Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


34th Annual Convention; Chicago, IL; 2008

Event Details

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Paper Session #189
International Paper Session - Skill Teaching in Developmental Disabilities
Sunday, May 25, 2008
10:30 AM–11:50 AM
Stevens 2
Area: DDA
Chair: Katrina J. Phillips (University of Auckland)
Teaching Computing Skills to Individuals with Intellectual Disabilities.
Domain: Applied Research
KATRINA J. PHILLIPS (University of Auckland), Oliver C. Mudford (University of Auckland)
Abstract: Basic computer skills are required for an ever-increasing number of jobs. Therefore, in order to be competitive in the job market, individuals with intellectual disabilities require basic skills with widely-used computing software. Skills include logging on, opening and closing programs, opening and saving files, data entry, creation of graphs, and basic typing skills. This presentation will provide data from an intervention that aimed to teach an individual with Down syndrome and moderate intellectual disabilities to competently use Microsoft® Windows® operating system programs. Results, limitations, and future research areas will be discussed.
The Comparison between Teacher-Directed Instruction and Peer-Assisted Learning in Vocabulary Acquisition Using Parallel Treatment Design.
Domain: Applied Research
YI-WEI HSIN (Yu Da College of Business), Jeng Jyh Duh (National Taiwan Normal University), Tsung-Han Ho (The University of Texas at Austin)
Abstract: The study explored and compared the differential effects of vocabulary learning between teacher-directed instruction (TDI) and peer-assisted learning (PAL) by students with varied levels of mental retardation. Participating students consisted of three primary school students with mental retardation. The parallel treatment design was employed as the main research framework. The visual analysis and C statistics were used to analyze the collected data. Primary results were obtained as follows. The PDI focused on the control of learning settings and use of strategies in instruction. When it was employed in vocabulary class of special needs students with mental retardation, they could learn the new words well and fast. The outcome, however, was not reserved as well as expected in the maintenance phase. The PAL emphasized the relationship between the teacher and the learner as well as the link between what to learn and where to use. Accordingly, compared to PDI, it achieved a lower level of vocabulary acquisition. When it proceeded to maintenance phase, a higher level of carryover effects were found and documented. Based on the above findings, further discussion was addressed and suggestions for teaching practices and future research were proposed.
Alphabet Therapy: A Novel Way to Teach Academic Skills to Children with Angelman Syndrome.
Domain: Applied Research
CRISTINA VALLE (Vanderbilt University), Mary Johnson (Vanderbilt University), Brooke Huffsmith (Vanderbilt University), Loraine C. Rossi (Vanderbilt University), Lindsey Freitas (Vanderbilt University), Laura O'Dowd (Vanderbilt University), Carmen Rabbitt (Vanderbilt University), Terry Jo Bichell (Vanderbilt University)
Abstract: According to most studies, people with Angelman syndrome (AS) will not exceed the developmental age of 24 months. It has been shown that capabilities for receptive language exceed expressive language in AS patients, but the median mental age for language development is usually reported to be about 9 months. Using Alphabet Therapy, a novel combination of Applied Behavior Analysis techniques and Soma Mukhopadhyay’s Rapid Prompting Method, our team has taught the alphabet, (as well as colors and numbers) to a 7-year-old boy who is deletion-positive for AS. He is now learning sight-reading and mathematical concepts, using the same methodology. A study of Alphabet Therapy is now underway in 10 children with AS (5 subjects and 5 controls matched for age and underlying genetic diagnosis). Subjects undergo developmental and cognitive testing before therapy begins, and again nine months later, with the testers blinded as to study group status. This study will determine if the method can be used successfully with other AS children. Although the study will not be completed until the summer of 2008, an interim report on progress will be presented, the techniques will be described and exercises demonstrated.



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