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| Developing Play and Leisure Skills in Children with Autism |
| Sunday, May 25, 2014 |
| 9:00 AM–9:20 AM |
| W184d (McCormick Place Convention Center) |
| Area: AUT |
| Chair: Lina Gilic (St. John's University) |
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Increasing the Cooperative Play of a Young Student With Autism Utilizing Contingent and Non-Contingent Reinforcement |
| Domain: Applied Research |
| LINA GILIC (St. John's University) |
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| Abstract: A contingent and non-contingent reinforcement procedure was implemented to increase the cooperative play of a young student with autism. A design incorporating a non-contingent reinforcement reversal design was chosen to explore the effects of the treatment utilizing contingent reinforcement in tandem with modeling and shaping. During treatment, the student was given contingent reinforcement, non-contingent reinforcement, cooperative play, during sensory time. The contingent reinforcement was utilized in tandem with modeling and shaping. The results of the study indicated that the effects of the contingent reinforcement increased cooperative play from 3.5% during baseline to 72% during treatment. The results of this study support those of other researchers showing that presenting social stimulation as a consequence of behaviors of preschool children has successfully increase the desired target behaviors. The social and educational significance of the study is evident with the increase in the student's cooperative play as well as the student's social interaction with peers. |
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| CANCELED: Effects of the Paint The Music Now Program on Students With Special Education Needs |
| Domain: Applied Research |
| JEREMY H. GREENBERG (The Children's Institute of Hong Kong) |
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| Abstract: Students with special education needs such as autism tend to have difficulty with appropriate play skills and leisure time skills. A lack of play may lead to inappropriate behaviors such passivity or stereotypy. Furthermore, having a limited community of reinforcers makes it difficult to find motivators to learn other skills such as language, social, and academics. The present study tested a treatment package in a small group format called Paint the Music Now on the on task painting behavior of four boys between 5 and 12 years old. The students were selected due to their lack of play, narrow community of reinforcers, and leisure time skills. Using a delayed multiple baseline across students with repeated reversal component experimental design, a functional relationship was demonstrated between the on task painting behavior of all four students and their participation in the Paint the Music Now. The treatment package consisted of verbal instruction, music and movement, presented in a small group format. Two maintenance probes were conducted after one month and two months after the second treatment condition to test for the generality of the treatment package. Limitations of the present study were also discussed. |
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