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| International Paper Session - Learning, Integration, and Transition |
| Sunday, May 27, 2007 |
| 4:30 PM–5:20 PM |
| Elizabeth F |
| Area: AUT |
| Chair: Katherine Moxness (West Montreal Readaptation Centre) |
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| The Integration of Children with Autism in Regular Settings Following an ABA Program: Results from an Outcome Monitoring Study. |
| Domain: Applied Research |
| KATHERINE MOXNESS (West Montreal Readaptation Centre), Celine Mercier (West Montreal Readaptation Centre), Genevieve Boyer (West Montreal Readaptation Centre), Martine Beaurivage (West Montreal Readaptation Centre) |
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| Abstract: Background: In 2003, the Québec Ministry of Health recommended that children with autism spectrum disorders aged 2-5 years old receive at least 20 hours a week of ABA interventions.
Objectives: To document: 1) the percentage of children integrating regular school or daycare after participation in the program; 2) the relationship between the intensity of program exposure and the integration in regular settings.
Methods: The outcome monitoring study was conducted through a client information system (children characteristics and ABA exposure) and a survey on children participating in the program (type of integration and level of support).
Results: To date, half of the children were integrated in regular school or daycare without any or with 15 hours or less of weekly support. There is no statistical differences between children in regular or special settings regarding weekly hours of ABA intervention or total duration of treatment. Very few girls are found in regular settings.
Conclusion: The 50% percentage of integration in regular settings found in this study replicates previous studies. Results regarding the intensity of treatment support the hypothesis that other variables related to children, its milieu and the treatment (some of them already documented in the literature), should be considered as outcome predictors. The unexpected finding about the relationship between gender and level of integration has to be scrutinized more deeply. |
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| Behavioral Modification and Autistic Children: A Retrospective Case Study. |
| Domain: Applied Research |
| MARIA FERNANDA GOMEZ (F.A.C.E.S.) |
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| Abstract: A case study was conducted in order to show the effects of concrete behavioral modification interventions on two autistic children of the same age, who differ in their learning speed. The present case study examined different programs taught, the time it took each child to master those programs, and the general outcome after the first year of intervention. The programs were classified into five categories and their respective subdivisions. The first month of results for each particular category was used as a predictor of the first year outcome for each category. The present study attempted to compare the learning progress of two autistic children, in reference to the application of behavioral modification as the treatment method for autism.
Results of the present study indicated that generally the pace of learning during the first month of intervention was an accurate predictor of the overall learning pace for the first year of behavioral modification intervention. However, the study further suggested that autistic children could learn at an increased pace after the application of behavioral modification therapy for some program categories. |
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| Project TASK: Transition for Children with Autism to School from Kindergarten. |
| Domain: Applied Research |
| DIANE M. SAINATO (The Ohio State University), Sunhwa Jung (Oakstone Academy), Mary D. Salmon (The Children's Center for Developmental Enrichment), Judah B. Axe (The Ohio State University), Nikki Kerns (Oakstone Academy), Rebecca S. Morrison (The Ohio State University) |
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| Abstract: The purpose of this federally funded model demonstration project is to develop, implement, and evaluate a program for kindergarten children with autism that effectively addresses the transition from an inclusive kindergarten to a school-age program. In year one, the model program was implemented in one kindergarten classroom with six children with autism (ASD) and six typical peers. A cohort of five children with ASD was recruited from one local school district. In the second year, two inclusive model classrooms with 12 children with ASD and 12 peers were studied. Eight kindergarten students with autism were recruited from local school districts to serve as the comparison group.
Pretest and post-test measures included standardized assessments for language, cognitive, social, adaptive behavior, and academic skills. Direct observations of child and teacher behavior were conducted for a total of 8100 minutes in the first year of the study. In the second year, observations totaled 8370 minutes. Interobserver agreement measures for direct observation yielded a mean level of 90%.
Outcomes from the first two years of Project TASK include an increase in scores on standardized assessments across all areas and improved levels of appropriate engagement in observed classroom activities as contrasted to the comparison subjects. |
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