indicated an increase in effective components across most areas deemed important in evidence based practices (EBPs) for students with ASD. As part of the project, participants were given descriptions and photo or video examples of cases where the elements measured were in place and were not in place. Guided evaluations were included in monthly staff development and in-class coaching, collaboration, and program monitoring with SLOCOE BCBA Autism Specialists and Leadership Team and the DCC Specialists to build confidence and efficacy in using EBPs, measure student progress, and promote intervention fidelity and sustainability. This applied research project indicated that staff reviewed their implementation of evidence-based practices as significantly better on the post measure. Samples of the specific areas measured, tools used, and data outcomes are included within this poster session.

Naturalistic Teaching Strategies have been identified as an established treatment for children diagnosed with autism. One specific strategy used is incidental teaching which incorporates the use of a time delay to transfer stimulus control from a prompt to the stimuli available in the natural environment. Incidental teaching has been shown to be especially useful for promoting verbal behavior in children diagnosed with autism. In this study, multiple baseline across subject designs were used to assess the effects of a training package which involved self-monitoring and feedback components to train tutors to identify naturally occurring opportunities to use incidental teaching during tutoring sessions. The results indicate that exposure to the training package increased the frequency of time delay used by tutors, which thereby increased the frequency of the childs spontaneous speech. Additionally, mean length of utterance (MLU) was calculated for each observation. An increase in MLU was observed for one child across all three tutors and for the second child across two of the three tutors.

Autism spectrum disorders is a life long developmental disorder that is characterized by limitations in communication and social interaction, daily life, and restrictive and repetative interest and behaviors. Systematic instructionis needed for teaching many skills and behaviors to children with autism spectrum disorders. Safety skills is one of the skill area that should be taught to the children with autism. Safety skills can be considered as the skills used at home and in the social life. This skills can also be included in the training schedules as per their occurrence time and frequency. However, the number of studies in this field is limited and most of them are conducted with mentally retarded children. They are related with opinions about teaching safety skills and the effectiveness of safety skills training. But there are very few studies investigating the opinions of parents and teachers in teaching safety skills to the children with autism and how these skills can be taught. In the descriptive studies that collects the views of parents or teachers about the safety skills, questionaries are generally used. This study aims to determine the views of the opinions of teachers about the safety skills training. Also the content of their curriculum was examined through their eyes. In this regard semi-structured interview technique is used. Preleminary resutls showed that tehachers valued sfaety skills and believed there should be aims and objectives in their programs. They also explained that the methods for teaching safety skills should be covered in their teacher training programs.

An intervention consisting of progressive time delay (PTD) and visual cues was used to increase exploratory eating behaviors with non-preferred foods in a preschool-aged student with food selectivity, considered at risk for autism spectrum disorder with non-preferred foods selected by the students parents. A multiple probe design across behaviors (i.e., touch, smell, taste, bite, chew, and eat), with a changing criterion design, was used to evaluate the effectiveness of PTD and visual cues to teach exploratory eating behaviors. Sessions occurred during regularly scheduled meal times (i.e., breakfast, snack, lunch) of a public primary school. The student acquired touch, smell, taste, bite, and chew with 100% mastery and displayed variable increases in consuming foods. The intervention was considered effective in increasing exploratory eating behaviors with non-preferred foods using non-aversive procedures in a student with food selectivity.

Social impairment is a core characteristic of Autism Spectrum Disorders (ASD). As more students with ASD are being educated alongside their typically developing peers, providing opportunities to socialize are needed. Research suggests that embedding social reinforcers into activities that incorporate preferred interests as their theme may help promote socialization for students with ASD. Within the context of a multiple baseline design across participants, we assessed whether embedding social reinforcers into lunchtime activities would increase socialization between students with ASD and their typical peers. Three children between the ages of 7 and 9 who were diagnosed with ASD and were identified as socially isolated by their teachers participated. Activities that were identified by the participants parents as highly preferred were implemented as lunch clubs twice a week. Preliminary results showed that during existing school baseline activities, the participants did not show social engagement or initiations to their typical peers. However, during intervention, all participants showed large increases in level of social engagement and rate of initiations to typical peers. These increases often approximated levels close to those of typical peers. These results have implications for understanding social development in children with autism.

