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| Analyzing, Measuring, and Teaching Social Behavior |
| Monday, May 28, 2007 |
| 3:00 PM–4:20 PM |
| Elizabeth F |
| Area: AUT |
| Chair: Barry Katz (Operant Systems, Inc.) |
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| Mutual Bi-Directional Eye Glasses: A Tool for Monitoring and Measuring Social Eye Contact Behavior. |
| Domain: Applied Research |
| BARRY KATZ (Operant Systems, Inc.), A. Charles Catania (University of Maryland, Baltimore County) |
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| Abstract: Autistic individuals have difficulty communicating with children or adults. Their socialization skills are poor or non existent. An important component of the communication and socialization process is their ability to exhibit ‘social eye-contact’ behavior, one of the deficit repertoires of autistic individuals. The goal of this seminar is to discuss the various behavioral contingencies that can be measured and monitored using mutual bi-directional eye glasses.
There are various devices and systems that monitor ‘eye movements’ to be used as an input to a computer system, or to alert a wearer of specialized eyeglasses when fatigued, or for monitoring the safety of an individual using specialized eyewear-glasses or just to record eye movements and gazes. The mutual bi-directional system monitors the free operant and allows for the various behavioral contingencies to be setup. |
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| Functional Analysis of Social Communicative Behavior in Young Children with Autism Spectrum Disorders. |
| Domain: Applied Research |
| MAUREEN CONROY (University of Florida), Elizabeth L.W. McKenney (University of Florida), Jennifer A. Sellers (University of Florida), Taketo Nakao (University of Florida) |
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| Abstract: Functional analyses are an effective tool in evaluating the environmental contributors to aberrant behavior (Carr et al., 1999; Iwata et al., 1982/1994), yet have not been extensively applied to other forms of behavior. The display of social communicative behavior is considered a pivotal skill for young children with autism spectrum disorders (ASD) (Koegel et al., 1999). Treatments have been prescribed (e.g., Social Stories, peer coaching activities) to remediate social skill deficits; yet, many of these treatments suffer from a lack of empirical evidence substantiating sustained positive effects (Rogers, 2000; McConnell, 2002). An empirical procedure, functional analysis, is proposed to analyze the functions of social communicative behavior in young children with ASD. Participants are young children aged 3 – 9 years who have been diagnosed with ASD and have previously demonstrated impaired social communicative skills. Procedures include an alternating treatments design analyzing the potential functions of social communicative behavior (e.g., attention, tangible, escape, in comparison to control conditions). Preliminary data collected demonstrates the potential utility of this procedure for identifying one or more functions of various forms of social communication. Function-based treatments will be presented, demonstrating the efficacy of this assessment procedure for improving the rate of social communicative behavior for young children with social skills deficits. |
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| The Family Dinner: An Observational Study of Social Communication Patterns in Families of Children with Autism. |
| Domain: Applied Research |
| CHRISTOPHER JONES (University of Puget Sound), Ilene S. Schwartz (University of Washington) |
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| Abstract: Although early deficits in social communication skills such as joint attention are considered hallmark features of autism, less is known about how these deficits manifest themselves (or the role that families play in the facilitation and maintenance of these skills) in high functioning children with autism. The principal purpose of this investigation was to observe, describe, and compare the complex transactional nature of social interactions between children with autism and their families and typically developing children and their families. To our knowledge, this is the first investigation looking at these interactions in a naturalistic, unstructured common activity or routine such as dinnertime. The results of this study both replicate and extend previous research on the social communication abilities of children with autism and the subsequent influence of family communication styles. We found that families did not differ with respect to the amount or quantity of interaction, but did differ with respect to the quality of those interactions. Results are interpreted in relation to the impact that families may be having on the child with autism. Strategies for social communication interventions within the family and other natural contexts are discussed and implications for future research are provided. |
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| Generalization of Social Skills Instruction: From ABA to Group Settings. |
| Domain: Applied Research |
| DAWN ANN HOLMAN (Autism Spectrum Consultants, Inc.), Jessica Postil (Autism Spectrum Consultants, Inc.) |
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| Abstract: Social skills are an essential part of any ABA curriculum for all children with autism spectrum disorders. Such instruction can take many forms, from the formal task analyzed individualized skill acquisition, to larger group modeling and activities. In addition, social skill instruction will vary depending on the age and developmental level of the student.
Dawn Holman and Jessica Postil are both researchers and practitioners in the field of behavioral analysis and education. Their presentation will include a task analysis of social skill behaviors, according to age level, and the progression of these skills out of a one to one teaching environment, to a systematic approach to generalization of these skills, to include other peers and learning environments. Specific social skill assessments, in addition to curriculum planning, will be discussed. In addition, the presenters will demonstrate their model of social skill group learning, presenting two formats that have proven effective in their practice. |
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