|The Application of Behavior Analytic Methodologies at a Center for Children and Adolescents diagnosed with Autism|
|Monday, May 28, 2012|
|10:30 AM–11:50 AM |
|Area: AUT/VRB; Domain: Service Delivery|
|Chair: Janine Shapiro (The Applied Behavior Center for Autism)|
Four Presentations will demonstrate the use of Applied Behavior Analysis procedures across a variety of learners, all diagnosed with an autism spectrum disorder and receiving services from the Applied Behavior Center for Autism in Indianapolis, Indiana. ABC is a full-service center that utilizes Applied Behavior Analysis to increase the independence of children with Autism. Language, social, and academic skills are shaped through applied verbal behavior procedures . This symposium offers a brief look at some of the evidence-based techniques used at The Applied Behavior Center. Topics discussed will include creating a transitional classroom for learners approaching integration into a classroom, teaching mands as a replacement for undesirable behavior, teaching appropriate social skills for the real world, and using unconventional but effective methods to improve speech. This symposium will demonstrate how a variety of behavior analytic methodologies coalesce to produce a full-service center for children with varying skill levels.
Moving Beyond 1:1 Instruction: Creating a Transitional Classroom for Learners Approaching Integration into Pre-school
|LAURA GRANT (The Applied Behavior Center for Autism), Courteney Schinbeckler (The Applied Behavior Center for Autism), Jenny Lanham (The Applied Behavior Center for Autism)|
Transitioning children diagnosed with autism spectrum disorder (ASD) into school classrooms can be a challenge for both school systems and behavior analysts. An overview of teaching children with ASD within an ABA classroom using researched-based ABA methodologies, including Precision Teaching and direct instruction skills, will be described. Explanations of how ABA principles were implemented to increase the likelihood of successful integration of students into school classrooms will be discussed and will include a data review and video examples of instruction. Video examples will depict curricula, including phonetic reading and direct instruction programs, and will also show theme-based instruction.
Beyond Please and Thank You: Important Social Skills for the Real World
|Janine Shapiro (The Applied Behavior Center for Autism), Laura Grant (The Applied Behavior Center for Autism), JENNIFER J. LANHAM (The Applied Behavior Center for Autism)|
Social skill deficits are a defining characteristic of people with autism spectrum disorder. Often times, clinicians teach social skills that may be desired by adults, but are not age appropriate. In clinical settings, it is frequently the case that females lead social therapy groups that are comprised of mostly males. It is very important for instructors to be aware of social skill behaviors that are typical for a client's peer group. This presentation will discuss behavioral procedures for targeting social skills based on researched cognitive approach. Information about choosing appropriate targets and description of a weekly social skill program that incorporates thematic instruction and natural settings will be presented.
Unconventional but Effective Behavioral Methods for Improving Speech Intelligibility
|JANINE SHAPIRO (The Applied Behavior Center for Autism)|
Speech deficits can significantly inhibit effective communication. Sometimes, desired sounds or suprasegmental sound qualities (i.e., pitch, loudness, duration) are present under certain circumstances, but not under others. This presentation discusses several utilized behavioral procedures, specifically, altering stimulus control, to increase loudness and vocal quality and decrease substitution errors in a 7 year old male with autism spectrum disorder. In addition, this presentation will provide prompting method suggestions to treat common speech errors.
Functional Communication Training: Increasing Mands
|ALYSIA FUHRMANN (The Applied Behavior Center for Autism), Michelle Stimley (The Applied Behavior Center for Autism)|
Functional Communication Training (FCT) is a strategy used to replace challenging behaviors (i.e., aggression, screaming, taking items from others) with a more socially acceptable form of communication. B.F. Skinner outlined his analysis of Verbal Behavior, decribing a group of verbal operants, or functional units of language, with each type serving a different function. He coined the term "mand", whose form is controlled by states of deprivation and aversion. A mand is used to request or obtain a desired item or activity. When using FCT, a mand can often be used as a replacement behavior for other undesired behaviors.