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| International Paper Session - Towards Comparing Treatments and Treatment Components |
| Sunday, May 27, 2007 |
| 10:30 AM–11:50 AM |
| Elizabeth H |
| Area: AUT |
| Chair: April M. Sullivan (York University) |
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| Developmental Trajectories of Young Children with Autism Enrolled in an IBI Program: What the ABLLS Can Tell Us about Their Progress. |
| Domain: Applied Research |
| APRIL M. SULLIVAN (York University), Adrienne M. Perry (York University), Nancy Freeman (Surrey Place Centre), James Bebko (York University) |
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| Abstract: The Assessment of Basic Language and Learning Skills (ABLLS; Partington & Sundberg, 1998) is a detailed language/learning curriculum and assessment tool. It is widely used among educators of children with autism and can be a useful supplement to standardized assessment tools by providing a more fine-grained analysis of skill acquisition. However, the ABLLS has not been standardized on typical children and traditional psychometric properties, such as reliability and validity, have not been established. This presentation outlines a three-part study. The first study explores developmental trajectories on the ABLLS for 15 typically developing children between the ages of 4 and 48 months. The second part explores the inter-rater reliability and convergent validity (with standardized measures) of the ABLLS among a sample of 8 preschool children with autism. Finally, the third part of this study uses growth curve analyses of ABLLS data, in addition to standardized measures of cognitive and adaptive functioning, to explore the developmental trajectories of children with autism enrolled in the publicly-funded IBI program in Ontario. Data will be presented for 30 preschool-age children with autism who have been enrolled in IBI programming for at least one year. |
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| A Further Analysis of the “Discrete Trials” of Autism Programs. |
| Domain: Applied Research |
| AMY CRYE (Spectrum Center), Whitney S. O'Keefe (Spectrum Center) |
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| Abstract: The incidence of Autism Spectrum Disorder continues to rise. With this increase, the number of parents educated in the efficacy of applied behavioral analytic programs as the treatment of choice for children on the spectrum has also grown. Disagreements between these parents and school districts involving treatment selection and implementation have resulted in litigation. Choutka, Doloughty, and Zirkel (2004) provided a systematic analysis of case law from 1989-2001 of the variables leading to court decisions. In their paper they identified three primary variables significant in determining outcomes: effectiveness of the witness, documentation of progress, and Individualized Education Program elements. The current paper reviews case law from the last five years and attempts to further analyze the three variables identified by Choutka et al. as well as other variables for case outcomes. These additional variables include specifically identifying the professional credentials of the expert witness, the type of program offered by district, and whether description of program components (ABA vs discrete trial) affects outcome. Lastly, this paper addresses the implications of case decisions, the potential need for changes in federal and state guidelines for best practices, and how correct implementation of these practices is monitored. |
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| A Comparative Analysis of Discrete Trial Training, Natural Environment Training, and Relationship Development Intervention: Can We Reach a Treatment Compromise? |
| Domain: Applied Research |
| MAE R. BARKER (University of Florida), Kim D. Lucker Greene (Behavior Management Consultants, Inc.) |
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| Abstract: This presentation will compare three instructional modalities for teaching students with autism: discrete trial training (DTT), natural environment training (NET), and Relationship Development Intervention (RDI). We will specifically look at how these approaches may facilitate verbal behavior and illustrate with video clips each approach. Such a comparative analysis is especially useful considering recent updates to the ABLLS (Partington & Sundberg, 1998) that permit a more fine-tuned assessment of verbal behavior. As our field becomes more sophisticated in assessing VB, we must also become more skilled as to how we teach verbal behavior. This presentation will compare DTT, NET, and RDI and discuss how these 3 approaches may be used in combination to establish comprehensive verbal repertoires in children with autism. |
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