Online training for parents in ABA principles addresses an important issue �improving the quality of life for children who have ASD, and the lives of their parents and siblings. This NIH-funded feasibility study used online digital media formats to present a basic ABA education to 50 parents, with children ages 3-8. Parents learned to develop and implement an individualized teaching plan to teach self-care skills to their children. Eight program modules led parents through basic ABA principles and gave them online tools to develop a task analysis, and to monitor progress as the skill was being taught. The Phase I pilot yielded promising outcomes and met with remarkable parental acceptance. During ongoing development, the program will continue to build the online architecture and provide self-directed instruction for parents as they teach communication skills and manage behavior. The online modules rely on realistic video vignettes, goal-setting, interactive practice and assessment. This project addresses geographical, economic, and practical barriers to receiving ABA training by providing parents with an easily accessible, evidence-based program that they can interact with at their convenience.

Adolescents with Autism Spectrum Disorders (ASD) frequently demonstrate off-task behavior in school settings, which limits their opportunities to participate in general education settings. Research indicates that there is a connection between off-task behavior of adolescents with ASD and difficulties with executive functioning and self-management skills. The purpose of this study was to investigate the effects of a tactile self-monitoring of attention intervention on off-task behavior with three middle school students with ASD during reading, math, and vocational work tasks in a self-contained educational setting. Participants displayed high levels of off-task behavior during baseline. A tactile self-monitoring intervention was implemented using a multiple baseline design across work tasks replicated across students. Previous self-monitoring interventions have involved a teacher-delivered prompt to self-monitor or a prompt that draws the attention of other classmates. This study utilized a tactile prompt via a vibrating timer, which the participants were able to manipulate independently and did not draw the attention of peers. The tactile self-monitoring intervention was successful in decreasing the amount of time spent off-task during three independent work tasks and resulted in positive gains in the area of self-management and independence for the participants.

Recent clinical observations indicate a high frequency of Autism Spectrum Disorder in children with Optic nerve hypoplasia (ONH) (Fernell & Jacobson, 2003). ONH involves developmental delays and behaviors characteristic of children with ASD (i.e. repetitive behavior; echolalia; difficulty with reciprocal interactions; impairment in sensory processing). As reported by Parr and colleagues (2010), these behavioral characteristics are above and beyond the typical behavior noted in children with other visual impairment and therefore, cannot be attributed to the vision impairment itself. As both ASD and ONH are neurological conditions, it is likely the ASD is neurological in origin and represent a true ASD. While sighted children with ASD benefit from visual support, children with ONH and ASD do not have the benefit of visual supports in learning language, concepts or typical routines. Furthermore, tactile defensiveness further limits a childs interaction with and exposure to learning opportunities. The present case study details the process used to teach a 5 year-old boy with ONH and ASD (a) basic concepts, (b) verbal requests, and (c) independent eating. Behavioral strategies used included shaping, chaining, DRO, tactile schedules and tactile/auditory prompts. Specific suggestions for home-based therapy are provided.

The purpose of this examination was to increase positive target behaviors in a student with Autism. There is anecdotal support for the use of visual cues to teach behavioral expectations to students with autism. Consequently, there is little empirical support for the link between the use of visual cues for supporting behavioral expectations in students with Autism. Accordingly, this study examined the use of universal classroom supports provided with visuals within a larger class-wide Positive Behavior Support (PBIS) model for target students with Autism. Instruction for these students was provided in an inclusive classroom with other general education students. Target behaviors included participation in activities as well as following teacher directions. Data on target behaviors were collected using a Direct Behavior Rating Scale method. Scaling was initially completed by teachers, and in the final phase transitioned to student ratings, using a self-monitoring procedure. Data from a pilot study are presented to extend the existing, limited empirical support. Implications for practitioners are provided.

