|
| International Paper Session - Parents and Persons with Autism |
| Sunday, May 27, 2007 |
| 3:00 PM–4:20 PM |
| Elizabeth F |
| Area: AUT |
| Chair: Ginger R. Wilson (University of Nevada, Reno) |
| |
| Training Parents as Behavior Change Agents: An Examination of the Benefits of Targeting Knowing about or Knowing how to Implement Operant Principles. |
| Domain: Applied Research |
| GINGER R. WILSON (University of Nevada, Reno), Patrick M. Ghezzi (University of Nevada, Reno) |
| |
| Abstract: Parent training has long been recognized an as effective intervention for child behavior problems and there is an extensive research highlighting the advantages of parent training (e.g., Berkowitz & Graziano, 1972; Kazdin, 1993). Despite the many advantages of training parents, no one parent training program has utilized strategies to effectively produce all of these outcomes. Parent training programs differ greatly and there are conflicting recommendations as to the necessary content for training parents to manage behavior. One content related issue centers on whether it is necessary to train parents about behavior principles or how to implement behavior principles or whether or not a combination of the two is necessary to produce child behavior change. A few studies have incorporated varying amounts of principles training (e.g., McMahon, Forehand, & Griest, 1981), yet not a single study to date has isolated the effects of knowing how and knowing about behavior principles. This address will present a study designed to examine the effects of parent training that targeted knowing about operant principles, knowing how to implement operant principles, and combination training. This address will also highlight some necessary areas of future examination for parent trainers. |
| |
| Highlights from 20 Years of ABA Techniques in Everyday Life of a High Functioning Autistic Child. |
| Domain: Applied Research |
| LUCIA A. J. BOLAND (Centrum Autism Leiden, The Netherlands) |
| |
| Abstract: As a mother of a HFA child and also a professional child psychologist, I was able to use the techniques and see the results of ABA during a period of 20 years in everyday life.
In this presentation I will walk through the stages of these 20 years and show the occasions in which behavior modification was applied and how it was specifically adapted to the family situation at home.
In the early years, the focus was on teaching him such basic behaviors as what to eat, when to sleep and how to play. Special attention was needed to stop his tantrums and manage his preoccupations.
In the elementary years the emphasis was on achieving social skills, such as finding friends and learning how to behave properly in the presence of adults, using techniques from social skills training.
In high school years, we had to deal with school projects, homework and enabling him to become a more self-dependent person. As a university student, his challenge is to build up a social life of his own.
Behavior analysis, as part of a larger integrative approach, can be useful in teaching a HFA child new behavior that elicits his anxieties. Self-management techniques strenghten these effects. |
| |
| The Effects of Parents as Therapists on Social-Communicative Development of Toddlers with Autism. |
| Domain: Applied Research |
| LAURIE A. VISMARA (University of California, Davis M.I.N.D. Institute), Sally Rogers (University of California, Davis M.I.N.D. Institute), Costanza Colombi (University of California, Davis M.I.N.D. Institute) |
| |
| Abstract: Autism interferes with the process of child learning and prevents adults from providing typical teaching opportunities within ongoing social interactions. Deficits in areas of development, such as attention, communication, imitation, and play skills, may reduce opportunities for children with autism to participate and learn from natural interactive experiences that occur throughout the day. These developmental delays may be further compounded by the time these children reach the toddler period. The current study provided treatment through the Early Start Denver Model to toddlers 12-36 months of age newly diagnosed with autism. The treatment model consisted of one hour weekly sessions for 16 weeks in clinic, in which parents learned naturalistic therapeutic techniques based on communication and socio-cognitive development as well as applied behavior analysis, and daily home intervention via the parents in natural family routines and parent-child play activities. Parents were taught to develop play activities into joint activity routines designed to build child language and social communication skills and to increase the reward value of social engagement with others. Results indicated significant gains in children’s social communication behaviors and in parents’ acquisition and use of treatment techniques. Findings are discussed in relation to providing parents with the necessary tools to engage, communicate with, and teach their young children with autism. |
| |
|
| |