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| Teaching Critical Social Skills to Children with Autism |
| Saturday, May 26, 2007 |
| 2:30 PM–3:20 PM |
| Douglas A |
| Area: AUT |
| Chair: Lisa J. Stoddard (FirstSteps for Kids, Inc.) |
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| Promoting Varied Pretend Play Repertoires in Children with Autism. |
| Domain: Applied Research |
| LISA J. STODDARD (FirstSteps for Kids, Inc.), Rosi deDomenico (FirstSteps for Kids, Inc.), Jennifer L. Harris (FirstSteps for Kids, Inc.) |
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| Abstract: While a breadth of research has documented the efficacy of behavioral approaches in expanding language and communication skills in children with autism, comprehensive treatment for social deficits appears more elusive. Numerous studies have described the use of applied behavior analysis technology and procedures to increase social behavior, with focus on participants’ responses to peers’ initiations and the use of independent play initiations, such as, “Let’s play blocks.” However, relatively little behavioral research has looked at the development of the actual play content that may be used once play with peers has been initiated. The purpose of the present investigation was to assess the utility of a sequential curriculum of varied pretend play targets, and to investigate the effects of utilizing common instructional techniques in teaching varied pretend play skills to children with autism. Based on the development of pretend play skills in typically developing children, a play skills curriculum including targets and procedures for teaching functional, symbolic, and imaginary plays skills is presented, as well as data supporting the efficacy of this approach as part of a comprehensive treatment package. This sequential approach may serve to expand the current body of play and social skills training programs, and BCBAs who work with children with autism will benefit from the detailed description of play skills targets as well as methods for improving the quality of social play behavior between children with autism and their typically developing peers. |
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| The Effects of Video Modeling on Social Responses. |
| Domain: Applied Research |
| LAURA BUTLER (Autism Spectrum Therapies) |
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| Abstract: The present study was designed to test the effects of a video model on both the increase of appropriate social responses and the decrease of problem behavior. The extension of the application of video modeling may demonstrate an increase in its range of utility from deficit social and play behavior to inappropriate social responding and the problem behaviors that may result. A multiple baseline design across three participants was used. Multiple scripts were designed for each child based on current English Language Arts goals on the child's Individualized Education Program. Video modeling consisted of each child watching a videotape of models engaging in reciprocal conversation. The results of the present study suggest that video modeling is not only an effective intervention for increasing appropriate social responses but is also an effective means for decreasing high rates of problem behavior during social initiations. Importantly, all three participants generalized these skills across different persons and settings. |
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| The Effects of Video Feedback and Self-Monitoring of Teacher Behavior on Teacher/Student Responding. |
| Domain: Applied Research |
| LINA SLIM-TOPDJIAN (A Step Ahead Program, LLC (ASAP)), Sudha Ramaswamy (Mercy College/A Step Ahead Program, LLC) |
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| Abstract: This study tests the effects of a treatment package consisting of a video-feedback/self-monitoring procedure on student and teacher responding. The independent variable, the video feedback and self-monitoring procedure, consisted of teachers observing their own behaviors and recording the occurrences and non-occurrences of components of the interlocking three-term contingency and the emission of aberrant behaviors. Three dependent variables were measured: the total number of instructional trials delivered, teacher instructional accuracy, and the number of student aberrant behaviors emitted. The study implemented a multiple baseline design across teachers, wherein four teachers from the classroom were participants. The findings show a functional relationship between the video-feedback/self-monitoring procedure and student as well as teacher responding. |
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