|Why Typical Peers Matter: Evidence-based Practices
|Saturday, May 24, 2014
|8:00 AM–11:00 AM
|W184a (McCormick Place Convention Center)
|Area: AUT/EDC; Domain: Applied Research
|CE Instructor: Laura Kenneally, Ed.D.
|LAURA KENNEALLY (Advance Inc.)
|Description: Students who are placed in self-contained classrooms or segregated private schools have limited opportunities to be with typical peers (Cammuso, 2011). Experts continue to debate the value of inclusion and which placement is best to educate students with autism. As our goal is to teach students to be independent and contributing members of society, they require opportunities for inclusion (Wagner, 2000). This workshop presents examples of how typical peers can make a positive and meaningful difference in students' lives by engaging with them in simple, everyday skills. Participants will be taught simple strategies to help students with autism learn skills from typical peers. The presenters will demonstrate how to set up three types of peer modeling in inclusion programs or to adapt video modeling programs for students who have limited access to typical peers.
|Learning Objectives: At the conclusion of this workshop, the participant will be able to (1) identify simple opportunities and strategies to maximize interactions between students with autism and typical peers, (2) apply successful intervention strategies to increase language and behavioral skills for students with autism via typical peer models, and (3) measure behavior changes relating to specific intervention and treatment to gauge the effectiveness of typical peer models as related to content area 9 (behavior change procedures) of the BACB task list; these include the following: 9-26—use language acquisition/communication training procedures, 9-27—use self-management strategies, 9-28—use behavior change procedures to promote stimulus and response generalization, and 9-29—use behavior change procedures to promote maintenance.
|Activities: Instructional strategies include lecture, discussion, video examples, and step-by-step guided practice to set up three different types of social skills programs for a variety of learners from beginners to those with more sophisticated social skills.
|Audience: BCBAs, special education teachers, licensed psychologists.
|Content Area: Practice
|Instruction Level: Intermediate
|Keyword(s): autism, evidence based, peer model