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Interventions for Young Children With Special Needs: Snack Talk, Physical Activity, and Evaluation of a Statewide Intensive ABA Intervention Program |
Monday, May 27, 2013 |
2:00 PM–3:20 PM |
M100 D-E (Convention Center) |
Area: EDC; Domain: Applied Research |
Chair: Diane M. Sainato (The Ohio State University) |
Discussant: Ilene S. Schwartz (University of Washington) |
Abstract: The creation of environments to promote the learning of young children challenges researchers and practitioners alike. In this symposium three papers will be presented. We will highlight the results of data based efforts to provide an analysis of interventions for young children with special needs. Harbin, Davis, and Sandall, will offer a paper on the outcomes of embedded physical activity on the engagement of three young children with special needs. Schwartz and Gaurveau will describe their project examining the use of "Snack Talk" to increase social communication during mealtimes for three preschool aged children with autism and their peers. Ann Garfinkle will provide results of a statewide three-year early intensive ABA program for 50 young children with ASD ages 5 and under. IN this evaluation particular attention was paid to parent satisfation. Finally, Schwartz will provide discussion of these papers. Implications for service delivery and future directions for research will be discussed. |
Keyword(s): Intervention, Preschool, Special Needs |
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Increasing Social Communication During Mealtimes in Preschool Aged Children With Autism |
ARIANE GAUVREAU (University of Washington), Ilene S. Schwartz (University of Washington) |
Abstract: Snack Talk is any visual support used to facilitate communication in children with and without special needs, during mealtimes. This study utilized an ABAB design to determine if using Snack Talk during snack times in an extended day classroom for children with autism increased verbal behavior. Ten-minute videos of snack time were collected and coded in ten-second vreauintervals for student verbal behavior (initiations and responses), target of communication (peer, teacher or other), topic (snack, Snack Talk or other) and any challenging behavior or no response. Subjects were two boys and one girl with autism, ages four and five years old. Results indicated that verbal behavior increased during the Snack Talk conditions for two of the three subjects. Two subjects communicated more with their peers, as opposed to communicating with only teachers, during the Snack Talk condition. The third participant increased overall appropriate mealtime behavior during intervention by consistently remaining in his seat and looking at a snack talk visual, when compared with baseline data, yet did not demonstrate an increase overall in verbal behavior. IOA data was calculated for 30% of videos at 92%. |
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Effects of Embedded Physical Activity on the Engagement of Young Children |
SHAWNA HARBIN (University of Washington), Carol Ann Davis (University of Washington), Susan Sandall (University of Washington) |
Abstract: While research indicates physical activity can have desirable effects on student learning, little research has been conducted specifically in early childhood settings (i.e., preschool and kindergarten classrooms). The purpose of this study was to identify if physical movement activities embedded into the classroom routine increase engagement for children with autism in early childhood settings. Three kindergarten students with autism enrolled in a full-day, integrated kindergarten participated. This study used an ABAB design replicated across three students to examine the effects of physical activity embedded into the existing activities of a kindergarten classroom on the rates of engagement of young children. Results indicate that increased activity resulted in increased percentages of engagement for 2 of the 3 students. The physical activity routine was not sufficient to increase the physical movement for the third participant. A discussion of the level of intensity of the physical activity will also be discussed.Interobserver agreement on engagement for Michael was M=90% for circle and M=96% for seatwork; for Anna was M=91% for circle and M=88% for seatwork for Lucas was M=92% for circle and M=87% for seatwork. Physical activity was measured using an accelerometer. |
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Outcomes of a Three-Year ABA Program for Young Children With ASD |
ANN N. GARFINKLE (University of Montana) |
Abstract: In 2009, the State of Montana started an intensive program (20 hours a week) of Applied Behavior Analysis for 50 children aged 5 and younger. The program was supported by high levels of professional development and technical assistance. In addition, the State supported a project evaluation. This paper will present the outcomes of the project evaluation. The evaluation collected information from standard measures and functional measures as well as about symptom reduction and functional gains. Furthermore, the project collected information about parent satisfaction. The outcome data suggests that all project participants made gains. Using the CARS as a descriptor of symptom severity, a quarter of the participants are now categorized as non-autistic. Further, reported gains for all 50 children include increases in communication skills, self-help skills, play skills and in the community access. Additionally, all children were reported in engage in few challenging behaviors. Parent satisfaction with the program was high but some parents expressed concern about going from 20 hours of service a week to none. Information about which specific ABA strategies where used in the children's programs where collected. The data indicated that Discrete Trial Training was the most commonly used strategy. |
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