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Where Did The DSM-5 Criteria For ASD Come From and Where Are They Going To Take Us? |
Sunday, March 2, 2014 |
8:15 AM–9:05 AM |
Grand Ballroom A-B (Suite Tower) |
Area: AUT; Domain: Service Delivery |
Instruction Level: Basic |
CE Instructor: Catherine Lord, Ph.D. |
Chair: Naomi Swiezy (HANDS in Autism, IU School of Medicine) |
CATHERINE LORD (Center for Autism and the Developing Brain) |
Catherine Lord, Ph.D., is a licensed clinical psychologist with specialties in diagnosis, social, and communication development, and intervention in autism spectrum disorders. She is renowned for her work in longitudinal studies of children with autism as well as for her role in developing the autism diagnostic instruments used in both practice and in research worldwide today. She also has been involved in the development of standardized diagnostic instruments for ASD with colleagues from the United Kingdom and the United States (the Autism Diagnostic Observation Schedule (ADOS) an observational scale; and the Autism Diagnostic Interview–Revised (ADI–R) a parent interview), now considered the gold standard for research diagnoses throughout the world. Dr. Lord completed degrees in psychology at University of California at Los Angeles and Harvard University, and a clinical internship at Division TEACCH at the University of North Carolina at Chapel Hill. Dr. Lord’s work at the Center for Autism and the Developing Brain in New York involves continued research in validity and longitudinal studies, early diagnosis of children with autism, and regression in children with autism and clinical evaluations and diagnoses of children and adults who may have autism. |
Abstract: The proposed changes to the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders) were first discussed in 1999, when key leaders of the American Psychiatric Association and the National Institute of Mental Health decided to work together on expanding the scientific basis for psychiatric diagnosis and classification. This presentation will discuss how autism is currently being diagnosed and the various factors that have made diagnosing autism more challenging. Social, behavioral, and communication challenges and the characteristics that are often associated with individuals having ASD, will be defined and explained in the context of daily living (specifically in the home and school environment). The importance of evidence-based treatments and access to various types of services meant to improve quality of life for individuals with ASD will be highlighted. The presentation will explain why it is necessary to revise the DSM IV-TR criteria and discuss the process through which the new criteria for DSM-5 Neurodevelopmental Disorders have been developed. Clinical, political, and scientific questions about the criteria will be outlined. Research that contributed to the development of the criteria and what occurred subsequent to the first drafts of the Autism Spectrum Disorders criteria will be addressed. Strategies that concerned families and service providers may use to decrease confusion and possible misuse of the new criteria will be provided. |
Target Audience: Psychologists, behavior analysts, graduate students, and anyone interested in learning more about the DSM-5 Criteria for autism spectrum disorders. |
Learning Objectives: At the conclusion of the presentation, participants should be able to: (1) Increase familiarity with proposed DSM-5 criteria and the underlying logic; (2) Understand strengths and weaknesses of different approaches to screening and diagnostic assessment; and (3) Increase awareness of research, clinical and policy issues in how ASD is diagnosed. |
Keyword(s): classification, DSM-5 criteria , Psychiatric diagnosis |
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Instructive Feedback: A Strategy for Increasing the Efficiency of Instruction for Children with Autism Spectrum Disorders |
Sunday, March 2, 2014 |
9:15 AM–10:05 AM |
Grand Ballroom A-B (Suite Tower) |
Area: AUT; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Tiffany Kodak, Ph.D. |
Chair: Wayne W. Fisher (University of Nebraska Medical Center, Munroe-Meyer Institute) |
TIFFANY KODAK (University of Oregon) |
Tiffany Kodak, Ph.D., is an associate professor in the school psychology program at the University of Oregon. Before joining the faculty at the University of Oregon, Dr. Kodak directed the early intervention program at the Munroe-Meyer Institute in the University of Nebraska Medical Center (UNMC) and was a faculty member in the Department of Pediatrics at UNMC. She graduated from Louisiana State University in 2006 with a Ph.D. in school psychology. Dr. Kodak completed her graduate internship at the Marcus Institute in Atlanta, GA, under the supervision of Drs. Wayne Fisher, Henry Roane, and Michael Kelley. Her post-doctoral fellowship was completed in 2006 under the supervision of Dr. Wayne Fisher. Her research has focused on several general topics, including skill acquisition, choice, and the assessment and treatment of problem behavior with individuals diagnosed with autism and severe behavior disorders. She has published 30 peer-reviewed research studies, co-authored book chapters, and worked directly with individuals with developmental disabilities for 18 years. Dr. Kodak is on the editorial board and served as the editorial assistant for the Journal of Applied Behavior Analysis, is on the editorial board for The Analysis of Verbal Behavior, is a Board Certified Behavior Analyst (BCBA), and the recipient of the APA (Division 25) Applied Behavior Analysis dissertation award in 2006. |
Abstract: A primary goal of early intervention services is to identify teaching strategies that will help close the gap between the skill level of children with autism spectrum disorders and that of their typically developing peers. The efficiency of instruction, or the amount of time required to teach a new skill, may be enhanced by using certain instructional strategies that have been shown to produce rapid learning or future learning. Instructive feedback is one example of an instructional strategy that can decrease training time or increase the amount of skills that a child learns during instruction. Instructive feedback has been shown to be effective in teaching new skills to children and adults with developmental disabilities in more than 20 published studies. In this presentation, Dr. Kodak will review different formats of instructive feedback and present results from several of her studies that demonstrate the effectiveness and efficiency of instructive feedback for teaching verbal behavior to children with autism spectrum disorders. Dr. Kodak also will discuss how specific behaviors displayed by children during instruction may be associated with the effectiveness of this procedure. Finally, she will describe how instructive feedback may be incorporated into clinical practice to maximize learning outcomes. |
