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| Language Training for Children with Autism & Related Disorders |
| Friday, May 27, 2005 |
| 10:00 AM–5:00 PM |
| 4A (4th floor) |
| Area: AUT; Domain: Applied Research |
| CE Instructor: Jonathan J. Tarbox, M.A. |
| MARLA SALTZMAN (Center for Autism and Related Disorders, Inc.), JONATHAN J. TARBOX (Center for Autism and Related Disorders, Inc.), RACHEL S. F. TARBOX (Center for Autism and Related Disorders, Inc.), DOREEN GRANPEESHEH (Center for Autism and Related Disorders, Inc.) |
| Description: One of the primary objectives in teaching young children with autism is to establish and maintain verbal repertoires. Discrete trial (DTT) language training has been found effective in teaching a variety of language forms (e.g., object labels, prepositions, size concepts, etc.) of varying levels of complexity but has faced limitations in terms of application of skills learned to a variety of everyday settings. Other instructional procedures such as incidental teaching and natural environment training (NET) overcame some of these shortcomings by contributing a free operant approach to language instruction, yielding higher rates of spontaneous verbal behavior. However, employing both DTT and incidental teaching / NET procedures within the framework of Skinner's analysis of verbal behavior provides the advantage of outlining all of the functional relationships involved in training a complete language repertoire. This workshop will present CARD's beginning and intermediate level language curriculum and demonstrate how several verbal operants (e.g., echoic, mand, tact, & intraverbal) can be established using the procedures described above. |
| Learning Objectives: At the conclusion of the workshop, the participant will be able to: - Demonstrate basic language intervention skills to train impure and pure echoics - Demonstrate basic language intervention skills to train impure and pure mands - Demonstrate basic language intervention skills to train impure and pure tacts - Demonstrate basic language intervention skills to train tact-intraverbals and pure intraverbals - Discriminate between impure and pure verbal operants and understand the relevance of this distinction in building functional, spontaneous language in children with autism - Identify which of Skinner's verbal operants is being taught in videotaped teaching procedures & the relevance of a functional classification of language - Select appropriate data collection systems when teaching spontaneous language (e.g., pure mands & tacts) |
| Activities: The instructors will present the training objectives through lecture, videotaped examples, and practice exercise. |
| Audience: Parents and professionals working with children with autism and related disorders. |
| Content Area: Practice |
| Instruction Level: Intermediate |