Abstract Video Modeling is one of the recognized methods used in the training and education of children with ASD. The models theoretical bases stems from Bandura's (Bandura 1977) social learning theory in which he asserts that children can learn many skills and behaviors observationally through modeling. One can assume that by observing others, children with ASD can form an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action. There are two types of methods for model learning: 1) In Vivo Modeling and 2) Video Modeling, which can be used a) to teach children with ASD skills that are not yet in their behavioral repertoire and / or b) to improve the children's emerging behaviors or skills. In our single subject study we used Video Modeling to teach social communication skills to a nine years old boy with ASD. In our poster well present how he has learned skills a) to give positive response to peer invitation b) to initiate peer activities c) to participate in peer activities and d) to maintain participation in peer activities. The poster presentation will illustrate the procedures, weekly trials, baseline and weekly progressions in the boy's learning skills.

Despite the number of assessment protocols available to practitioners in a data-driven field, measures of validity and reliability of these assessments remain a rarity. The purpose of the present research was to examine psychometric properties of the PEAK Relational Training System, a comprehensive assessment /curriculum for verbal and academic skills. First, 13 children with autism completed the PEAK assessment and the Peabody Picture Vocabulary Test, a measure frequently utilized to assess verbal skills in children, before and after training using the PEAK curriculum. A Pearson correlation showed a significant (p < .01), strong relationship between the measures at pretraining (r=.9) and posttraining (r=.89), establishing convergent validity for the PEAK assessment. Next, 36 students with autism completed both the PEAK assessment and the Receptive and Expressive One-Word Picture Vocabulary Tests. Strong correlations were observed between scores on PEAK and the receptive test (r=.834), and the expressive test (r=.824), further supporting the convergent validity of the PEAK assessment. To investigate social validity, ABA implementers rated the PEAK assessment and VB-MAPP on ease and length of implementation, and the likelihood of future use. Results indicated that practitioners found PEAK easier and quicker than the VB-MAPP, and 66% reported a preference for PEAK.

Although autism typically results in lifelong impairments in functioning, researchers have demonstrated that applied behavior analysis delivered early in life may improve intellectual and communicative functioning in many children with ASD (Anderson et al., 1987; Harris, et al., 1991; Lovaas, 1987; Sheinkopf & Siegel, 1998). Whereas lawmakers have recommended that educators use evidence-based practices, there is a lack of consensus regarding appropriate service models for educating young children with autism (e.g., Simpson, 2003). The purpose of this investigation is to evaluate the short- and long-term effectiveness of a developmentally focused and behaviorally-based early childhood intervention program for 8 young children ages 3-5. In the current study, changes in childrens communicative, cognitive, adaptive, social, and autism-related functioning over a 9-month period of enrollment and six month follow-up were assessed using standardized autism and cognitive measures, rating scales, and direct observations of behavior every three months. Data were analyzed to assess whether the children made measurable gains in the areas of communication, social skills and adaptive functioning that exceed what would be expected given their developmental trajectories at the start of the intervention. Additionally, measures of the programs treatment fidelity and treatment acceptability are reported. Results indicated high levels of treatment fidelity and significant gains in the majority, but not all of the children during intervention. Follow-up data is currently being collected. Discussion focuses on possible reasons for variable outcomes.

The purpose of this study was to assess the effects of a weighted vest and a pressure vest on increasing attention and decreasing self-stimulatory behavior in a child diagnosed with Autism Spectrum Disorder (ASD). Weighted or pressure vests are a commonly used intervention practice by occupational therapist in both school and clinical settings for children who exhibit self-stimulation behaviors and very little research substantiates the usefulness of this intervention. The research hypothesis was that the use of either a weighted vest or a pressure vest would increase attention to task, and decrease self-stimulatory behaviors in children with sensory seeking behavior. This single subject study utilized an alternating treatment design with a four-year-old boy attending school in a self-contained classroom with autism. Results showed that neither the weighted vest, nor the pressure vest significantly increased the childs attention, nor were they effective in decreasing the childs self-stimulatory behaviors from the baseline condition.

