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| Int'l Symposium - The Effects of Applied Behaviour Analysis on Increasing the Level of Verbal Behaviour of Children with Autistic Spectrum Disorders |
| Tuesday, May 31, 2005 |
| 10:30 AM–11:50 AM |
| Stevens 3 (Lower Level) |
| Area: VBC; Domain: Applied Research |
| Chair: Emma L. Hawkins (Jigsaw CABAS School) |
| Abstract: The studies presented in this symposium investigate the effects of the application of behaviour analysis on increasing the level of verbal behaviour of children with Autistic Spectrum Disorders. The first paper applied auditory matching as a tactic to increase the echoic behaviour of children with deficits in their listener and speaker repertoires. The second paper investigated the use of establishing operations to increase social interactions amongst peers. The third paper implemented multiple exemplar training and tested its effects on the emerging repertoires of 5 children with Autistic Spectrum Disorders. The final paper discusses the implications of the Theory of Mind. |
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| The Effects of Auditory Matching on the Echoic Behaviour of Children with an Autistic Spectrum Disorder |
| ELIZABETH THEO (Jigsaw CABAS School), R. Douglas Greer (Teachers College, Columbia University), Mapy Chavez-Brown (Teachers College, Columbia University), Emma L. Hawkins (Jigsaw CABAS School) |
| Abstract: This study investigated the effects of auditory matching on the echoic behaviour of seven children with an Autistic Spectrum Disorder. The study took place at an independent day CABAS® (Comprehensive Application of Behavior Analysis to Schooling) school in the United Kingdom. The participants in the study ranged in age from 5-9 years and were described as either having partial echoic behaviour or non-echoic behaviour. Training sessions were conducted using BIGmack® buttons in which the participants were required to match four different sounds. Subsequent to meeting criterion during training sessions, probe sessions were conducted in which auditory matching using novel stimuli (taped words) was tested. Data were reported on a delayed multiple probe design. |
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| Reinforcer Monitors: Using Establishing Operations to Increase Peer Interaction |
| EMMA L. HAWKINS (Jigsaw CABAS School), Katherine Meincke (Columbia University), Sharon E. Baxter (Jigsaw CABAS School), Racheal Eade (Jigsaw CABAS School), Elizabeth Theo (Jigsaw CABAS School) |
| Abstract: The purpose of this study was to investigate the effects of an establishing operation, peer reinforcer monitors, on the interaction between peers. The 5 participants were required to mand to a peer (another participant) to gain access to a reinforcer. The peer was then required to listen to the request and reinforce the mand by delivering a token to use the reinforcer. The dependent variable was the number of mands emitted between peers per school day. The design of this study was an ABAB design. During the treatment condition, the participants received access to reinforcers contingent on exchanging points with another student participant. During the baseline condition, participants received access to reinforcers contingent upon exchanging points via a teacher. During the intervention phase the students earned points for academic tasks and self-managing their own behaviours, these points could then be exchanged for a desired activity. Access to the reinforcer was contingent upon manding for a ticket from the designated reinforcer monitor. |
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| The effects of Multiple Exemplar Training on Emerging Repertoires Using a Science Curriculum |
| EMMA L. HAWKINS (Jigsaw CABAS School), R. Douglas Greer (Teachers College, Columbia University), Katherine Meincke (Teachers College, Columbia University), Elizabeth Theo (Jigsaw CABAS School) |
| Abstract: This study investigated the effect of multiple exemplar training on the emerging repertoires of 5 children with Autistic Spectrum Disorder. The six repertoires were: reader/writer intraverbals, speaker/listener intraverbals, pure tacts, textual responses, writing and drawing a line to match words to pictures. A science curriculum was used for the purposes of this study focusing on teeth, springs/magnets and forces. The participants ranged in age from 8-12 years old and all had emerging reader/writer repertoires. Data were reported on a counterbalance design. |
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| Training Perspective-Taking Skills: How to Teach a Theory of Mind |
| CARMEN LUCIANO SORIANO (University of Almeria, Spain), Pedro P. Ochoa (University of Almeria, Spain), Francisco J. Molina-Cobos (University of Almeria, Spain) |
| Abstract: Theory of mind (ToM) has been an important topic research from the cognitive perspective on psychology in the last decade; it tries to explain our capability of perspective take predicting the behavior of another people. Behavior analysts have not been usually interesting in this kind of problems and they do not propose explanations for understand the behaviour involved in this issue, however we consider important to specify the repertoires that would be necessary for perspective taking perspectives. The current study proposes an alternative functional behaviour approach, providing empirical data. Children between 30 -36 months participated in this study following a successive training on discrimination tasks in fundamental elements as person’s discrimination (I-others), and time discrimination (past-present), and space relations (here-there). Results show relations with cognitive test and changes in responding to Theory of Mind test. Implications for theory of mind are discussed and new research proposal are presented. |
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