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International Approaches and Collaborations to Autism Service Delivery |
Tuesday, May 28, 2013 |
12:00 PM–1:20 PM |
205 A-B (Convention Center) |
Area: AUT |
Chair: Peishi Wang (Queens College, City University of New York) |
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Study Abroad Program: Autism Internship in Beijing |
Domain: Service Delivery |
PEISHI WANG (Queens College, City University of New York), Menglin Sun (Beijing Wucailu Center for Children with Autism) |
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Abstract: The purpose of this presentation is to describe a successful collaboration between the graduate program in special education at Queens College, City University of New York and Wucailu Center for Children with Autism in Beijing, China. During the summer of 2011, five graduate students, under the supervision of a special education faculty, completed a six-week internship in Beijing through the Study Abroad Program at Queens College. This internship is part of an ongoing exchange program between Queens College and Beijing Wucailu Center for Children with autism. The interns assisted Wucailus teachers and administrators in revising the schools curriculum, redesigning of the classroom environment, and implementing evidence-based instructional strategies. The internship was a mutually beneficial experience for all parties. In collaboration with Wucailus teachers, Queens College interns learned how to adapt research-based instructional strategies to be culturally aligned and responsive for Chinese children with autism. The interns experienced both professional and personal growth. The impact of this collaboration was profound. The administrators, teachers and families at Wucailu considered this internship a major milestone in its history. Photographs and short video clips will be used to illustrate activities took place during the internship. |
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Emergent Literacy and Autism: Croatian Example of an Early Intervention Program |
Domain: Service Delivery |
NATASA DOLOVIC (Association for Autism "Pogled") |
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Abstract: The social and communicative impairments are unique and specific deficits that define autism phenotype. Parents usually express their concern when such symptoms occur. Unfortunately, a significant lag between the time that parents report concern about the childs development and actual diagnose of an ASD, is still widely present in Croatia. A medical model of childhood disability is still present, too. However, needs of contemporary society are compelling experts in the field of educational rehabilitation to make all the necessary changes in order to improve scientific perception. This presentation is focused on a discussion of an early intervention program designed for the amelioration of communication skills in non- verbal toddlers with autism. Throughout this didactic approach, the relationship between early language acquisition, emergent literacy in autism, partnership with parents, and last but not least, family functioning will be discussed. Key words: autism, communication, emergent literacy, early intervention, family, Croatia |
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You Get What You Pay For: One Year of Applied Behavior Analysis in Hong Kong and Its Relative Cost |
Domain: Applied Research |
JEREMY H. GREENBERG (The Children's Institute of Hong Kong) |
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Abstract: There have been decades of research literature that support the effective application of behavior analysis (ABA) to schools that have students with special needs including autism. Early intervention, preschool, and primary school populations have benefited from ABA and its effectiveness as well as efficient teaching procedures. In light of the global economy and economic crises, the costs of services for children having special needs has been analyzed and scrutinized across many levels of bureaucratic systems. Through its evidence-based methods, focus on relevant outcome data, and careful measurement practices, ABA has offered many stakeholders in the field of education the best way forward for one of societies biggest mental health problems. The present study reviews one year of outcome data from a primary school for students having special needs in Hong Kong. Special instruction was provided in individual and in group formats using learn units as the basic unit of instruction. Inclusion opportunities for general education classes existed for most of the students. At the conclusion of the study, two students were transferred to regular education classes. A cost benefit analysis showed the relative dollar amounts of the learn unit, instructional sessions, and objectives met for one year. |
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Comparing the Verbal Behavior of Children With Autism Having Received Behavioral Intervention or Multidisciplinary Intervention |
Domain: Applied Research |
MARIE LAURE JOËLLE NUCHADEE (French ABA), Vinca Riviere (Development - Autism), Melissa Becquet (Université Lille Nord de France), Bruno Facon (Université Lille Nord de France) |
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Abstract: Multidisciplinary approaches, which can be described as participation by psychoanalysts in multidisciplinary assistance, are privileged in most French community services provided to individuals with autism. There is, on one hand, a dearth of assessment data on the outcome effectiveness of the individual components of such multidisciplinary package, or from the established effectiveness of any such combination. On the other hand, early intensive behavioral intervention is the most often studied type of intervention for children with autism and has been proved effective in producing large and lasting functional improvements in such populations. The purpose of our study was to investigate the outcomes of 58 children with autism following at least 2 years of intervention on standardized tests assessing verbal skills and thereby determine what type of intervention would be more efficacious in making the children reach normative verbal skills. We obtained clear cut results indicating that young children with autism who received early intensive behavior intervention outperformed substantially and statistically comparable children who received multidiscipliary intervention services for the same period of time on every measure. |
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