Children with autism spectrum disorders (ASD) often have difficulties with inattention during discrete-trial training, which can interfere with skill acquisition. Prior research in children with Attention Deficit/Hyperactivity Disorder (ADHD) has shown that response cost procedures can increase childrens accuracy in completing math problems (Carlson, Mann, & Alexander 2000). The purpose of the current study was to extend the findings of Carlson et al. (2000) by evaluating the effects of a response cost procedure on accuracy of responding during discrete-trial training. Three children diagnosed with an ASD and a history of variable, but above-chance levels of correct responding during language tasks participated. A differential reinforcement baseline was used and reinforcement was provided on a fixed-ratio 1 (FR1) schedule. During treatment, reinforcement was provided on a second-order FR1/FR3 schedule in which primary reinforcers were placed in a bin visible to the participant on an FR1 schedule and 3 consecutive correct responses resulted in delivery of the 3 accumulated reinforcers, but an incorrect response resulted in loss of all accumulated reinforcers. This treatment was evaluated using a multiple-baseline-across-participants design. Results showed that accuracy of responding increased for all participants when this response-cost procedure was implemented. In addition, after repeated exposure to the response-cost procedure, accurate responding remained high when the baseline was reintroduced.

The implications of support of self-injury are discussed. Among the issues is the need to develop effective non-aversive situational management strategies to manage the occurrence of SIB. This poster focuses on stimulus change, discussed little in prior literature, and its potential role in reacting to self-injurious episodes. A case of a young boy in which the behaviour of hitting self with open and closed hands to the right and left side of the head and hitting forehead on objects is presented. Results of the reversal design across functional conditions showed the effects of stimulus change were immediate and dramatic in the reduction of self-injurious behaviour. Potential application and limitations of stimulus change as an alternative to the use of aversive restraint or contingent electrical stimulation are discussed.

Studies have produced conflicting results on the extent to which the diets of children with autism spectrum disorder (ASD) are nutritionally compromised relative to those of typically developing children. Zimmer, Hart, Manning-Courtney, Murray, Bing, and Summer (2012) found that selective eaters with ASD were significantly more likely to be at risk for at least one serious nutrient deficiency. Although Zimmer et al. showed that children with ASD and selective eating are at risk for nutritional deficiencies, no studies to our knowledge have evaluated the extent to which the nutritional content of the diet improves with treatment. Therefore, we conducted a nutritional analysis of the diets of 6 children with ASD who were admitted to our intensive day program for treatment of a feeding disorder. All the children had at least two nutritional deficits based on levels of vitamin D, calcium, folate, and iron. Although the nutritional content of the diet improved posttreatment for all of the children, not all of the children met the recommended daily intake for specific nutrients. The results of the current study emphasize the importance of nutritional analysis to inform selection of foods as targets for treatment in children with ASD and food selectivity.

Determination of the experiences and problems of teachers working or doing internship in the field of Autism Spectrum Disorders (ASD) is very important in the context of teaching qualified teachers. This study examined the experiences of the preservice special education teachers doing internship at a school where students with ASD received education. Phenomenological design was used, and Special Education Department students participated in the study. Data were collected using metaphors, which are a valuable data collection method for gathering deep and new insights. Participants completed questions ASD is like , because , Working in the field of ASD is like , because by writing what autism and working at autism field means for them and why. This data will then be analyzed via descriptive analysis. The findings were discussed within the framework of the literature. We are expecting this research to provide new knowledge about the experiences of preservice special education teachers in different countries like Turkey.