Target Audience: Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning more about instructive feedback for children with autism. |
Learning Objectives: Forthcoming. |
Keyword(s): Instructive feedback |
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Incorporating Verbal Behavior Instruction Into Everyday Activities for Children With Autism |
Sunday, March 2, 2014 |
10:30 AM–11:20 AM |
Grand Ballroom A-B (Suite Tower) |
Area: AUT; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Mark L. Sundberg, Ph.D. |
Chair: Robert K. Ross (Beacon ABA Services) |
MARK L. SUNDBERG (Sundberg and Associates) |
Dr. Mark L. Sundberg, BCBA-D, received his doctorate in applied behavior analysis from Western Michigan University in 1980 under the direction of Dr. Jack Michael. Dr. Sundberg serves on the Board of Directors of the B. F. Skinner Foundation. He is the author of the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP), co-author of the original Assessment of Basic Language and Learning Skills (ABLLS) assessment tool, and the book Teaching Language to Children with Autism or Other Developmental Disabilities. He has published more than 50 professional papers and four book chapters. He is the founder and past editor of the journal The Analysis of Verbal Behavior, a twice past president of the Northern California Association for Behavior Analysis, and a past chair of the Publication Board of the Association for Behavior Analysis International. Dr. Sundberg has given more than 600 conference presentations and workshops, and taught 80 college courses on behavior analysis, verbal behavior, sign language, and child development. He is a licensed psychologist who consults for public schools in the San Francisco Bay Area that serve children with autism. His awards include the 2001 Distinguished Psychology Department Alumnus Award from Western Michigan University, and the 2013 Jack Michael Outstanding Contributions in Verbal Behavior Award from the Verbal Behavior Special Interest Group. |
Abstract: The most common behavioral methodology used for working with children with autism is typically identified as discrete trial training (e.g., Lovaas, 2003), and usually involves a variety of structured table-top teaching activities. Another general behavioral methodology has been collectively identified as naturalistic teaching approaches (LeBlanc, Esch, Sidener, & Firth, 2006), and involves a variety of activities that are conducted in the context of a child's naturally occurring daily events (e.g., play, meal time, self-care). Both methodologies are necessary for an effective program, but they each require unique teaching skills and curricula. This presentation will suggest a framework for teaching in the natural environment guided by B. F. Skinner's analysis of verbal behavior. The main focus will be on developing a curriculum that includes natural environment training (NET) activities to teach manding, tacting, listener skills, intraverbals, matching-to-sample, imitation, social skills, and play skills, while making language instruction relevant to the child functional and fun. |
Target Audience: Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning more about developing a curriculum that includes natural environment training activities. |
Learning Objectives: At the conclusion of the event, participants should be able to:
--Describe how B. F. Skinner's analysis of verbal behavior can be applied to language instruction in a child's natural environment.
--Explain how motivating operations (MOs) and stimulus control (SDs) in the natural environment may be different from MOs and SDs in a structured teaching session.
--Give five examples of daily activities and describe how instruction on five different verbal operants or related verbal skills can be incorporated into that activity. |
Keyword(s): natural environment, naturalistic teaching, Trial training |
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Moving the Mountain: Building Capacity for Behavioral Intervention in Public Schools |
Sunday, March 2, 2014 |
11:30 AM–12:20 PM |
Grand Ballroom A-B (Suite Tower) |
Area: AUT; Domain: Applied Research |
Instruction Level: Basic |
CE Instructor: Robert C. Pennington, Ph.D. |
Chair: Stephen Foreman (Homeplace Support Services, LLC) |
ROBERT C. PENNINGTON (University of Louisville) |
Robert C. Pennington, Ph.D., is an assistant professor of special education at the University of Louisville. He has more than 20 years' experience serving individuals with intellectual disabilities and autism spectrum disorder (ASD) in a variety of capacities including teacher, therapist, consultant, and researcher. In 2010, he received his doctorate in special education from the University of Kentucky, where he studied systematic instructional strategies applied to the development of writing repertoires for students with severe intellectual disabilities (ID). Most recently, he has served as executive director of the Kentucky Autism Training Center (KATC), and a professor in the special education and behavior analyst preparation programs at the University of Louisville. Dr. Pennington has published his work in several refereed journals and book chapters, and presents nationally in the areas of communication, instructional strategies, and writing for students with ID/ASD. Finally, Dr. Pennington takes every opportunity to serve his community through parent and professional consultation and training, participation on advisory boards, and membership on the Executive Board of the Kentucky Association for Behavior Analysis (KYABA). |
Abstract: Despite a gathering consensus about the effectiveness of behavior analytic intervention for learners with autism, many school systems still struggle with the adoption, provision, and evaluation of behavior analytic programming. Furthermore, a history of exposure to poor consultation practices has resulted in frequent resistance to change agents not employed by local districts. In this presentation, Dr. Pennington will discuss contingencies at the individual and systems level that may serve as barriers to the adoption of behavior analytic practice and collaboration with consulting behavior analysts by local school systems. He will then describe his past work in capacity building through the Kentucky Autism Training Center and provide suggestions for navigating public school settings to provide consultation. |
Target Audience: Psychologists, behavior analysts, practitioners, graduate students, and anyone interested in learning more about behavior analytic programming for learners with autism in public school settings. |
Learning Objectives: At the conclusion of the event, participants should be able to:
--Identify contingencies that drive practice in educational settings.
--Describe multiple strategies for working with school personnel that serve students with autism.
--Identify several strategies for building district capacity for behavior analytic practice. |
Keyword(s): Behavioral intervention, public schools |
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