Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


Eighth Annual Autism Conference; Louisville, KY; 2014

Event Details

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Invited Paper Session #3
CE Offered: PSY/BACB

Can't We All Just Get Along?: Combining Behavioral and Developmental Naturalistic Interventions for Young Children with Autism

Saturday, March 1, 2014
8:15 AM–9:05 AM
Grand Ballroom A-B (Suite Tower)
Area: AUT; Domain: Applied Research
Instruction Level: Basic
CE Instructor: Laura Schreibman, Ph.D.
Chair: John D. Molteni (University of Saint Joseph)
LAURA SCHREIBMAN (University of California, San Diego)
Dr. Laura Schreibman, is director and principal investigator of the Autism Intervention Research Program at the University of California at San Diego. She also is a Distinguished Professor, Emeritus, of Psychology and Research at the University of California, San Diego, where she has been on the faculty since 1983. She earned her Ph.D. in 1972 at the University of California at Los Angeles, where she focused on the field of behavior analysis and treatment of childhood autism. Her research since her degree has continued in the same vein, with her current research interests focusing on the development and dissemination of naturalistic behavioral intervention strategies (Pivotal Response Training), the development of individualized treatment protocols, translation of empirically based treatments into community settings, analysis of language and attentional deficits, generalization of behavior change, parent training, and issues of assessment. She is the author of four books and more than 160 research reports, articles, and book chapters. The Science and Fiction of Autism, published in 2005 by Harvard University Press, is her third book.

Our increased ability to identify and diagnose children with autism at earlier and earlier ages provides us with both a huge opportunity and a huge challenge. Our knowledge of the significant, potential benefits of effective early intervention allows us to take advantage of the early intervention window. The challenge is how we can best fill this window. While there is a substantial research base supporting the effectiveness of behavioral interventions across the lifespan of autism, research has demonstrated that interventions based upon the principles derived via applied behavior analysis are being modified to meet the needs of the toddler autism population now being served. Two main modifications seem evident. The first is a move toward more "naturalistic" behavioral interventions, which are more child-directed and occur in more environmental contexts. The second is the integration of principles derived from developmental psychology. In fact, it appears that both of these approaches (behavioral and developmental) have evolved simultaneously in the development of early interventions. Also, it appears that there may be an increased "acceptance" of developmental contributions that are not directly tied to the behavioral model. Where are the common grounds of these approaches that impact intervention? What are commonalities in treatment components, implementation strategies, and assessment? This talk will focus on these issues and also point to research needs for both behavioral and developmental science.

Target Audience:

Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning how to combine behavioral and developmental naturalistic Interventions for children with autism.

Learning Objectives: At the conclusion of the event, participants should be able to: --Describe common elements utilized with "branded" naturalistic behavioral interventions. --Describe the importance of incorporating developmental science into the development of interventions for this population. --Describe research evidence for this approach.
Keyword(s): Early intervention, natural environment



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