|Behavior Analytic Instruction to Promote Community Immersion for Adolescents and Adults With Autism|
|Monday, May 28, 2012|
|10:30 AM–11:50 AM |
|Area: AUT/CSE; Domain: Service Delivery|
|Discussant: Peter F. Gerhardt (The McCarton School)|
Autism treatment has focused on the delivery of services to early intervention and school-age children who are diagnosed on the spectrum. However, there is increasing need to provide services to adolescents and adults who fall into this disability category. Unfortunately, there is a lack of research and top-notch quality services based on behavior analysis that exist for this group of individuals. This symposium will address programming needs of adolescents and adults with autism. Issues discussed will include the development of community-based and independent living skills, the generalization of learned behaviors, and the use of technology for teaching and staff training. The common themes of the symposium are the development of services for adolescents and adults, and the delivery of such services in the communities and environments in which these individuals will be living and working.
Use of Prompting Through Personal Technology to Promote Independent Functioning in Showering and Reduce Stigma in Community-Based Instructional settings
|AVI GLICKMAN (Preparing Adolecents and Adults for Life (PAAL)), Gloria M. Satriale (Preparing Adolecents and Adults for Life (PAAL)), Jennifer Morrison (Preparing Adolecents and Adults for Life (PAAL)), Murphy Harmon (Preparing Adolecents and Adults for Life (PAAL)), Rickiesha March (Preparing Adolecents and Adults for Life (PAAL)), Ben Kaliner (Preparing Adolecents and Adults for Life (PAAL))|
Community based instruction is a complex process made more complicated by the stigma associated with overt and conspicuous levels of prompting. Independent functioning in community settings can be increased and the stigma associated with such instruction decreased through the use of technology devices such as smart phones, Mp3 players, and tablet computers. As the implementation of assistive technology across environments has become more readily available with recent advancements in functionality and the improved portability of electronic devices, there is a need to examine the efficacy of such commonly available technology in the promotion of community independence and reduction of stigma associated with instruction in the community. A multiple baseline study was conducted across several adolescents with autism utilizing technology as the independent variable to measure improved performance in training in the community. Data on the stigma associated with the intervention was also assessed. Data indicated that the use of technology improved performance of the percentage of tasks independently completed by the individual while decreasing the stigma associated with behavior analytic instruction in the community.
Use of Blue Tooth Technology to Promote Staff Competence in Implementing Community-Based Training of Adolescents and Adults With Autism
|JESSICA ZAWACKI (Preparing Adolecents and Adults for Life (PAAL)), Avi Glickman (Preparing Adolecents and Adults for Life (PAAL)), Gloria M. Satriale (Preparing Adolecents and Adults for Life (PAAL)), Emily Rosen (Preparing Adolecents and Adults for Life (PAAL)), Thomas L. Zane (Institute for Behavioral Studies)|
Individuals with autism continue to enter adult service systems lacking the basic skills necessary to successfully navigate community settings. Despite the growing numbers of individuals entering adult service, resources have failed to keep up with the needs of these growing numbers, forcing providers to find creative methods to meet needs. The current study expanded Satriale and Glickman (2009) who investigated the use of bluetooth technology to reduce verbal prompting and increase acquisition. A multiple baseline design study was conducted across several staff utilizing blue tooth technology to deliver prompting to staff as the independent variable to measure improved staff performance in implementing instruction in the community. Results showed that such technology improved staff performance, demonstrating another use of personal technology in autism treatment.
Using Technology to Teach Safe Street Crossing
|HELEN BLOOMER (Aspire Programs), Peter F. Gerhardt (The McCarton School)|
Given the growing emphasis being placed on independence and community inclusion for individuals with autism, the need to teach complex, context based safety skills becomes of central importance. Unfortunately, and with notable exceptions, there exists little relevant research. The purpose of this study was to investigate the effectiveness of a software program to teach safe street crossing in a large city through the use of Smart Board technology. Participants were adolescents with autism who were learning independent living skills in the community. After baseline assessment showed an inability to cross streets safely, staff used a classroom-based software program to teach this skill, with subsequent generalization assessment showing improved crossing in the community. Results were explained in terms of instructional techniques that can automatically enhance generalization of skills.