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| Strategies that Fit: Identifying Efficient Interventions to Support Children with Autism, Families, and Staff |
| Sunday, May 27, 2007 |
| 1:30 PM–2:50 PM |
| Elizabeth G |
| Area: AUT; Domain: Service Delivery |
| Chair: Nanette L. Perrin (Early Childhood Autism Program, Community Living Opportunities, Inc.) |
| Discussant: Shannon Kay (The May Institute) |
| CE Instructor: Nanette L. Perrin, M.A. |
| Abstract: When working with children, we should always be looking for empirically supported strategies to enhance our effectiveness. Improving the accessibility of effective strategies is often the first hurdle. In the first two presentations, we will provide information on sharing the technology of functional behavior assessment found in the empirical literature, first to teachers and then to families. The third presentation will present information about empowering parents in effective intervention strategies to help . The first presentation will be a multiple baseline design across teachers at varying grade levels. This data-based presentation will address the effects of knowledge dissemination on effectiveness of behavior plans. The second data-based presentation will assess the effects of a curriculum to teach parents to develop intervention plans. The third presentation will present a review of parent education literature and summarize the parent education strategies utilized as part of an intervention program for young children with autism and its effects on their families. |
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| Empowering Teachers across the Grades to Complete Functional Behavior Assessment. |
| STEPHANIE THORNE (Early Childhood Autism Program, Community Living Opportunities, Inc.), Amanda Tyrell (Early Childhood Autism Program, Community Living Opportunities, Inc.), Nanette L. Perrin (Early Childhood Autism Program, Community Living Opportunities, Inc.), Diane Bannerman Juracek (Community Living Opportunities, Inc.), James A. Sherman (University of Kansas), Jan B. Sheldon (University of Kansas), Jamie D. Price (Community Living Opportunities, Inc.) |
| Abstract: Empirical evidence suggests functional behavior assessment (FBA) is a necessary component in the creation of effective behavioral interventions. IDEA 2004 requires the use of FBA for behaviors that impede the learning of students (IDEA, 2004). Concurrently, it appears that some educators in the public school system continue to have limited knowledge of FBA procedures. The primary goal of this study is to consider a more cost effective and time efficient alternative to training public educators in behavior analysis. This presentation will describe a study examining the effectiveness of teaching FBA through school in-services, community-based trainings, independently accessed on-line modules, and self-administered quizzes. Through a multiple-baseline across participants design, pre- and post-tests of knowledge of FBA components, accuracy in the completion of competing behavior diagram will be assessed(O’Neill et al., 1997), testing scores from on-line modules will be tracked, as well as fidelity measures throughout their sessions on the implementation of FBA data will be collected. The participants will include special education staff at the elementary and high-school level as well as undergraduate students completing a practicum at the preschool level. The implications of these findings will be discussed and follow-up data will be reported as well. |
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| Increasing Family Self-Sufficiency to Assess the Functions of Child Problem Behavior and Develop the Fix. |
| DIANNE BANNERMAN JURICEK (Community Living Opportunities, Inc.), Amy McCart (University of Kansas) |
| Abstract: Enabling family members to assess the functions of challenging behavior and develop and implement successful intervention is an important, but difficult endeavor. Families don’t always have access or funding for professional services and having behavior analysts in the home is burdensome. This study assesses the effectiveness of basic training package to teach parents to use applied behavior analysis to develop effective behavior support plans for their children. The curriculum includes sections on how behavior works, a simplified functional behavior assessment, and a simple behavior support plan format with data collection procedures. A scenario test is used to assess acquisition and an interview and observation tool was developed to assess parents’ ability to use the information to develop and implement a successful behavior support plan. A case study with outcome and social validity data will be presented. Though not all families are inclined to gain an understanding of their child’s behavior and develop and implement effective intervention, some families are motivated to do so and should be able to access support towards self-sufficiency. |
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| Toddlers with Autism: Effective Parent Training. |
| KATE LAINO (University of North Texas), Shahla S. Ala'i-Rosales (University of North Texas), Jesus Rosales-ruiz (University of North Texas), Amanda C. Besner (University of North Texas), Nicole Zeug (University of North Texas), Andrea Newcomer (University of North Texas), Nicole Suchomel (University of North Texas), Allison Jones (University of North Texas) |
| Abstract: With the advent of more refined screening instruments, the detection of autism is occurring at younger and younger ages. Early detection frequently leads to early intervention. Because parents are the primary change agents in the lives of infants and toddlers, early intervention programs should involve parent training and support. The purpose of this presentation is to provide a review of the literature on parent training programs for families with infants and toddlers with autism. A description of intervention training goals, measures, training procedures, evaluation methods, outcomes and social validity will be provided. Finally, a data based description of one training program, The Family Connections Project (FCP), for parents of infants and toddlers with autism will be presented. The mission of FCP is to enhance the quality of relationships between toddlers with autism and their families. The FCP description will include an overview of family assessment strategies, IFSP development, teaching procedures, training procedures, data-based decision making strategies and social validity approaches. Outcome data from several families will be presented. |
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