Association for Behavior Analysis International

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31st Annual Convention; Chicago, IL; 2005

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Symposium #52
Int'l Symposium - UK Young Autism Project: Progress in Treatment and Development of Program Interventions
Saturday, May 28, 2005
2:30 PM–3:50 PM
Stevens 5 (Lower Level)
Area: AUT; Domain: Applied Research
Chair: Diane W. Hayward (UK Young Autism Project)
Abstract: UK Young Autism Project (UKYAP) is a replication site, conducting an outcome study as part of the UCLA Multi-Site Young Autism Project. Several studies undertaken at UKYAP will be presented. The effects of clinic based and parent managed early intensive behavioral treatment at one year follow up were evaluated. Results suggest that treatment can lead to significant developmental gains for children receiving both types of service provision. Assessing progress early in treatment was investigated utilizing the Early Learning Measure (ELM); results indicate that early intensive behavioral treatment quickly develops skills in key domains in many children with autism. The potential benefits of measures of progress during the early stages of treatment are discussed. The use of direct observation functional analysis to develop interventions for difficulties in eating behavior is evaluated. An investigation into the acquisition, transfer, and maintenance of answering questions in a child with autism using discrete trial teaching suggests this appears to be an effective technique for increasing answering skills in children with autism.
 
Clinic Based and Parent Managed Early Intensive Behavioral Treatment: A One Year Follow-Up
DIANE W. HAYWARD (UK Young Autism Project), Svein Eikeseth (UK Young Autism Project), Catherine Merry (UK Young Autism Project)
Abstract: This study was designed to evaluate one year of early intensive behavioral treatment for children with autism between 24 and 42 months at intake. Participants were receiving services from UK Young Autism Project, affiliated to the UCLA Multi-Site Young Autism Project. Children were assigned to either intensive clinic based services or workshop consultation services based on location. All other intake criteria were consistent across groups, including a diagnosis of childhood autism and IQ of 35 or above. Assignment was not influenced by child characteristics or family preference. Children in both groups made significant gains on standardized tests. Results suggest that treatment can be successfully implemented using both types of service delivery.
 
Assessing Progress Early in Treatment for Young Children with Autism Receiving Intensive Behavioral Intervention
DIANE W. HAYWARD (UK Young Autism Project), Sally A. Morgan (UK Young Autism Project), Leonie Brassey (UK Young Autism Project), Svein Eikeseth (UK Young Autism Project)
Abstract: The first stages of early intensive behavioral intervention were investigated for 13 children with autism, CA 36.7 months. A multiple baseline design across participants was used to assess children’s progress of 40 un-mastered items in four domains formulating the Early Learning Measure (ELM). At three weeks of treatment there were significant gains in scores for verbal imitation, receptive instructions and non-verbal imitation. All children made significant early gains in non-verbal imitation and receptive instructions. Results suggest progress was made as a function of intensive behavioral treatment. Comparisons were made between level of functioning at intake and progress on the ELM. Standardized tests were used for intake and 1 year follow up assessments. Emergent development is indicated, with early scores in other domains correlating with later ELM scores in expressive labels and formal measures of language. Comparisons were made between acquisition rates in treatment and progress scored on the ELM. Results suggest that scores on the ELM were representative of actual progress in treatment It was indicated that early intensive behavioral treatment quickly develops skills in key domains in many children with autism. The potential benefits of simple measures of progress across domains during the early stages of treatment are discussed.
 
Direct Observation Functional Assessment and Behavioral Treatment for Eating Difficulties in Children with Autism
CATHERINE MERRY (UK Young Autism Project)
Abstract: The purpose of this study was to identify the effectiveness of utilizing parents as informants and direct observation functional assessment in the natural environment to assess feeding disorders in children with autism and develop specific and effective interventions that directly addressed the function of the problem behavior. The results of observation and parent interview were used to hypothesize the effects of consequences during meal times on behavior and identify an appropriate intervention based on this hypothesis. A non-concurrent multiple baseline design across participants was utilized when testing the effects of intervention. Intervention included positive reinforcement of appropriate behaviors (e.g. acceptance, swallowing) using preferred items and activities, and extinction of inappropriate behaviors. Dependent measures were the child's behaviors following presentation of the food and the child's additional behaviors in response to food presentation (i.e. crying, shouting, etc.). Increases in acceptance and swallowing of previously refused foods were observed. Benefits included the ability to eat a more varied diet in the form of accepting new flavors and reduction in inappropriate behaviors. Development of appropriate eating skills could be conducive to eating a healthy diet, becoming more independent in eating and creating opportunities to participate in social eating situations.
 
Teaching a Child with Autism to Answer WH Questions Using Discrete Trial Teaching
ESTHER DONTOH (UK Young Autism Project)
Abstract: The purpose of this study was to investigate the acquisition, transfer, and maintenance of answering questions in a child with autism using discrete trial teaching. A multiple baseline design across classes of questions (i.e., “what”, “where”, and “who”) was applied. During the baseline condition, the three classes of questions were presented separately in consecutive order; there were no prompts and consequences. During the intervention condition, instructional feedback such as prompts and consequences were given. The child became able to answer, with complete sentences, each of the classes of questions that were trained using discrete trial teaching. The child continued to respond appropriately to the trained questions when the person asking the question was not involved in the teaching process and in novel settings. Appropriate responding was maintained at follow up 16 days later. Discrete trial teaching appears to be an effective technique for increasing answering skills in children with autism.
 

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