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| International Symposium - Tactics Used at The Jigsaw CABAS School to Expand the Academic and Communication Repertoires of Children on the Autistic Spectrum |
| Monday, May 28, 2007 |
| 10:30 AM–11:50 AM |
| Elizabeth F |
| Area: AUT/EDC; Domain: Applied Research |
| Chair: Catherine F. Grant (The Jigsaw CABAS School) |
| Discussant: Grant Gautreaux (Columbia University Teachers College) |
| CE Instructor: Emma L. Hawkins, M.S. |
| Abstract: Various tactics used at the Jigsaw CABAS School are described and data are provided to show their effectiveness in expanding the academic and communication repertoires of children on the Autistic Spectrum. The effect of multiple exemplar instruction was tested on the transfer of stimulus function for unfamiliar pictures across listener and speaker responses. Conditioning procedures were used to increase time spent playing appropriately with various activities, increasing the number of learn units presented was used to decrease out-of-seat behaviour and items were targeted to a rate criterion for fluency. Writer immersion is used to increase the number of written autoclitics and to decrease the number of written errors. Textual prompts are also being tested in this classroom as a tactic to increase the use of descriptive autoclitics. Data will be presented on the effectiveness of all these tactics. |
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| The Emergence of the Listener Component of Naming and Full Naming in Children on the Autistic Spectrum by Using Multiple Exemplar Instruction. |
| JACKIE CHARNOCK (The Jigsaw CABAS School), Emma L. Hawkins (The Jigsaw CABAS School), Elizabeth Theo (The Jigsaw CABAS School), Racheal Eade (The Jigsaw CABAS School), Grant Gautreaux (Columbia University Teachers College) |
| Abstract: The effect of multiple exemplar instruction was tested on the transfer of stimulus function for unfamiliar pictures across listener and speaker responses. Four children on the Autistic Spectrum who did not have the listener to speaker component of naming participated in this study along with a further non-vocal child who did not have the listener component of naming. Multiple exemplar instruction consisted of teaching the match, point to, tact and intraverbal repertoires simultaneously (match and point only for the non-vocal child). The participants were tested on previously untaught unfamiliar pictures post multiple exemplar instruction and naming was shown to have emerged. |
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| A Collection of Tactics Used in the Pre-Listener Classrooms to Increase Academic and Communication Repertoires of Children on the Autistic Spectrum. |
| KATHY HALES (The Jigsaw CABAS School), Emma L. Hawkins (The Jigsaw CABAS School), Elizabeth Theo (The Jigsaw CABAS School), Elizabeth Theo (The Jigsaw CABAS School), Jo Phillips (The Jigsaw CABAS School), Emma Payn (The Jigsaw CABAS School), Jackie Charnock (The Jigsaw CABAS School), Grant Gautreaux (Columbia University Teachers College) |
| Abstract: This presentation includes the effects of conditioning procedures to increase time spent playing appropriately with various activities, increasing the number of learn units presented to decrease out-of-seat behaviour and targeting items to a rate criterion for fluency. Six pre-listener children on the Autistic Spectrum participated in this study. All participants achieved significant gains across academic and communication repertoires because of the tactics implemented. |
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| The Effects of Reader/Writer Tactics on the Reading and Writing Behaviour of Children on the Autistic Spectrum. |
| EMMA L. HAWKINS (The Jigsaw CABAS School), Elizabeth Theo (The Jigsaw CABAS School), Racheal Eade (The Jigsaw CABAS School), Jackie Charnock (The Jigsaw CABAS School), Elizabeth Rougier (The Jigsaw CABAS School), Grant Gautreaux (Columbia University Teachers College) |
| Abstract: Writer immersion is defined as an establishing operation consisting of a period of time in which all communication is required to be in written format including learn units presented by the teacher. It is a tactic that is used in the reader/writer classroom at The Jigsaw CABAS® School to increase written autoclitics and to decrease the number of written errors. Textual prompts are also being tested in this classroom as a tactic to increase the use of descriptive autoclitics. Data will be presented on the effectiveness of these tactics. |
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