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| International Paper Session - Variables Affecting Instruction to Children with Autism |
| Tuesday, May 29, 2007 |
| 9:00 AM–10:20 AM |
| Mohsen AB |
| Area: AUT |
| Chair: Kelly McKinnon (Kelly McKinnon & Associates) |
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| Teaching Students with Autism to Follow Directions in Small Group Settings. |
| Domain: Applied Research |
| CHRISTINA R. CARNAHAN (University of Cincinnati), Karin S. Schumacher Dyke (University of Cincinnati), Shobana Musti-Rao (University of Cincinnati), Renee Hawkins (University of Cincinnati) |
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| Abstract: The purpose of the study is to increase teacher efficiency and learning for students with autism in small group settings. The classroom teacher nominated three fifth grade students with autism to participate in the study. The students currently function at least six years below grade level and receive all academic instruction in one on one settings. A multiple-baseline-across-directions design will be used to evaluate the effects of a treatment package that includes visual supports, least to most prompting, and systematic reinforcement on each student’s ability to follow verbal directions. Results from the study will provide insight into strategies for teaching students with autism important life skills in small group settings. The paper will present implications for practice and for future research. |
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| Using Digital Pictures to Teach Language Recall for Children with Autism. |
| Domain: Applied Research |
| KELLY MCKINNON (Kelly McKinnon & Associates) |
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| Abstract: Rote memory and recognition tasks often remain intact in individuals with autism. Memory tasks that require free recall without explicit retrieval cues can be more problematic. Individuals with autism tend to rely more on concrete retrieval cues to remember language information and to initiate spontaneous communication. The use of digital pictures to “snapshot” an event to promote immediate recall, recall of a series of events, and later delayed recall of events will be discussed with supporting data and parental feedback provided. |
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| Increasing Sustained Social Referencing and Nonverbal Imitation Skills in Children with Autism. |
| Domain: Applied Research |
| KELLY MCKINNON (Kelly McKinnon & Associates) |
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| Abstract: One of the first symptoms that set children with autism apart is the lack of eye contact, social referencing and imitation. While standard discrete trial methods of “look at me” and single response imitation tasks are often part of treatment for children with autism, isolated, single responses may not lead to sustained referencing and nonverbal imitation as a method for early learning. Follow two case studies of extended behavior chaining, aimed at increasing social referencing and nonverbal imitations skills. |
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| Assessing Teaching Procedures for Expressive Sight Words to Students on the Autistic Spectrum. |
| Domain: Applied Research |
| MARTINA BOYLAN (Learning Centre for Autistic Children), J. Carl Hughes (University of Wales) |
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| Abstract: The aim of this study was to compare the effectiveness of two different teaching procedures on the acquisition of expressive sight words. The first used a mixed trial presentation were each of the three acquisition targets was interspersed with one known target; the second involved the repeated presentation of three acquisition targets. A multiple baseline design across treatments was used. The participants of the study were two 5 year-old children, both diagnosed with autism. A pre-test was administered to select a sample of unknown expressive sight words. Target expressive sight words were selected randomly from this sample and taught in groups of 3. Two teaching sessions were carried out per day, using each of the teaching procedures in a random order over a 6 week period. In both conditions, the same number of acquisition trials were conducted. Acquisition was tested by taking data after each teaching session by carrying out a 1-minute timed practice on acquisition targets only. Mastery was reached when the number of correct responses was equal to a standard aim per minute for expressive sight words. These findings have important implications when devising effective intensive teaching programs. |
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