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| Working With Teachers to Help Students |
| Sunday, September 29, 2019 |
| 4:00 PM–4:50 PM |
| Stockholm Waterfront Congress Centre, Level 2, C1 |
| Area: EDC |
| Instruction Level: Basic |
| Chair: Shannon Urquhart (Washoe County School District) |
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Using Applied Behavior Analysis Strategies for Inclusion Opportunities: Being Strategic Brings Success for Students With Autism Spectrum Disorder |
| Domain: Service Delivery |
| SHANNON URQUHART (Washoe County School District) |
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| Abstract: This session will examine typical school schedules and discuss the plethora of inclusionary opportunities available to students with Autism Spectrum Disorders of various functioning levels. The planning process and necessary steps to take to ensure success will be discussed. Areas of the Individual Education Plan (IEP) that address inclusionary time, and possible language will be presented. The importance of inclusion for school-aged people with Autism Spectrum Disorders cannot be overstated! People are an adult in the social world longer than they are a student. Preparation for the outside world is imperative and we need to get better transitioning. Applied Behavior Analysis and Positive Behavior Support is the foundation I work from. We will look at creative scheduling techniques for maximum appropriate inclusion. Such an eclectic schedule can be accomplished with teamwork and collaboration with others. Strategies and examples of forward and backward chaining, task analysis, environment exposure, sensory regulation, social stories, and video modeling will be presented. Staff and student safety "outside" the classroom will be addressed. Discussion of opportunities for peer exemplars is all around with proper proactive "training" and procedures. Data driven planning with the social and academic team members is crucial for success. These are all topics that will be open for discussion, examples given, and video of particular sections will be presented during this session. These programs can provide students with Autism Spectrum Disorders increased, productive, and effective peer interactions. |
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| Improving Teachers' Performance Through an Interdependent Group Contingency |
| Domain: Applied Research |
| AISLING COLLINS (Jigsaw CABASⓇ School) |
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| Abstract: Group contingencies have proven efficacy in improving the behaviour of students with disabilities, though few applications exist to teachers of this population. This research employed an alternating treatments design to investigate the effectiveness of an interdependent group contingency for increasing the number of instructional trials presented, the percentage of priority and session-specific programmes run, and the variety of other programmes run. Five teachers in a Comprehensive Application of Behaviour Analysis to Schooling? school for children on the autism spectrum participated. There were three alternated conditions, which were mystery, low, and high preference stimuli. Participants received an individual reinforcer contingent on the group meeting their programmes target and an additional group prize if sufficient instructional trials were run too. The results for the former were undifferentiated across conditions, though showed a significant improvement from baseline. The data for instructional trials were differentiated across conditions, though results are limited in consideration of baseline trends and confounding variables. These results suggest that an interdependent group contingency is an effective means of improving teaching practices and that the degree of preference for stimuli may be less relevant compared to the existence of a contingency itself and potential for avoiding social disapproval from peers. |
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