|
| Language for Learning, Children with Autism, and Relational Frame Theory |
| Sunday, May 27, 2007 |
| 3:00 PM–4:20 PM |
| America's Cup AB |
| Area: EDC/TPC; Domain: Applied Research |
| Chair: Cathy L. Watkins (California State University, Stanislaus) |
| Discussant: Timothy A. Slocum (Utah State University) |
| CE Instructor: Katie Endicott, None |
| Abstract: Language for Learning is a Direct Instruction program designed to teach pre-academic skills as well as skills in areas such as problem solving, classification, description of objects, and actions. . The curriculum is comprised of presentation books and workbooks that cover a variety of domains essential for language development and academic success. Information will be presented on what programs are currently using Language for Learning, how Language for Learning can be incorporated into a discrete trial teaching program with children with autism and data on skills mastered as well as an error analysis. In addition, a paper will be presented linking the concepts of relational frame theory to effective instructional practices in language development. Information will be included as to how Language for Learning addresses the teaching of relational frames throughout the content. In this program, relational frames are taught for the purpose of increasing communication skills to transmit and receive information, solve problems, and engage in higher order thinking tasks, all of which are skills necessary for academic success. |
| |
| Program Overviews of Language for Learning for Children with Autism. |
| TRINA D. SPENCER (Utah State University) |
| Abstract: Information will be provided as to what programs nationwide are currently using Language for Learning with children with autism. A brief overview of the actual content of the curriculum will be provided, as well as a review of previous research. |
| |
| Clinical Applications of Language for Learning with Preschoolers with Autism. |
| KATIE ENDICOTT (Utah State University), Nicole C. Groskreutz (Utah State University) |
| Abstract: Language for Learning is a unique Direct Instruction curriculum that can easily be incorporated into any discrete trial program. It can be used to teach preacademic skills and important problem solving skills in language development. Data will be presented from a study involving four preschoolers with autism who have participated in Language for Learning, as well as an error analysis for supplementary instruction purposes. |
| |
| Language for Learning: A Relational Frame Theory Perspective. |
| GINGER KELSO (Utah State University) |
| Abstract: Information will be presented linking the concepts of relational frame theory to effective instructional practices in language development. Information will be included as to how Language for Learning addresses the teaching of relational frames throughout the content. In this program, relational frames are taught for the purpose of increasing communication skills to transmit and receive information, solve problems, and engage in higher order thinking tasks, all of which are skills necessary for academic success. |
|
| |