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.


10th International Conference; Stockholm, Sweden; 2019

Event Details

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Paper Session #69
Methods for Teaching Soft and Social Skills to Individuals With Autism Spectrum Disorder
Monday, September 30, 2019
8:00 AM–9:20 AM
Stockholm Waterfront Congress Centre, Level 2, C4
Area: AUT
Instruction Level: Intermediate
Chair: Laci Watkins (University of Alabama)

CANCELED: Social Skills Training For Beginning Learners With Autism

Domain: Service Delivery
DAISY WANG (Social Collaborative)

In addition to core deficits of autism in the communication, behavioral, social domains, learners with low-functioning autism likely experience a myriad of additional challenges such as mobility and other sensory issues. These greatly impact their meaningful participation in daily activities in the realms of personal, family, and community. There is a stark contrast in available information in current literature on teaching basic social skills to individuals in this population, as compared to the population with high-functioning autism. Basic social skills is still, however, paramount to an individual’s access to and participation in activities in the greater community. The current study utilizes a multiple baseline design to explore teaching beginning social skills to children with low-functioning autism and seeks to identify core elements that contribute to successful acquisition of beginning social skills. Social validity is also collected and discussed.

Intervention Package to Increase Interaction Between Siblings With and Without Autism: A Replication and Extension
Domain: Applied Research
LACI WATKINS (University of Alabama; University of Alabama Autism Cluster), Mark O'Reilly (The University of Texas at Austin), Theodore Tomeny (University of Alabama; University of Alabama Autism Cluster), Katie Gurecki Sillis (Cultivate Behavioral Health & Education; The University of Texas at Austin), Claudia Zamora (The University of Texas at Austin)
Abstract: Research suggests that including typically developing siblings in interventions for children with autism spectrum disorder (ASD) may be particularly advantageous. Despite support for sibling involvement, studies have reported limited evidence of generalizability of results, predominantly involved only participants with mild symptoms of ASD, and have not reported outcomes for the typically developing sibling as well as the child with ASD. The purpose of this series of experiments was to address these gaps in the literature by replicating and extending an intervention package to improve social interaction consisting of interest-based play activities, adult instruction and modeling, and response to child questions. A reversal design across two sibling dyads was used to demonstrate the effects of the intervention on the social interaction behaviors of the child with ASD and typically developing sibling. Social initiations and responses increased for both sibling dyads, and results generalized across setting. In addition, multiple measures indicated a high level of social validity. Recommendations for practitioners and caregivers working with children with ASD and potential areas of future research are discussed.

Bringing Applied Behavior Analysis to China: A Comprehensive Model for Treating Children With Autism

Domain: Service Delivery
EITAN ELDAR (Kibbutzim College, Israel)

A comprehensive program has been designed and implemented in Beijing since 2007. The program was offered by an organization supportive of children with Autism arriving from all over China. The clinical model is based on ABA principles and procedures. Students stay at the center with a parent for a minimal period of 3 months, during which they are provided with individual and social skill training. Parents take part in the process and receive guidance for future implementation. The individual curriculum is modular and tailored to the characteristics of the student and to the capability of the parents. The program is comprised of three core lessons followed by flexible integrative experiences that are continuously modified according to the student's progress. The model includes the following core components: Individual basic training, small group teaching and motor learning through which communication skills are promoted. Additional elective courses offered: ADL training, music, art, inclusion preparation for advanced students, parents training and more. This presentation will portray the clinical model with examples showing its various components and conclusions deriving from the author's involvement in its implementation for five years.




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