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| Verbal Behavior with Children with Autism |
| Sunday, May 27, 2007 |
| 3:00 PM–3:50 PM |
| Elizabeth C |
| Area: VBC |
| Chair: Kimberly Vogt (David Gregory School and Columbia University) |
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| The Effects of Reciprocal Peer Tutoring as a Tactic for Increasing Verbal Operants in a Generalized Setting. |
| Domain: Applied Research |
| KIMBERLY VOGT (David Gregory School and Columbia University), R. Douglas Greer (Columbia University Teachers College and Graduate School) |
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| Abstract: The current study utilizes reciprocal peer tutoring as a possible tactic to increase verbal operants in a generalized setting. Proceeding baseline, a multiple probe design was used to determine if reciprocal peer tutoring along with a yoked reinforcement contingency would increase verbal behavior for the participants in a play setting. Two groups of students, a total of four children, participated in this study. All of the students have a diagnosis on the autistic spectrum and are in self contained preschool classrooms. Results can not be reported as of yet because the study is still in progress. |
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| Verbal Behavior for Young Children with Autism. |
| Domain: Applied Research |
| ANN PATE (Children's Specialized Hospital) |
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| Abstract: This paper describes the verbal behavior program at Children's Specialized Hospital in Mountainside, New Jersey. Children's is the largest pediatric rehabilitation hospital in the U.S. and serves 1000 children with autism per year in its outpatient clinics. The verbal behavior program was started for children with autism and is part of the conventional early intervention program serving young (birth to 3 years) children with developmental delays. This verbal behavior program uses all the usual ABA techniques as well as teaching children to mand for reinforcers using sign language. It has been instrumental in teaching many young children with autism to become vocally verbal. |
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