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| Development and Clinical Implications of Performance Standards in Young Children with Autism |
| Sunday, May 27, 2007 |
| 4:00 PM–5:20 PM |
| Elizabeth G |
| Area: AUT; Domain: Applied Research |
| Chair: John D. McElwee (Hazleton Area School District) |
| Discussant: Carl V. Binder (Binder Riha Associates) |
| CE Instructor: Mary Jane Weiss, Ph.D. |
| Abstract: This symposium will focus on the importance of determining performance standards (aims) for instructional programs. Specifically, panelists will discuss methods for determining aims for learners on the autism spectrum, generic speaking rate as a tool for predicting speaking aims, and the clinical relevance of issues related to rate, particilarly in the realm of progress on educational programs. |
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| Developing Performance Aims for Learners on the Autism Spectrum. |
| MICHAEL FABRIZIO (Fabrizio/Moors Consulting) |
| Abstract: Many learners with ASD's have difficulty progressing through curricular sequences. Accuracy may not predict their ability to functionally use skills. It is important to develop standards for how quickly an individual can demonstrate a skill. This presentation will focus on methods for establishing aims and on assessing the outcomes of rate-building. Specifically, the presentation will highlight how the achievement of fluency is manifested in improved retention, application, stability, and endurance. |
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| Estimating Performance Standards for Instructional Programs in EIBI for ASD Students. |
| JOHN D. MCELWEE (Hazleton Area School District) |
| Abstract: EIBI is characterized by the utilization of basic principles of behavior to change performance and a detailed sequence of instructional programs. A fundamental premise is the delineation of a criterion for performance indicating a student can progress within the curriculum sequence. EIBI main target is verbal behavior with the ultimate being conversation like skills for ASD students. This paper will propose that utilizing generic “speaking rate” provides a valuable tool that can be used to predict the estimated performance standard for a variety of verbal behavior skills. The talk will include data and discussion of the variety of implications from social skills to school inclusion. |
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| Clinical Implications of Non-Fluent Behaviors. |
| MARY JANE WEISS (Rutgers University) |
| Abstract: Many learners with autism are able to achieve accuracy on curricular targets, but fail to functionally and effectively demonstrate their skills in natural environments. These failures lead to missed social opportunitiesand missed opportunities for group participation. Furthermore, these problems lead to and a variety of difficulties in less restrictive settings, including difficulty keeping pace with the group. Methods for assessing and targeting problems in the functional demonstration of skills will be reviewed. |
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