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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 |
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