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Peer Mediated Interventions to Promote Social Communication in Children With Autism |
| Saturday, January 28, 2012 |
| 1:45 PM–2:45 PM |
| Grand Ballroom |
| Area: AUT; Domain: Applied Research |
| Instruction Level: Intermediate |
| CE Instructor: Howard Goldstein, Ph.D. |
| HOWARD GOLDSTEIN (The Ohio State University) |
 Dr. Howard Goldstein is research director of the Schoenbaum Family Center and professor of human development and family sciences at The Ohio State University. Goldstein received his Ph.D. in 1980 in developmental psychology and mental retardation research from Peabody College of Vanderbilt University. He serves on the editorial boards of several journals and has been a grant reviewer for the National Institutes of Health (NIH) and the U.S. Department of Education (DOEd) for many years. His research has focused on improving the communication and social skills of children with autism and other developmental disabilities. His recent work has sought to enhance the language and literacy development of students in high poverty schools who are at high risk for reading problems. He is the author of two books and more than 100 scholarly journal articles and book chapters, and is a nationally known scholar for his work and research in the field of child language intervention. His contributions have earned him recognition as a Fellow of the American Speech-Language-Hearing Association. Over the past 30 years, Dr. Goldstein has participated in more than 40 research and personnel preparation grants, mainly from NIH and DOEd. |
| Abstract: Many meta-analytic reviews have misrepresented the literature evaluating interventions to promote social communication skills in children with autism. This is because they failed to include the bulk of the experimental research base, namely single-case experimental designs. This presentation will expand upon approaches to identify evidence-based practices (EBPs). A Consumer Reports framework will be used to evaluate social communication intervention studies and illustrate a way to fairly and comprehensively evaluate this literature. This framework evaluates the quality of both group and single-case experiments with respect to design characteristics and internal validity, measurement features, results, and external validity. The advent of effect size estimates also may improve the incorporation of single-case experiments into the EBP literature. The presentation will show how these analytic frameworks provide useful information that can be cross-referenced with descriptive information about the articles reviewed. This approach has the potential to improve the ease and effectiveness with which behavior analysts select efficacious practices that meet the particular needs of their clients. |
| Target Audience: Certified behavior analysts, behavioral consultants, behavioral therapists, clinicians, educational consultants, psychologists, special education teachers, and individuals working with children with autism or other developmental delays. |
| Learning Objectives: forthcoming |
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